Process of Designing a Training Program

Tutorial | Train the Trainer

Process of Designing a Training Program
The process of designing a training program is not an easy task. Many problems occur in the
process of designing a training program. Some of the common problems are; creating training
that does not support a business goal, problems that training cannot fix, how to identify the
purpose of a training program, and sometimes all of these things.
So, how to create an effective training program for the employees? Below are the five steps that
will help you to create a more effective training program:

Step 1: Perform a Training Needs Assessment

The assessment of a training program has four-step to be followed:

 Identifying the business goal that can be supported by a training program.

 Determining the tasks that workers should perform to make the company reach its goals.
 Conducting the training activities that will help in enhancing the learning of the workers
to perform the tasks more effectively.
 Determining the learning characteristics of the workers that will make the training
effective.

Step 2: Develop Learning Objectives

A learning objective address things that your employees can get to know like:

 What is the product flow?

 How to maintain the product flow cycle?
 Importance of good product lifecycle.

Step 3: Design Training Materials

While designing your materials, keep the following points in mind:

 Focus on the learning needs of your employees.

 Create training assessments that can directly relate to the learning objectives.
 Remember the adult learning philosophies.
 Include more hands-on practice or simulation as possible.
 Put the employees in control of the learning process.
 Do possible thing to let the employees talk and interact with the trainer and with each
other while attending the training.
 Make sure there is plenty of opportunity for opinions.
 Break your training materials into small pieces that are easier to understand.
 Use “blended learning” approach that includes training in various types.
 Appeal to your workers’ senses during the training.

Step 4: Implement the Training

Implementation can take different forms by moving forward to the training. It can be classroom
instructions, the completion of e-learning modules, or more.

Step 5: Evaluate the Training

This method involves evaluating the training at four levels. Those four levels of evaluation are:

 Employees’ reaction to training.

 Employees’ learning through the training.
 Employee’s job behavior post-training.
 Beneficial business results.
5 Essential Steps to Creating Effective
Training Programs to Drive Business Results
The most effective employee training programs are built following a systematic, step-by-step
process. Standalone or one-off training initiatives are more likely to fall short of meeting
organizational objectives and participant expectations due to their lack of continuity.

Without ongoing support, employees may struggle to retain and apply new skills, leading to
decreased productivity and frustration. For example, without follow-up resources or
reinforcement, employees might forget key concepts or find them difficult to apply. To achieve
lasting impact, organizations need to invest in continuous, integrated training approaches.

This blog post will define what makes an effective training program and share five steps to create
initiatives that deliver positive business outcomes and enhance the employee experience.

What is an Employee Training Program?

An employee training program is an initiative led by an organization’s HR and talent department

to upskill or reskill employees. A vital part of the broader employee experience, training
programs allow employees to develop new skills or refine existing ones to boost productivity and
performance. These opportunities can also be a great way to help an employee transition to a
new position.

When designed effectively, training programs benefit both organizations and employees. For
organizations, well-executed training can lead to improved employee retention, increased sales,
and greater profitability. Training also fosters stronger camaraderie among colleagues,
contributing to a more cohesive work environment.

Employees who undergo a successful training program often get recognized through promotions
or rewards and feel higher job satisfaction. They also gain increased confidence in their roles,
enhanced career prospects, and a greater sense of accomplishment, all of which contribute to
their overall engagement and motivation at work.

How to Create an Effective Training Program

Training programs can have different outcomes, and the key to success often lies in thoughtful
planning and a clear strategy. Well-planned programs are more likely to achieve positive results
for both the organization and its employees.

Creating an effective training program, like everything else in the business world, requires
having a vision, setting clear goals, and following through.

Here are a few steps to start implementing a training program that will last and succeed.

1. Assess Training Needs

The first step in developing a training program is identifying and assessing needs. A needs
assessment helps you determine which teams or employees need training, what training they
need, and the best ways to deliver it.

Employee training needs may already be established in the organization’s strategic, human
resources, or individual development plans. However, if you’re building the training program
from scratch (without predetermined objectives), you must first assess which areas to focus on.

There are several critical steps involved in assessing your organization’s training needs.

Begin by conducting a thorough assessment of the organization’s training needs. Identify skills
gaps, job-specific requirements, and areas for improvement. Gather input from employees,
supervisors, and HR professionals to determine the training priorities.

Here are a few questions you can start by asking:

 What areas in the organization will benefit from training right now?

 What problems are you trying to solve with the training?

 Who will benefit most from training?

Data points you can look at to answer these questions include CSAT surveys, employee
performance reviews, sales goals vs. achievement, employee engagement surveys, and exit
surveys. These data points touch on most organizations’ primary areas of concern: customer
satisfaction, profitability, and employee experience. Once you have determined your current
needs, it becomes easier to set your training objectives.

2. Set organizational training objectives

The training needs assessment (organizational, task & individual) will identify gaps in your
current training initiatives and employee skill sets/knowledge. These gaps should be analyzed,
prioritized, and turned into the organization’s training objectives.

A training objective should:

 Clearly state the purpose and expected outcome of the training.

 Employ the parameters of the SMART (Specific, Measurable, Achievable, Relevant, and Time-
Bound) methodology.

 Align with the company’s broader objective and contribute to it.

 Offer different options for hybrid, in-person, and online programs.

 Identify additional barriers to training. E.g., Do employees need time off to take training?

Remember, any training program aims to set the employee up for success. Establish clear and
measurable objectives for the training program. Define what skills and knowledge employees
should acquire and outline the expected outcomes. These objectives will serve as a roadmap for
designing the training content.

3. Create a Training Action Plan

The next step is to create a comprehensive action plan that includes learning theories,
instructional design, content, materials, and other training elements.
Design Engaging and Relevant Training Modules

Start by designing relevant training modules that are engaging and aligned with organizational
goals. Incorporate various instructional methods, such as workshops, e-learning platforms, and
on-the-job training, to cater to diverse learning styles. By tailoring the content and delivery to the
needs of the employees, you can maximize engagement and knowledge retention.

Assess and Allocate Resources

Next, assess the resources required to implement the training program effectively. This includes
identifying trainers, developing training materials, securing technology tools, and arranging
appropriate facilities. Proper resource allocation and budgeting are crucial to delivering a high-
quality, seamless training experience.

Create a Training Timeline

Create a timeline that outlines the sequence and duration of each training module. Consider
factors such as employee availability, work schedules, and organizational priorities to ensure
smooth integration into daily operations. Clearly communicating this timeline to employees and
stakeholders helps manage expectations and ensures everyone is on the same page.

Pilot and Gather Feedback

Many companies pilot their initiatives and gather feedback to make adjustments before launching
the program company-wide. This allows organizations to identify potential issues, refine the
content, and optimize delivery methods. Incorporating feedback early on ensures the program is
more effective when fully implemented.

4. Implement Training Initiatives

The implementation phase is where the training program comes to life. Program implementation
should consider:

 Timeline: Ensure the training schedule aligns with organizational priorities and employee
availability to avoid disruptions.

 Employee engagement: Develop strategies to keep employees motivated and engaged

throughout the training process, such as interactive sessions, quizzes, or gamified elements.

 Learning Key Performance Indicator (KPIs) goals: Establish KPIs to measure the effectiveness of
the training and ensure that learning objectives are being met.

 Related resources (Facilities, Equipment, etc.): Verify that all necessary resources, including
training facilities, equipment, and technology, are available and functioning properly to support
the training activities.

Participant progress should be monitored during training to ensure the program is effective.

5. Evaluate and Revise Training

The last segment mentions that the training program should be continually monitored.
Ultimately, the entire program should be evaluated to determine if it was successful and met
training objectives. Assess the effectiveness of each training module through learning
evaluations like Explorance Metrics that Matter (MTM). MTM offers best-practice KPIs,
Smartsheet evaluations, and measurement strategies, as well as the world’s largest validated
source of learning effectiveness benchmarks (1.5 billion data points).

The training program or action plan can be revised or reassessed if objectives or expectations are
not met.

Management Development Program

Management development programme is an attempt to improve managerial effectiveness through
a planned and deliberate learning process. Unlike general purpose of training, management
development programme aims at developing conceptual and human skills of managers and
executives through organized and systematic procedures. In India, many professional institutes
like Administrative staff college of India, Management Development Institute, Indian Institute of
Management, Quality Management International, National Institute of Personnel Management,
Indian Society of Training and Development etc, conduct different management development
programmes to sensitize managers and executives to various emerging problems of the corporate
world.

The major components of Management Development Programme are:

1. Selection: To identify innate potentiality or managerial abilities of executives.

2. Intellectual conditioning: To educate executives and managers on different managerial
tools & techniques.
3. Supervised training: To guide executives and managers on application and use of
knowledge in the course of day to day activities.

Methods of Management Development Programme

The two categories of development methods are on-the-job development, and off-the-job
development. Some of the widely used on-the-job development methods are, coaching, job
rotation, under study assignments and multiple management. Off-the-job development methods
include simulation exercises, sensitivity training, transactional analysis, conferences and
lecturers. To ensure the success of the management development programs, they have to be
evaluated from time to time.

1. Transactional Analysis

This type of training method is helpful to eradicate or minimize the dysfunctional aspects of
personality, developed from critical assumptions assimilated during childhood. The life script is
a basic concept of transactional analysis. The programme for transactional analysis may vary
from one day to five days. This method of training enables participants to develop interpersonal
competencies to improve relationships with self and others for changing their behavior
appropriately to optimize interrelationships. As far as possible, the trainer must operate from
adult state and not be personally involved in transactions between participants.

The trainer must have expert knowledge of transactional analysis before interpretation of
behavior. The trainer should interpret group behavior in terms of ego states of the participants.
He should not be personally involved in the transactions between trainees. He should have
specialized knowledge of the theory and practice relate to the transactional analysis.

2. Simulations

Trainees participate in a reality-based, interactive activity where they imitate actions required on
the job. It is a useful technique for skills development. Training becomes more reality-based, as
trainees are actively involved in the learning process. It directly applies to jobs performed after
training. Simulations involve yet another learning style, increasing the chance that trainees will
retain what they have learned. Simulations are time-consuming. The trainer must be very skilled
and make sure that trainees practice the skills correctly. Only perfect practice makes perfect.

In simulation training, the trainees act for situations in which they assume the personality and
positions of some one else. The success of stimulation training depends upon other training
innovations and relies on the continued patience of the enthusiastic participants having
willingness to share insights and ideas with others. Simulation game increases interaction among
the trainees from divergent socio-economic background. It provides an active, verbal and
physical learning environment to increase the motivation of learners.
Management Development in HRM:
Meaning, Concept, Need, Techniques and
Programme
Everything you need to know about management development. Management development is a
part of a large process of development and learning which a significant area of human
development is.

In human society there is a continuous growth which takes place through a continuous process
of exploration, discovery and acquisition of knowledge.

Executive or management development is a planned process of learning and growth designed to

bring behavioural change among the executives.It is continuous process of learning. It implies
that there will be a change in knowledge and behavior of the individuals undergoing
development programme. The employee will be able to perform his present job better and will
increase his potential for future work.

Management Development – Introduction

Management development is a part of a large process of development and learning which a

significant area of human development is. In human society there is a continuous growth which
takes place through a continuous process of exploration, discovery and acquisition of knowledge.

When we talk about management development, one is likely to overlook the total process of
development which takes into account the development of all employee. It is an educational and
theoretical knowledge and managerial skills in an organized manner.

Management Development – Meaning

“Executive or management development is a planned process of learning and growth designed to

bring behavioural change among the executives.”

It is continuous process of learning. It implies that there will be a change in knowledge and
behavior of the individuals undergoing development programme. The employee will be able to
perform his present job better and will increase his potential for future work.

Managers develop themselves by participating in formal training courses organised by the

organisation. They also make use of actual job experience in learning new behavior and the
organisation must provide opportunities for development of its managers. But an equal, but more
important, counterpart to the efforts of the organisation is those of the individuals. Self-
development is an important concept in the whole programme of executive development.

Management development is a process in which managers working at different levels learn and
improve their ability, capability, knowledge and skills for improving the performance of
individual as well as organisation. The effectiveness of managers at work contributes a lot to the
success of every organisation.

The new approach of human resource management is that money used in development of
employees and managers is considered as an investment and not as a cost. Along with their jobs
the managerial staff is provided opportunities to learn and improve their competencies. This
whole process is known as management development.

The managerial staff is prepared to improve their performance on present jobs and preparing
them for further assignments also. Management development is a systematic process of training
and growth by which managerial personnel gain and supply skills, knowledge, attitudes and
insights to manage the work in their organisations effectively and efficiently.
Management development programme includes the activities — short courses, leadership
courses, management education and training programmes, coaching, guiding and mentoring.
These programmes can be conducted in-house or outside by consultants or experts.

Management development is a business led process. The business determines what kind of
managers it requires to accomplish its strategic goals as well as how to obtain and develop such
managers. Although there is stress of self-development, the business must indicate the directions
towards which self-development should occur?” (Armstrong)

ADVERTISEMENTS:

In the opinion of Molander, “management development is a conscious and systematic process to

control the development of managerial resources in the organisation for the achievement of goals
and strategies.”

Purpose of Management Development:

The purpose or objective of management development programmes are discussed below:

1. To sustain better performance of managers throughout their careers.

2. To improve the existing performance of managers at all levels.

3. To encourage existing managers to increase their capacity to assume and handle greater
responsibility.

4. To enable the organisation to have the availability of required number of managers with the
required skills to meet the present and anticipated (future) needs of the organisation.

5. To replace elderly executives who have risen from the ranks by highly competent and
academically qualified professionals.

6. To provide opportunities to the executives to fulfil their career aspirations.

7. To ensure that the managerial resources of the organisation are utilised optimally.

The primary aims are:

(1) To ensure that the company is staffed both now and in the future with a sufficient number of
managers with necessary skills, experience and ability to secure continued growth and
profitability – the right man or woman at the right time in the right place. Thus we will have a
steady source of competent people at all levels to meet organisational needs at all times.

(2) To check that human resources of a company are being properly and fully used, and that
potential and talent in human terms are neither wasted nor overlooked, and they are offered
ample and timely scope to grow, so that both individuals as well as organisational needs are
adequately met. This will ensure optimum utilisation of human capital.

(3) To provide an opportunity for staff within a company to prepare themselves for higher
assignments and to reach their maximum capabilities.

The staff should be enabled to fulfil their career expectations by training that will enable them to
do a bigger and a richer job which they can get through a sound promotion policy, viz.,
promotion from within.

In addition, there are many other objectives, such as to prevent managerial obsolescence
(becoming out-of-date), to prepare for new business and expansions, to replace old executives
with younger talents, to Indianise management, to promote a high morale and good
organisational climate, to adapt quickly to changing conditions, to secure more harmonious
teamwork, to promote productivity, profits and so on.
Management Development – 2 Important Techniques: On-the-Job and Off-the-
Job Techniques

Manager needs include managerial skills and needs. Managerial skills include decision-making
skills and interpersonal skills. Manager needs include job knowledge, organization knowledge,
general knowledge, specific individual needs and other needs. Various management development
techniques are grouped under two categories viz., manager needs and on-the-job and off-the-job
techniques.

There are mainly two types of techniques by which managers can acquire the knowledge, skills
and attitudes and make themselves competent managers. One is through formal training and the
other is through on-the-job experiences.

On-the-job training is of utmost importance as the real learning takes place only when the learner
uses what he has learnt. The saying “An ounce of practice is worth tons of theory” is true
whoever said it. But it should also be remembered that class-room training or pedagogical
techniques have also got their own importance in gaining new knowledge, and learning new
techniques, and broader concepts.

Learning is haphazard without background and, learning can never be called true learning if it is
just theory without practice. When on-the-job training is properly balanced with the classroom
training, the real learning takes place.

The following are some of the important on-the-job and off-the-job techniques of management
development.

Management Development – 2 Important Techniques: On-the-Job and Off-the-

Job Techniques

Manager needs include managerial skills and needs. Managerial skills include decision-making
skills and interpersonal skills. Manager needs include job knowledge, organization knowledge,
general knowledge, specific individual needs and other needs. Various management development
techniques are grouped under two categories viz., manager needs and on-the-job and off-the-job
techniques.

There are mainly two types of techniques by which managers can acquire the knowledge, skills
and attitudes and make themselves competent managers. One is through formal training and the
other is through on-the-job experiences.

On-the-job training is of utmost importance as the real learning takes place only when the learner
uses what he has learnt. The saying “An ounce of practice is worth tons of theory” is true
whoever said it. But it should also be remembered that class-room training or pedagogical
techniques have also got their own importance in gaining new knowledge, and learning new
techniques, and broader concepts.

Learning is haphazard without background and, learning can never be called true learning if it is
just theory without practice. When on-the-job training is properly balanced with the classroom
training, the real learning takes place.

The following are some of the important on-the-job and off-the-job techniques of management
development.

1. On-the-Job Techniques:

These are the most widely used techniques. No other technique may interest the trainee so much
as these do since the location of the learner is not an artificial one as the classroom. The success
of these techniques depends on the immediate supervisor and how good a teacher he is. On-the-
job techniques are especially useful for certain groups like scientific and technical personnel.

Though the costs of training initially appear to be low they may turn out to be high when
wastages of all kinds are considered under this type of training.
This method of learning in isolation may prove to be inadequate but in combination with the
other techniques will be excellent.

The important on-the-job training techniques are:

I. Coaching,

II. Job Rotation,

III. Under Study,

IV. Multiple Management.

I. Coaching:

In coaching the trainee is placed under a particular supervisor who acts as an instructor and
teaches job knowledge and skills to the trainee. He tells him what he wants him to do, how it can
be done and follows up while it is being done and corrects errors.

“Coaching should be distinguished from counseling…. Counseling… involves a discussion

between the boss and his subordinates of areas concerned with the man’s hopes, fears, emotions,
and aspirations. It reaches into very personal and delicate matters. To be done correctly,
counseling demands considerable background and ability on the part of the counselor. If carried
out poorly, it may do considerable damage.”

The act of coaching can be done in several ways. The executive apart from asking them to do the
routine work may ask them to tackle some complex problem by giving them chance to
participate in decision-making.

One of the important limitations of this technique is that the individual cannot develop much
beyond the limits of his own boss’s abilities.

II. Job Rotation:

The transferring of executives from job to job and from department to department in a systematic
manner is called Job Rotation. When a manager is posted to a new job as part of such a
programme, it is not merely an orientation assignment. He has to assume the full responsibility
and perform all kinds of duties.

The idea behind this is to give him the required diversified skills and a broader outlook, which
are very important at the senior management levels. It is upto the management to provide a
variety of job experiences for those who have the potential for higher ranks before they are
promoted.

Job rotation increases the interdepartmental cooperation and reduces the monotony of work. It
makes the executives in general management and does not allow them to confine themselves to
their specialised field only.

III. Understudy:

“An understudy is a person who is in training to assume at a future time, the full responsibility of
the position currently held by his superior.” This method supplies the organisation a person with
as much competence as the superior to fill his post which may fall vacant because of promotion,
retirement or transfer.

An understudy may be chosen by the department or its head. He will then teach what all his job
involves and gives him a feel of what his job is. This under study also learns decision-making as
his superior involves him in the discussion of daily operating problems as well as long-term
problems. The leadership skills can also be taught by assigning him the task of supervising two
or three people of the department.

IV. Multiple Management:

Multiple Management is a system in which permanent advisory committees of managers study
problems of the company and make recommendations to higher management. It is also called
Junior-board of executives system. These committees discuss the actual problems and different
alternative solutions after which the decisions are taken.

The technique of multiple management has certain advantages over the other techniques.

They are:

(i) Members have the opportunity to acquire the knowledge of various aspects of business.

(ii) It helps to identify the members who have the skills and capabilities of an effective manager.

(iii) Members have the opportunity to participate in the group interaction and thereby gain the
practical experience of group decision-making.

(iv) It is relatively an inexpensive method; and

(v) Considerable number of executives can be developed in a short span of time.

On-the-Job Experience:

Managers learn and acquire various skills and knowledge by doing the job assigned. This
technique can be used along with other techniques of management development.

2. Off-The-Job Techniques:

Because of the fact that on-the-job techniques have their own limitations, these off-the-job
techniques are considered important to fill those gaps.

The following are some of the important off-the-job techniques:

(I) The case study

(II) Incident method

(III) Role playing

(IV) In basket method

(V) Business game

(VI) Sensitivity training

(VII) Simulation

(VIII) Grid training

(IX) Conferences

(X) Lectures

(XI) Behaviour modelling

(XII) Transactional Analysis

(XIII) Structured Insight

(XIV) Special Courses

(XV) Special Meetings

(XVI) Special Readings, and

(XVII) Specific Projects.

(I) The Case Study:

Case is a description of management problem/situation as viewed or presented to a decision-

maker. Cases are prepared on the basis of actual business situations that happened in various
organisations. The trainees are given cases for discussing and deciding upon the case. Then they
are asked to identify the apparent and hidden problems for which they have to suggest solutions.

The situation is generally described in a comprehensive manner and the trainee has to distinguish
the significant facts from the insignificant, analyse the facts, identify the different alternative
solutions, select and suggest the best. This whole exercise improves the participant’s decision-
making skills by sharpening their analytical and judging abilities.

Why Case Study?

i. Enhances analytic, problem solving and critical thinking skills.

ii. Participants can master complex knowledge, skills and attitude areas.

iii. Active participation.

iv. Encourage learning process- Questioning, interpreting.

v. Enhances team problem skills and interaction skills.

(II) Incident Method:

This method was developed by Paul Pigours. It aims to develop the trainee in the areas of
intellectual ability, practical judgment and social awareness.

Incidents are prepared on the basis of actual situations which happened in different organisations.
Each employee in the training group is asked to study the incident and to make short-term
decisions in the role of a person who has to cope with the incident in the actual situation.

Later, the group studies and discusses the incident and takes decisions relating to incident, based
on the group interaction and decisions taken by each member. Thus, this method is similar to a
combination of case method and in-basket method.

(III) Role Playing:

A problem situation is simulated by asking the participants to assume the role of particular
person in the situation. The participant interacts with other participants assuming different roles.
Mental set of the role is described but no dialogue is provided.

The whole play may be tape-recorded and the trainee may thus be given the opportunity to
examine his or her own performance.

Role playing gives the participants vicarious experiences which are of much use to understand
people better. This method teaches human relations skills through actual practice. The exemplary
role playing situations are: a grievance discussion, employment interview, a sales presentation,
etc.

(IV) In-Basket Method:

The trainees are first given background information about a simulated company, its products, key
personnel, various memoranda, requests and all data pertaining to the firm. The trainee has to
understand all this, make notes, delegate tasks and prepare memos within a specified amount of
time.
Abilities that this kind of exercise develops are:

i. Situational judgment in being able to recall details, establishes priorities, interrelate items and
determine need for more information.

ii. Social sensitivity in exhibiting courtesy in written notes, scheduling meetings with personnel
involved and explaining reasons for actions taken.

iii. Willingness to make decision and take action.

(V) Business Games:

Under this method, the trainees are divided into groups or different teams. Each team has to
discuss and arrive at decisions concerning such subjects as production, pricing, research
expenditure, advertising, etc., assuming it to be the management of a simulated firm.

The other teams assume themselves as competitors and react to the decision. This immediate
feedback helps to know the relative performance of each team. The team’s co-operative decision
promotes greater interaction among participants and gives them the experience in co-operative
group processes.

All this develops organisational ability, quickness of thinking, leadership qualities and the ability
to adopt under stress.

Advantages and Disadvantages of Business Games:

Advantages:

i. Provides efficient learning situation

ii. Highest level of involvement of participants

iii. Enhance Decision-Making ability

iv. Analyse situations logically

v. Can be used for cross-functional areas also.

Disadvantages:

i. Improper handling may cause confusion

ii. Some games lack validation

iii. May be far from reality

iv. Too costly

v. Time consuming.

(VI) Sensitivity Training:

The main objective of sensitivity training is the “Development of awareness of and sensitivity of
behavioural patterns of oneself and others.” This development results in the (i) increased
openness with others, (ii) greater concern for others, (iii) increased tolerance for individual
differences, (iv) less ethnic prejudice, (v) understanding of group processes, (vi) enhanced
listening skills, (vii) increased trust and support.

The role played by the trainee here is not a structured one as in role play. It is a laboratory
situation where one gets a chance to know more about himself and the impact of his behaviour
on others. It develops the managerial sensitivity, trust, and respect for others. One of the
limitations of sensitivity training is that it exacts a huge emotional cost from the manager
(VII) Simulation:

Under this technique the situation is duplicated in such a way that it carries a closer resemblance
to the actual job situation. The trainee experiences a feeling that he is actually encountering all
those conditions. Then he is asked to assume a particular role in the circumstances and solve the
problems by making a decision. He is immediately given a feedback of his performance.

One of the limitations of this method is that it is very difficult to duplicate the situation to the
extent of making the trainee feel the pressures and realities of actual decision-making on the job.
The very fact that the trainee knows that it is an artificial situation prevents him from
experiencing all that he experiences in real job situation.

(VIII) Managerial Grid:

It is a six phase programme lasting from three to five years. It starts with upgrading managerial
skills, continues to group improvement; improves inter group relations, goes into corporate
planning, develops implementation method and ends with an evaluation phase. The grid
represents several possible leadership styles. Each style represents a different combination of two
basic orientations – concern for people and concern for production.

(IX) Conferences:

A conference is a meeting of several people to discuss the subject of common interest. But
contribution from members can be expected as each one builds upon ideas of other participants.
This method is best suited when a problem has to be analysed and examined from different
viewpoints.

It helps the members develop their ability to modify their attitudes. Participants enjoy their
method of learning as they get an opportunity to express their views.

The success of the conference depends on the conference leader. In order to make the conference
a success, the conference leader must be able to see that the discussion is thorough and
concentrate on the central problem by encouraging all the participants to develop alternatives and
present their viewpoints and by preventing domination by a few participants.

(X) Lectures:

It is the simplest of all techniques. This is the best technique to present and explains series of
facts, concepts, and principles. The lecturer organises the material and gives it to a group of
trainees in the form of talk.

The main uses of lectures in executive development are:

(i) It is direct and can be used for a larger group of trainees.

(ii) It presents the overview and scope of the subject clearly.

(iii) It presents the principles, concepts, policies and experiences in the shortest time. Thus, it is a
time saving technique.

The lectures do not give scope for student participation and may sometimes be boring which in
turn hinders learning. Skills can be learnt only by doing and therefore lectures are of no use for
technical skills.

(XI) Behaviour Modelling:

Behaviour modelling is an approach that demonstrates desired behaviour and provides trainees
the chance to practice and role play/imitate those behaviours and receive feedback. This
technique combines several training methods. This technique involves four basic components
viz.,
a. Learning points – Learning points, which are normally a sequence of behaviours, are to be
identified and taught.

b. Model – Participants view films/videotapes in which a model manager’s action is portrayed.

(XII) Transactional Analysis:

This is developed and popularized by Eric Berne through his book on “Games People Play” and
Thomas Harris through his book on “I’m OK, You’re OK” respectively. Transactional analysis is
the analysis of transactions between two or more persons. The major areas of transactional
analysis can be explained through ego states, transactions and stroking.

Ego is a hypothetical construct and is used to help explain the complex dynamics of the human
personality. Transactional Analysis uses three ego states viz., Child (C) Ego; Adult (A) Ego and
Parent (P) ego. A number of transactions take place between two or more individuals. They are
classified as complementary, crossed and ulterior transactions. Crossed and ulterior transactions
result in conflict whereas complementary transactions are desirable to improve inter-personal
relations.

(XIII) Structured Insight:

Under structured insight, trainers collect data with regard to attitudes and values of trainees, and
compare the data with the chosen model of behaviours. Then the trainers provide deviations
between the chosen models and the trainee’s behaviour and enable the trainee to develop some
insight into makeup and implications of their chosen modes of behaviours. This process develops
the trainee to modify his/her behaviours in the lines of chosen model behaviours.

(XIV) Special Courses:

Various business schools, management institutes and consultancy organisations conduct special
courses in management development. These organisations conduct generic and company-based
customized special courses. Various companies depute their managers to these courses. Trainees
learn and acquire special skills and knowledge in these special courses.

(XV) Special Meetings:

Companies, business schools and consultancy organisations organise special meetings in order to
train managers and enable them to acquire specific skills and knowledge.

(XVI) Special Readings:

Managers are provided with special papers, books, reports and the like with a specific note.
Managers read these specific notes from the books and papers and enrich their specific
managerial knowledge.

(XVII) Specific Projects:

Companies depute managers on a specific assignment in various projects. Managers while

working in these projects learn multiple skills and knowledge under flexible and comprehensive
environments.

Sensitivity training is a method of laboratory training where an unstructured group of

individuals exchange thoughts and feelings on a face-to-face basis. Sensitivity training helps give
insight into how and why others feel the way they do on issues of mutual concern. Training in
small groups in which people develop a sensitive awareness and understanding of themselves
and of their relationships with others. Sensitivity training is based on research on human
behavior that came out of efforts during World War II to ascertain whether or not an enemy’s
core beliefs and behavior could be modified by the application of certain psychological
techniques. These techniques have been gradually perfected over the years by efforts of business
and industry leaders to persuade people to buy products, including the radio and television
industry to ascertain how an audience might be habituated to certain types of programming.
Kurt Lewin is credited with being the ‘father’ of sensitivity training in the United States.
Laboratory Training began in 1946 when Kurt Lewin and his staff at the Research Center for
Group Dynamics at Massachusetts Institute of Technology were training community leaders. A
workshop was developed for the leaders to learn about leadership and to discuss problems. At the
end of each day, the researchers discussed privately what behaviors and group dynamics they
had observed. The leaders asked permission to sit in on these feedback sessions. Reluctant at
first, the researchers finally agreed. Thus the first T-group was formed in which people reacted to
information about their own behavior. Tavistock Clinic, an outgrowth of the Tavistock Institute
of Medical Psychology, founded in 1920 in London . initiated sensitivity training in the United
Kingdom in 1932, under the headship of a psychiatrist John Rawlings Rees. Dr. Rees conducted
tests on American and British soldiers to ascertain whether, under conditions of induced and
controlled stress, groups could be made to behave erratically. In particular they wanted to know
whether people would let go even firmly held beliefs under ‘peer pressure’ to conform to a
predetermined set of ‘popular’ beliefs. This Tavistock method was similar to those procedures
used in the mental hospitals’ to correct the attitudes of prisoners; where, it was called re-
education. Sensitivity training evolved in the United States of America; at Stanford’s Research
Institute’s Center for the Behavioral Sciences, at the Sloan School at the Massachusetts Institute
of Technology, and at the various National Training Laboratories (NTLs), where concepts
popularly known as ‘T-Groups’ (therapy groups) and ‘sensitivity training’ were developed.