Answers Paper v Response Sheet 1

Anuradha Phase

Paper V: Training Methodology II

Registration No. 63/20437

Response Sheet No. 1

Q3. Discuss various steps in designing training program Ans: Below mentioned is the flowchart of the various steps in designing a training program that was designed for one of our customers, Houseful International. Flowchart of the Retail and Customer Service Training Programme for Houseful International

Training Needs Analysis

Mystery shopping, Self Customer and Management Feedback

1) Analysis Pre Training Assessment

Observations, Quiz, Questionnaire, Knowledge sharing

Content Development & Module specific Training Methodology

2) Design

3) Development

Setting objectives, Sequence and structure

Content Development and Training Methodology

Design assessments, List entry behaviors, task identification

Delivery Training Program

4) Training Implementation

5) Evaluations and benefits

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Trainers, Customers, Managers Feedbacks

Self /Customer Service Associate’s Feedback and Critical Incident Reporting

Assessments &Constructive Feedback to the Trainer and also the participants

Repeat business and increase in walk-ins

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While designing this training the ADDIE (Analysis, Design, Development, Implement, Evaluate) model of ISD was followed the brief description of this model is mentioned below: 1. Analyze o The analysis phase is the building block of a training program. o It is the process where the main problem identification is performed, such as analyzing the job and selecting the tasks to train For eg. Training needs identification: o Mystery shopping: [observing the Behaviour of the CSA]Trainers and members of the training team visited the store as shoppers and shared their experience as a customer. Gave feedback on the standard designed questionnaire to understand the areas of concern. o Customer Service Questionnaires: The customers who visited the store were asked to fill in the questionnaire in order to help us focus on the areas of development. o Observation by the Management: The line managers and the floor managers gave feedback on the shortfalls as noticed by them and also the performance of the CSA. o Interviews with the customers: The customers who visited the store were asked open ended questions to measure their experience of shopping at the store. o Interviews with the participants: The CSAs were interviewed to understand their moment of truth. o Walk-in reports: The no. of customers who visited the store per day.. o Customer Records: Customer tracking records reflected reasonably good no of new customers per week, but low repeat business. 2. Design o This phase insures the systematic development of the training program. o This process is driven by the products of the analysis phase and ends in a model or blueprint of the training process for future development. For eg. Training objectives: i) ii)

The participants should be able to greet politely, warmly to the customers. The participants should be able to demonstrate good product presentation skills by using the product knowledge and the cost benefit reasoning.

3. Develop o Perform rapid-prototyping (implement-evaluate-implement-evaluate-etc) or 2 |Page

Anuradha Phase Registration No. 63/20437 o o o o o o

Paper V: Training Methodology II Response Sheet No. 1

Have another training specialist check the solutions List activities that will help the students learn the task. Select the delivery methods (media). Create Training material Develop the instructional courseware. Validate the instruction to ensure it accomplishes all goals and objectives.

For eg. Use of variety of Training Methodologies for effective learning such as: •

•

• •

A module like Customer Service was trained by Interactive Lecture, PowerPoint Presentation, Role-plays, Demo/ Guided Demo Sessions, Videos, Case Studies. A module on Product Presentation was conducted through Interactive Lecture, PowerPoint Presentation, Role-plays, and Demonstration, Demonstration with return Demonstration Sessions and Activities and games. A module on Team building was based on the treasure hunt activity. A module on convergent and divergent thinking required to for Cross Selling skills an Up Selling Skills was conducted using a fun game “Who am I?”

4. Implement o Create a management plan for conducting the training. o Conduct the training. 5. Evaluate o Review and evaluate each phase (analyze, design, develop, implement) to ensure it is achieving what it is supposed to. o Perform external evaluations, e.g. observe that the skills that were trained can actually be utilised by the CSA while interacting with the customers. in their working environment. o Revise training system to make it better and to meet future challenges. For eg. Evaluation was carried out at all four levels of the process are as follows: A. Training needs identification: o Mystery shopping: [observing the Behaviour of the CSA] o Customer Service Questionnaires o Observation by the Management o Interviews with the customers o Interviews with the participants o Walk-in reports o Customer Records. B. Pre training : 3 |Page

Anuradha Phase Registration No. 63/20437


1. Prior knowledge assessment before every module through quiz, crosswords, questionnaires, knowledge sharing. C. During training:To ensure participants participation and learning is congruent to the training delivered following assessments were used: i. Quiz ii. Roleplays iii. Questionnaires iv. Observation v. Mock/Demo exercises D. Post training: Several measures were deployed to assess the outcomes of training following were used: 1. Reaction (A measure of satisfaction or happiness) The participant's response to the programme was measured by end of the modules and the final at the end of the Training programme through i) Written feedback form which covered questions related to the session objectives, content, training methodology, training facilities, trainer’s skills, benefit of participation and remarks. ii) Participant’s oral feedback. 2. Learning (Knowledge or skills acquired)The participant knowledge was assessed through: i) The formal and informal assessments for each module particularly product knowledge, store policy, etc. in form of written Quiz, questionnaires. ii) The skills such as greeting customer, dealing with customer complaints, handling queries, product demos etc. Demo/mock session and roleplays were also part of the assessment. 3. Behaviour (Transfer of learning to workplace)The participant's transference of learning was measured through following methods: i. Mystery shopping: [observing the behaviour of the CSA] ii. Customer Feedback iii. Observation by the Management iv. Interviews with the customers v. Interviews with the participants (Self reporting) vi. Critical Incident Method: The same CSAs were interviewed to understand their critical experiences post trainings and moment of truth both success and failure stories. 4. Results (Transfer or impact on organisation/society) did the participant's behaviour change, affect the organization? 4 |Page

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i. ii. iii. iv. v.


Records Customer Satisfaction Feedback Self and Mangers appraisal Walk-in reports. Customer Records

Responsibility of Training Process: • Trainers from IIJT, training business partner of Houseful International,2007-8 • Line managers, Floor and store managers. • Customer Service Associates who have undergone Training.

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Q2. Discuss the various methods of training needs identification. Reference to suitable case studies may be made. Ans: As defined by Allison Rossett (1987) “Needs assessment is the systematic effort that we make to gather opinions and ideas from a variety of sources on performance problems or new systems and technologies.” Purpose of Training needs Identification: • • • •

To ensure we are applying the right solution to the problem To identify what learning will be accomplished To identify what changes in behavior and performance are expected To determine the expected economic costs and benefits

Steps in TNI • • • • • • • •

Develop a needs assessment/analysis plan and instrument Conduct a needs assessment/analysis and collect data Identify discrepancies based on analysis of data collection Conduct Task Analysis and compile a Task Inventory Perform a Gap Analysis Select which tasks will be addressed Determine performance measures for the trained task Select or create methods to identify qualitative as well as quantitative information.

Following is the example of the training needs Identification for one of the reputed Business School in Pune, which was designed to show collective training needs and priorities and also the relative training needs of individuals. For organisational analysis we can use these tools to consolidate and show departmental instead of individual needs. The training will be followed by Training Needs Analysis by using combination of these tools: A. Management defined training needs: Planning identification of needs as perceived by the Placement Cell, Professors and Industry Experts. There are two steps: — — 6 |Page

List Institutions with a stake in the training. To understand; what are the current strengths and weaknesses of the participants? What opportunities and threats are being presented? what

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are the critical changes affecting the performance of the participants? What are the relevant policies within the organization? B. Student Feedback: Self feedback by the participants to identify interest in the training process, including the identification and assessment of the training needs. It is also known as Stakeholder analysis in the context of needs assessment will reveal the importance and possible influence of the stakeholders in TNA Training Needs Analysis, their type of participation, interest and possible impact on them.

ACS Training Needs Identification methods specific to the target audience :

C. Planning identification of job oriented needs. This is carried out using a participatory methodology, ideally with the trainees themselves, prior to the training, or with other participants and management team who are able to provide good quality information a source of data or sensory input, organized or arranged into a pattern which can be interpreted about the professional activities of the target group. D. Planning identification of individual needs: The methods incorporated at the Training Needs Identification level will also be used during the Training sessions .The individual performance of the participants will be tracked through various formal and informal assessments to meet following objectives: o o o

To gauge the level of communication skills of the participants. To focus on the areas of improvement on the participants and identify means to work on them. During training,  to give feedback and assess the Training effectiveness  to re-design if any changes are required in the Training session plan.

1) Written English Assessments :

a. Business Letter b. Brief Write up c. Multiple Choice Questions such as, I. Ananya is looking after the children. What does this expression mean? a. She can see the children. b. She is taking care of the children. 7 |Page

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Registration No. 63/20437 c. d. II.


She is looking at the children. The children are in front of her

Insulting or contemptuous action or speech means a. mockery b. Joke c. Scold d. Both a and b

2) Behavioural Interventions: a. Behavioural assessment using the specific assessment template mentioned below:

Sample of the Assessment Template Aspects to be Assessed

Sr. No

Basic Communicatio n Skills

1 2 3 4 5

Criteria's to be Scored Active Listening Awareness of Non Verbal Communication Effective Speaking Assertiveness Indianisms

Communication Skills Total English Language Skills

6 7 8 9 10

Fluency Grammatically Correct/Comprehensible Sentences Vocabulary Verbalization of thought Pronunciation

English Total Critical Thinking Skills

11 12 13 14 15

Leadership Analyzing Evaluating Problem Solving Decision Making

Critical Thinking Skills Total

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Name

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Response Sheet No. 1 Grand Total

b. Role-plays c. Skits 3) Interviews: To focus on individual Language skills such as; a. Verbalisation of thought b. Grammatical errors,

c. Sentence structuring d. Vocabulary building 4) Presentations: To focus on individual professional grooming and

corporate etiquette, language skills such as a. Business Presentation b. Technical presentation E. Data collection This is the point when plans become action. Good planning has been effective, then the data collection should go smoothly, but always expect the unexpected. Flexibility, commitment, energy, organization and a sense of humour will all be needed during this period. F. Analysis of the data collected in the TNI It is important that data is sorted out as the TNI survey progresses. This has two advantages. Firstly, it will not be necessary to fight with a huge amount of data at the end of the survey. Secondly, there will be a better understanding of important issues emerging during the survey, which may be explored in more detail or clarified in some way. Identify categories into which data can be inserted.

The knowledge skills and attitudes (KSA) identified will form the basis of the curricula to be developed. Once these KSA have been identified, it will be necessary to prioritize which training programmes can or should be offered, and when. It is therefore important to develop a training strategy once the results of the TNA are known. For any training course/programme developed, there should be clear evidence which justifies its provision. The information collected in the survey which is not directly related to KSA will provide this evidence, and can be useful when developing a training strategy. It can

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also be useful in identifying non-training needs. Training is not the answer to every problem!

G. Presenting the TNI data here are different ways in which the data could be presented. One way is as follows:

9. Reporting the data It is essential to prepare a report of the initial consolidated results of the TNA. This could be organized under the following headings: 

Policy.



Environment.



Client organizational issues.



Tasks and activities (existing and future).



Training provider organizational issues.



Individual needs.

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

KSA (existing and future/required).



Curricula which are going to be planned (including time frame, and a rough idea of content).

10. Sharing the results All the stakeholders involved in the TNA should have the opportunity to give feedback on the results. This may be done through a workshop, to which key stakeholders are invited. The results may be presented, and then participants should have the chance to discuss the results in detail, either in small groups or in a plenary session. It is not always possible to invite all stakeholders to a workshop; in this case the results of the TNA should be disseminated in some other ways (for example, the written report). Where data is collected from groups or individuals who cannot participate in a workshop to discuss the findings and have no access to written reports, it is important to provide opportunity for their feedback during the data collection process. A meeting could be held, for example, where the researchers present the findings from the field directly to those who contributed their ideas. This improves the chance for feedback and validation of the results. It also emphasizes the importance for the researchers to sort their data as they proceed with the collection.

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Answers Paper v Response Sheet 1

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