PAPER: V TRAINING METHODOLOGY –II RESPONSE SHEET NO. 1. Question 1. Question 1. What is a training need and how does it get recognized? Training need is there when there is a requirement of maintaining or increasing efficiency, productivity and safety of a system or an individual. Training needs are all those needs that can be fulfilled by imparting training to the participants of a program and that training thereby will improve the productivity of the participants.
As per Anderson J.E who writes that the needs assessment is the starting point in the training process. It is the phase in which an organization’s needs are identified, forming the foundation of an effective training effort. The needs assessment tells where and what kind of training programs are needed, who needs to be included, conditions under which training will occur, and criteria to guide program evaluation. A training need occurs whenever an identifiable change take place in the environment of procedures, processes and methods of work in an organization are changed. Management of change would require orienting and training the people to the new demands, techniques, skills and adjustment to situations that will be required. These can be examined under four heads. 1. Technological Changes: Training need is bound to occur whenever there a new technology is incorporated. 2. Environmental Changes: Be it the manufacturing industry or service industry, the enterprise has to change the behavior according to the changing environment . 3. Legislative Changes: These changes can be in the area of policy, planning, quality, pricing policy, wage policy, employment policy or safety policy. 4. Manpower Composition Changes: This need may arise due to change due to staff composition. The training need is also recognized through the following:
1
1. Analysis of Primary Source – Review of sales figure, turnover status, disciplinary cases can lead to diagnostic analysis of what is going wrong. 2. Interviews – Structured as well as unstructured interviews. 3. Structured Questionnaires – This method is used for eliciting information. 4. Direct Observation – A well trained organization development specialist can come to some tentative conclusion with direct observation. Case Study: training needs (TESCO) Tesco is the largest British retailer and is also the world's third largest grocery retailer with outlets across Europe, USA and Asia. Many factors affect workforce planning of Tesco: 1. The opening of new stores in new locations means that Tesco must adapt to different demands made by consumers. 2. In-store and non-store based posts may require different technical skills and competencies. 3. Employees with a wide skills range who can work flexibly are more productive for the business. 4. Tesco employs people from a wide range of backgrounds and all have equal opportunity to grow and develop.
5. The Tesco Leadership Framework focuses on three key themes to guide appropriate behaviour in employees. These link to nine critical success factors, which break down further into various levels of assessment. 6. It as a priority to develop leadership at every level in every part of the business. Before undertaking training and development, employees identify gaps in their knowledge and skills. The gaps identified are logged in a Personal Development Plan. Employees and line managers decide how they will fill these gaps by training or development activities.
2
PAPER: V TRAINING METHODOLOGY –II RESPONSE SHEET NO. 1. Question 2. Question 2. Discuss the various methods of training needs identification. Reference to suitable case study may be made. Though the training need identification exercise is carried out invariably in all the organizations, the system to identify the needs vary from organization to organization. Some of the standard systems through which the training need identification is done is as under : 1. Performance Appraisal 2. One to One interviews 3. Focus Group interviews 4. Questionnaire 5. Document Analysis- Reviewing existing documents and analyzing 6. Observation 7. Organization wide skill audit – Auditing operation process 8. Customer Satisfaction survey 9. Organizational Methods – Changes or impact on the organization 10. Job Analysis Method – Change or impact on the individual job 11. Industry Analysis Methods – changes in industry characteristics and the impact on the organization. 12. Behavioral Analysis – Data collection by observation 13. Critical incidents – reports/description of things 14. Human Analysis Methods – Paper pencil diagnostic tests of knowledge/opinions etc. 15. Advisory Committee methods – Seeking advice from departmental heads Current Practices Prevailing in the Organizations The Training and Development, as a process starts with Training Need Identification and ends with Training Effectiveness Evaluation and all the stepwise sub processes are very critical for meeting the objectives of the organization. The Training Need Identification and the Training Effectiveness Evaluation are closely linked with each other and not mutually exclusive. No Training Needs Identification System is complete without a good evaluation system in place and both are integrated and cannot be used separately. Unfortunately, while the training needs are identified the managers do not link the need to the objectives of the organization, group and individual employee. Moreover effectiveness of the training imparted to the employees are not evaluated in a scientific manner. The training needs of Hindustan Aeronautics Ltd were identified by questionnaires, surveys and various types of interviews. In 1981, a detailed survey of about 33% existing executives was conducted to measure their views on aspects such as environment, organization structure, systems, central leadership, communication, motivation, delegation of authority and interpersonal relations. 3
A detailed questionnaire consisting of 24 pages was requested to be filled up by about 33% executives at various levels on a random basis and the responses gathered indicated various training and non training solutions to the prescribed organisational problems. Based on the survey, some of the perceived weaknesses were found as low employee turnover, poor communication at different levels, tight control system, less job satisfaction etc. A survey conducted in the organisation reflected the training requirements for the organisation and based on it, following training programmes were identified and organised. These included material management, store operational inventory control, workshop on performance appraisal, achievement, motivation, general executive development programmes and communication.
Conclusion The critical step in the process of Training and Development is evaluating the Effectiveness of the Training. The objective of the Training and Development will get accomplished only when there is a effective evaluation of the training is in place. In the context globalization and the prevalence of cut throat competition, the Return On Investment (ROI) on Training shall become order of the day and it is possible only if the Training Need Identification exercise is carried out with a predetermined goals and specific deliverables.
4
PAPER: V TRAINING METHODOLOGY –II RESPONSE SHEET NO. 2. Question 1 Question 1. Discuss the need for evaluation of training. How can evaluation help the design of training programmes? Evaluation is an integral step in the effective implementation and continuous up gradation of training programs. Evaluation of training is one of the main components of a training programme. It will not only provide the trainer with useful information in order to further improve the training course, but also creates an impression of completeness. As companies make large investments in training and education and view training as a strategy to be successful, they expect the outcomes or benefits related to training to be measurable.Training evaluation provides the data needed to demonstrate that training does provide benefits to the company. Thus, evaluation is required for the following :
To identify the program’s strengths and weaknesses To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job To identify which trainees benefited most or least from the program To gather data to assist in marketing training programs To determine the financial benefits and costs of the programs To compare the costs and benefits of training versus non-training investments To compare the costs and benefits of different training programs to choose the best program
Level 1: Reaction Evaluation reaction to training usually takes the form of end-of-course evaluations. While they can be used to improve the training, they should NOT be interpreted to show how effective the training was. End-of-course evaluations (or "smile sheets") identify whether someone liked the training or whether they thought the training was effective.
5
Level 2: Learning Just because we know that participants like our training, doesn't mean that they've learned anything. We need to determine whether they learned something.
Level 3: Transfer Just because we know participants liked our training (level 1) and they learned something (level 2), doesn't mean that they can apply it back on the job (level 3) Level 4: Business Impact Just because we know that 1) participants liked our training, 2) learned something in our training, and 3) applied what they learned on the job, we still don't know if the business is better off. Evaluation – Use in Training Design Based on the evaluation the gaps in the training design are determined and addressed. These gaps could be in the areas of content, delivery, wrong choice of trainer or timing .
6
This is a continuous process. Trainers use the evaluation to bridge the training gaps so as to make the training more effective.
PAPER: V TRAINING METHODOLOGY –II RESPONSE SHEET NO. 2. Question 2 Question 2. Discuss the role of an outside consultant in training. The consultant's primary role is to assist your organization with certain areas of your inclusiveness work. While the consultant may act as an educator, a catalyst for deeper change, a resource, or a facilitator, the leadership of the process remains within your organization A consultant's job is to help in the development of the teaching program of a particular organization. As a number of business applications require multifaceted IT, this number is expected to increase. The training is imparted to tune the skills or to teach the new skills in an altering environment or with the beginning of the latest IT system. The training consultant's work is to provide the necessary advice to the trade training branch on how to structure and organize this guidance to take the full advantage of its efficiency. If a training plan is in place, the training consultant will be able to evaluate that how it is functioning and if it does not exists, they know how to plan what is required. This job involves measurement of outcomes, the capacity to assess the efficiency of training is extremely important to assure the finest utilization of time and the money spent on the training program. In various cases, teaching might not be the finest answer to a meticulous problem. A highquality training consultant is able to detect what kind of training is needless and is also able to detect that in which respect the organization is lacking behind. The complete assessment of a training agenda covers each and everything from the lesson materials to the aptitude level of the instructors. In times of rapid change, both small and large businesses today are increasingly viewing training as an investment, not a cost. If your business uses outside training consultants, you will want to maximize your return on this training investment. 7
Qualified training consultants and seminar leaders will have these characteristics: 1. Training consultants will help you determine your specific training needs. 2. A training consultant should be able to analyze your specific training needs to identify the type(s) of training programs necessary to produce the results you require. 3. Training consultants will tailor training programs to address your specific training needs. While there are a number of "off-the-shelf" packaged training programs available, they may not meet your specific business needs. Training programs need to be adapted for greater effectiveness. The return on your training investment will be increased if the training consultant tailors a program to meet your specific training needs. 4. Training consultants will continuously improve their own training delivery skills. It is very important for trainers to be knowledgeable in their areas of expertise. Trainers are aware that knowledge alone will not produce results. Effective delivery of information and skills to adult learners is essential. 5. Training consultants will evaluate training programs to show their effectiveness. Training consultants should be able to provide you with example evaluation results of training programs that interest you. 6. Cultural Competency/Diversity Training: The consultant conducts diversity/inclusiveness trainings to create a more inclusive culture and help stakeholders become more aware of how the organization may be creating an unwelcome atmosphere for diverse communities.
8
PAPER: VI EVALUATION OF TRAINING RESPONSE SHEET NO. 1. Question 1 Question 1. Define Evaluation and explain in your own words Evaluation is an integral step in the effective implementation and continuous up gradation of training programme Evaluation of training is one of the main components of a training programme. It will not only provide the trainer with useful information in order to further improve the training course, but also creates an impression of completeness. Usually the trainer can determine how well the training process goes by observing the group dynamic, the activity of the audience, by analyzing spontaneous comments, etc. Nevertheless, evaluation as a component of a programme gives the trainer the opportunity to validate his or her observations, as well as to the participants an opportunity to express their opinions and feel satisfaction from the fact that they have been heard. Evaluation should be carried out throughout the whole time of a training activity, after each working day, and sometimes after a series of sessions also. This type of evaluation is called feedback. The evaluation of the whole training gives the participants an opportunity to analyze previous experience and discuss future changes, make a decision about the need to continue training after some time, and it emotionally and logically concludes the training:
To identify the program’s strengths and weaknesses To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job To identify which trainees benefited most or least from the program To gather data to assist in marketing training programs To determine the financial benefits and costs of the programs To compare the costs and benefits of training versus non-training investments 9
To compare the costs and benefits of different training programs to choose the best program The five main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.
Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes. Evaluation is a continuous process and includes the following : 1. Pre Training Evaluation This helps the management in identifying trining needs and also helps the trainers become acquainted with the diverse training needs of the participants of a particular training programme 2. Context and input evaluation This would help assess whether the training programmes inputs are in conformity with the objectives of the programme and have the desired effect on the participants . 3. Post training evaluation These include the following 10
Reaction Evaluation Learning Evaluation On the job Evaluation Evaluation after six months/ one year
PAPER: VI EVALUATION OF TRAINING RESPONSE SHEET NO. 1. Question 2 Question 2. Enumerate the principles of Evaluation Evaluating training interventions with regard to learning, transfer, and organizational impact involves a number of complexity factors. These complexity factors are associated with the dynamic and ongoing interactions of the various dimensions and attributes of organizational and training goals, trainees, training situations, and instructional technologies. The following are the generally accepted principles of Evaluation: Independence: With the exception of self-evaluations, members of evaluation teams should be independent from the planning and delivery of the policy, program or activities being evaluated. Impartiality: Evaluators are expected to make balanced judgments, reporting and analyzing both successes and failures. If stakeholders have significantly different views, this should be made clear in the evaluation report. Credibility: The evaluation process should be systematic, transparent and inclusive, with evaluations being undertaken and managed by skilled and experienced evaluators. Evaluations should identify and convey valid and reliable information, and reflect inputs from a variety of stakeholders. Transparency: Evaluations should give affected stakeholders access to evaluation-related information in forms that respect people and honor promises of confidentiality. The Evaluation Unit will publish all its evaluations and encourage the same for self-evaluations. Partnership: Evaluations in partner countries should be conducted in collaboration with partner institutions, and use partner country data and information wherever feasible. Usefulness: Evaluations will be designed and managed to meet the information and decisionmaking needs of the intended users. This requires ensuring timely and accessible evaluation results.
11
Cost-effectiveness: Evaluations will be planned and managed as effectively as possible to maximize their benefits while minimizing the use of scarce resources and unnecessary time demands on stakeholders. Ethics: Evaluations should be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results. IDLO endorses the principle of “do no harm”. Evaluation is an integral aspect of any training programme. It not only provides the end result of a training programme but also gives a direction to the entire training design. It is thus imperative that it is done in following some principles and guidelines.
12
PAPER: VI EVALUATION OF TRAINING RESPONSE SHEET NO. 2 Question 1 Question 1 Briefly enumerate any five methods available to you for measuring the outcome of training Measurement of training outcomes is a requirement for evaluating new training techniques, but is one that is different to meet. Managers of education and training may have different concepts of what they want, as favorable outcomes, than do the investigators doing the research. The following are some of the methods for measuring the outcomes of training: 1. REACTIONS OUTCOMES Reaction Outcomes refer to trainees’ perceptions of the program, including the facilities, trainers, and content. (Reaction outcomes are often referred to as a measure of “creature comfort.”) They are often called class or instructor evaluations. This information is typically collected at the program’s conclusion. Reaction outcomes are typically collected via a questionnaire completed by trainees. A reaction measure should include questions related to the trainee’s satisfaction with the instructor, training materials, and training administration (ease of registration, accuracy of course description) as well as the clarity of course objectives and usefulness of the training content. 2. LEARNING OUTCOMES Cognitive outcomes are used to determine the degree to which trainees are familiar with principles, facts, techniques, procedures, or processes emphasized in the training program. Cognitive outcomes measure what knowledge trainees learned in the program. Typically, pencil-and paper tests are used to assess cognitive outcomes. These help to measure whether a trainee knows how to make a decision (the process he or she would use). They do not help to determine if the trainee will actually use decision-making skills on the job. 3. BEHAVIOR
13
Skill-based outcomes are used to assess the level of technical or motor skills and behaviours. Skill-based outcomes include acquisition or learning of skills (skill learning) and use of skills on the job (skill transfer). The extent to which trainees have learned skills can be evaluated by observing their performance in work samples such as simulators. Skill transfer is usually determined by observation. Trainees may be asked to provide ratings of their own behaviour or skills (self-ratings). Peers, managers, and subordinates may also be asked to rate trainees’ behavior or skills based on their observations. Because research suggests that the use of only selfratings likely results in an inaccurately positive assessment of skill or behaviour transfer of training, it is recommended that skill or behaviour ratings be collected from multiple perspectives (e.g., managers and subordinates or peers). 4. AFFECTIVE OUTCOMES Affective outcomes include attitudes and motivation. Affective outcomes that might be collected in an evaluation include tolerance for diversity, motivation to learn, safety attitudes, and customer service orientation. Affective outcomes can be measured using surveys. If trainees were asked about their attitudes on a survey, that would be considered a learning measure. For example, attitudes toward career goals and interests might be an appropriate outcome to use to evaluate training focusing on employees self-managing their careers. 5. RESULTS Results are used to determine the training program’s payoff for the company. Examples of results outcomes include increased production and reduced costs related to employee turnover, accidents, and equipment downtime as well as improvements in product quality or customer service.
14
PAPER: VI EVALUATION OF TRAINING RESPONSE SHEET NO. 2 Question 2 Question 2 Write short notes on : (i)Major Hurdles in Cost-Benefits Analysis Major Hurdles in cost-benefit analysis includes; 1. Training is an enabling function and in times of crisis it is too late to start training. Training operates on a long time scale than other investments. Management struggling for survival in the short run expect visible results whereas lead time for training is comparatively high and therefore it is difficult to measure the returns immediately after training. 2. Training is an investment in creating human capital. If a company spends a lakh rupee on purchase of furniture, it is tangible visible capital asset. The same invested in people is locking up money which is dangerously portable if trained people walk out of the organization. 3. Similarly measuring results are fraught with difficulties. A company wanting to promote its sales trains its sales personnel and then sets to compare their after training sales. Can the increase in sales be attributed to training and/or other factors contributing simultaneously to that situation. Logically one will compare the trained managers market performance with those not trained, but the outcome again can be attributed to other organizational factors. (ii) Calculating Training Costs: Costs are charges incurred for training which could include :
15
Facilities: Where will the training be conducted? Are hotel rooms and meeting space required? If the training is Web or computer based, are specific resources dedicated to the equipment, utilities, software and hardware maintenance?
Instructors: Does the company have to pay to certify the instructors or pay any license fees to use the materials?
Participants: What are the combined salaries and benefits costs that will be dedicated to the time spent on training? What is the price for the time spent out of the office, at seminars, traveling, or preparing for training while still at work?
Material format: What type of materials will be used? Is the media, books, tapes, CD-Rom, Web-based or video? How will the material be obtained? Any shipping, packaging, or transmission costs?
Communication and marketing: Will materials be produced to generate interest in the training? Brochures, pamphlets, direct mail, postage, and Web sites all have development costs in addition to material cost.
Tuition reimbursement: What is the cost of the actual benefit as described in the company policy? What is the level of utilization by the employee population?
The learning curve. How long does it take for the employee to get "up to speed?" What are the adaptation costs, the costs of potential mistakes while in the learning process?
Productivity inhibited. What would the employee be doing if they were not taking time from their regular tasks to be trained?
Company culture and expectation. Some organizations have massive expectations from the image and culture they communicate through their training experience.
(iii)
Measuring training benefits: The following are some of the criteria for measuring training benefits-
Reactions Reactions are important because, if students react negatively to your courses, they are less likely to transfer what they learned to their work and more likely to give bad reports to their peers, leading in turn to lower student numbers.
16
Learning Learning, in terms of new or improved skills, knowledge and attitudes, is the primary aim of a training event. Learning can be measured objectively using a test or exam or some form of assessed exercise. If a student has to achieve a certain level of learning to obtain a ‘pass mark’, then the number of passes may be used as an evaluation measure. Another important aspect of learning is the degree of retention – how much of the learning has stuck after the course is over. Behaviour change If a student has learned something from a course, you hope that this will be reflected in their behaviour on the job. If a student employs what they have learned appropriately, then their work behaviour will meet desired criteria. Behaviour can be measured through observation or, in some cases, through some automated means. To assess behaviour change requires that the measurements are taken before and after the training. Performance change If, as a result of training, students are using appropriate behaviours on the job, then you would expect that to have a positive impact on performance. A wide variety of indicators can be employed to measure the impact of training on performance – numbers of complaints, sales made, output per hour and so on. PAPER: VII ELECTRONIC ENABLED TRAINING SYSTEMS RESPONSE SHEET NO. 1. Question 1. Question 1. What is e learning ? E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based training (CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method. E-learning can occur in or out of the classroom. eLearning is defined as use of electronic technology to deliver, support and enhance teaching and learning use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration. Benefits of e learning include that it can be: The A4 of eLearning - Anytime, Any Place, Any Pace, Any Subject: e learning materials can be accessed at the most convenient time for the learning, if the course material is well constructed then learning can take place in short segments and can be customised to suit the learner's needs. 17
Empowerment: Students are in charge of their own learning. Flexibility: e learning material can be accessed in a non-sequential way, enabling students to navigate content in different ways, or obtain a global view before tackling the details of individual units. Cost Effective: large numbers of students can have access to the same materials but can be supported by peer-to-peer or student-to-tutor support services thus reducing the cost of delivery. Up-to-date Content: Course content is located in one place so it can be easily updated and can provide direct links to supporting materials such as Internet and library resources. Tailored Learning: the time needed to learn a particular topic or skill is reduced or "compressed" as learning can be modified to suit the users needs and requirements. Retainable: the smaller and more relevant the learning is the easier it is to capture and remember. Socio-inclusive: students can learn in a relatively anonymous environment without the embarrassment of failure and/or socio-cultural bias from personal contact. Consistent: all students get the same standardised set of materials from elearning. Interactive: well constructed materials will have elements of interactivity through simulations etc. which will underpin and enforce the learning. Collaborative: The use of groups and teams working together in collaborative learning and learner-learner interaction enforces employability skills. Used To Track Student Performance: student usage of the materials can be monitored and early potential drop-out can be detected and given remedial support. Used to Facilitate understanding: of concepts by offering alternative ways of visualising materials and alternative explanations to those given in a single delivery mode such as a lecture, seminar or tutorial (for example, multimedia and hypermedia). Used to Give Instant feedback: from online self-assessment or formative assessment particularly through multiple choice question formats. Used for Self Assessment: students can be offered automatically-marked selfassessment exercises to identify skill/knowledge levels and learning needs before engaging with course content. Used to assist students with certain Disabilities: Access for students with hearing and some physical disabilities may be enhanced.
18
PAPER: VII ELECTRONIC ENABLED TRAINING SYSTEMS RESPONSE SHEET NO. 1. Question 2. Question 2. What is interactive education ? Interactive Learning is a pedagogical approach that incorporates social networking and urban computing into course design and delivery. Interactive Learning has evolved out of the hypergrowth in the use of digital technology and virtual communication, particularly by students. Beginning around 2000, students entering institutes of higher education have expected that interactive learning will be an integral part of their education. The use of interactive technology in learning for these students is as natural as using a pencil and paper were to past generations. The Net Generation or Generation Y is the first generation to grow up in constant contact with digital media.[1] Also known as digital natives, their techno-social, community bonds to their naturalized use of technology in every aspect of learning, to their ability to learn in new ways outside the classroom, this generation of students is pushing the boundaries of education. The use of digital media in education has led to an increase in the use of and reliance on interactive learning, which in turn has led to a revolution in the fundamental process of education. Increasingly, students and teachers rely on each other to access sources of knowledge and share their information, expanding the general scope of the educational process to include not just instruction, but the expansion of knowledge. The role change from keeper of knowledge to facilitator of learning presents a challenge and an opportunity for educators to dramatically
19
change the way their students learn. The boundaries between teacher and student have less meaning with interactive learning. Interactive education integrates computer technology in the classroom. It features computer based educational materials that are projected onto an Interactive Touch- Screen. Students can touch, select, drag and manipulate information on the screen. It is as if students step inside thousands of learning worlds created through animation and presented on the screen. The software programs are complemented by comprehensive teachers and student support materials, and classroom activities. In the interactive classroom, teachers reinforce and enhance the lessons. The content is highly stimulating and fun, making it easier for students to master the key-learning outcomes. Our Research indicates that students learn far more effectively using our interactive programs, compared to traditional education methods. This method of learning greatly benefits students ability to focus and concentrate in the class. The interactive screen becomes the Focal Point of interest in the classroom. Key learning content comes to life on the screen and students can interact with this information through hands on learning and classroom activities. Summary of Benefits: Provides Consistent Quality, the program guarantees the content is always fully and effectively covered. Has Structured Content where concepts and elements are presented in a logical and systematic method. The interactive nature of the programs maintains the Concentration and Focus of students. Active Participation of all students ensures the transfer of knowledge. Application of New Knowledge is achieved through interactive scenario based exercises. Real-Life Situations are used to ensure relevance and context is maintained. The system provides a Safe, Controlled Learning environment for all students and teachers. Reinforcement for Long Term Memory ensures the knowledge is retained. Continuous Assessment is used to ensure all students are keeping-up with the program and allows additional reinforcement when necessary.
20
PAPER: VII ELECTRONIC ENABLED TRAINING SYSTEMS RESPONSE SHEET NO. 2. Question 1. Question 1. Why is e-learning popular ? E-learning represents convergence in the education, training and information fields. The term e-learning group together education, training and structure information delivered by computer / Internet. The recipient of E-learning today is mostly the adult learners. Along with the adoption of online technology, the impact of eLearning is growing. Today online users have the opportunity to learn topics through podcasts, smart mobile phones or iPods, iPads or email answers to the trainer on the go. In a 2010 survey on eLearning done by Australian Flexible Learning Framework, these results were concluded: More than 50% of employers use eLearning courses to train their employees. Around 60% of teachers include eLearning to make teaching more interesting and engaging to students. More than two-thirds of RTOs surveyed said that they regularly use learning technology as part of the business process. Over 73% of teachers and trainers use interactive learning technology in the classroom. More than 66% of students use learning technology at home or workplace. 21
Benefits of e learning course delivery over traditional education. There are many significant advantages for employers adopting eLearning training delivery. Here are a few points to consider: 1. E-Learning makes learning an active experience. No longer a passive experience. It is learning by doing. 2. It makes learning exciting, engaging and compelling. Boring subject can be made easier, more interesting, and appealing. 3. Advantage of learning through reflection and discussion. 4. Learning moved from classroom to desktop and now into pocket. By this, we can make more use of the free time. 5. E-learning presents an exciting alternative to classroom training that can save time and money. 6. No need to spend long periods traveling to a location to attend course 7. Learning can be assessed day or night whenever we want it at home or office. 8. It reduces learning time, and has meant saving on salaries and opportunity costs to organization. 9. It keeps an organization agile and competitive in their market. 10. It empowers learner to manage their own learning and in the most appropriate way for each learner. Learn in different way i.e. reading, watching, exploring, researching, doing communication discussing sharing knowledge and experiences etc. 11. Advantage of access to a wide range of learning resources both materials and people. 12. Encourage students to take responsibility for their learning and succeeding, builds self-knowledge and self-confidence.
22
PAPER: VII ELECTRONIC ENABLED TRAINING SYSTEMS RESPONSE SHEET NO. 2. Question 2. Question 2. What kind of hardware/software do I need ? E learning required the trainee to equip himself/ herself with some hardware/ software: Recent Computer a computer that has plenty of memory and hard drive. There's no official quota when it comes to RAM (random access memory) or CPU speed, but experts say that a post-2000 processor (e.g. Pentium IV or Celeron II) would be sufficient, along with at least 512 megabytes of memory. Most computers purchased within the last 7 or 8 years will meet these requirements. Monitor A large screen (15 inches or more) is also helpful. Mini-laptops are great, but you may find that they don't easily accommodate most learning management systems (Blackboard, D2L, etc.) In order to fit everything in the screen, mini-laptop owners may have to reduce the viewing size to an eye-straining degree. Mobile Device (Smartphone, iTouch, iPad, MP3 player) Mobile devices allow one to receive tweets, e-mail, instant messages, and updates to your social networks. They can also help to download MP3 files of course lectures. Many of today's devices can also snap photos, which are useful supplements to blog posts, presentations, and e-portfolios. Microphone/Speakers/Headset
23
One will need to have speakers/ headset and a sound card installed in the computer, in order to hear audio clips and files.. A microphone lets you participate in audio chats via Skype, etc. Microphones also allow you to record audio files and post them using Wimba (in your learning management system). Printer / Scanner It's a good idea to purchase a printer and/or a scanner, even though you may not use these items for every course. Some of the larger online schools – like the University of Phoenix, for one example – offer student resources at local campus sites. If you live nearby one of these locations, you may find that it's convenient to use their printing/scanning equipment. Basic Software You May Need Operating System An up-to-date operating system is a requirement for many online programs. Windows XP, 2000, NT, or 98 are usually acceptable. For Mac users, you will need System 8.1 or higher. If you're not sure which operating system you have, or whether it's compatible, contact your enrollment advisor. E-mail Address E-mail is one tech component that's free. Most students have their own private e-mail account through Gmail, Yahoo, Hotmail, or otherwise. If you don't, set one up. You may also need to set up a school-based e-mail account at your new college. Microsoft Office (Word, Excel, PowerPoint, Publisher, Access) For word processing and data analysis projects, you'll need programs that can create text documents and spreadsheets. Microsoft Office is the most common suite for this purpose. If you don't have these programs installed on your computer, check with your school before you purchase them. They may be supplied as part of your course materials. Adobe Acrobat (Professional) This software allows you to create PDF files. Plug-ins (Flash, QuickTime, Windows Media Player, Real Player, etc.) Some version of a media player or flash player is necessary for streaming videos. And Adobe Reader is necessary for opening PDF files. These programs are usually free and easy to download. The instructor based on the kind of training can advise on these and other necessary plug-ins. Specialty Software You May Need Audio Recording Software (Garageband, Audacity) Movie Editing Software (iMovie, Windows Movie Maker) Math/Engineering Software (Wolfram, etc.) Graphics Editing Software (Corel Draw, Picasa, etc.)
24
PAPER: VIII ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION RESPONSE SHEET NO. 1 Question 1. Question 1. How has the workplace changed in the last ten years according to you ? There has been a drastic change in the workplace in the last ten years. Most changes have happened due to change in the technology , however there have been other subtle changes as well which have not been as obvious, yet have changed the workspace completely. These are more at the strategic level/ policy level. The following are the most important changes Technology Last decade has seen unprecedented changes in the technology. Laptops have taken the place of desktops. With the availability of high speed broadband even in remote locations, Internet and intranet are used instead of conventional mails. ERP softwares and automated processes have taken the place of manual processes. For example now all employee data including his personal details, professional details, appraisals, training attended etc are fed into a software and is easily stored and retrieved. Website presence has become mandatory for any company to exist. internet has become an important medium of promotion, branding and also inviting talent to the organization. 25
India’s changing HRM horizon: The outlook to Human Resource Management in India has witnessed sea-change in last two decades. Economic liberalization in 1991 created a hyper-competitive environment. As international firms entered the Indian market bringing with them innovative and fierce competitiveness, Indian companies were forced to adopt and implement innovative changes in their HR practices. Emphasis on employees: Human Resource policies, forming the framework for the culture in the business management, create awareness towards the need to achieve the business goals in the best possible and ethical manner. In the last few years, the Human Resource has become a key player in strategic planning – it has come a long way from traditional HR operations like managing the recruitment process, handling staff appraisals. That is why Infosys CFO T. V. Moahndas Pai and Marico CFO Milind Sarwatewas were moved to head the human resources (HR) function in their respective companies. Five day working Most companies have a five day working culture including Indian companies. This move has been to ensure good work life balance. Shortening of tenure Employee loyalty to one company has become a rare thing these days. People have discovered that the quickest way to promotion and a leap in salary is by jumping ship. Gold watch companies are suffering terribly. Women in the workforce Today, most Indian companies are committed to providing equal employment opportunities for all. The employers are increasingly realizing the value of trained human resource, especially women in India. Some organizations are changing their HR policies to stick with their valuable employees. MNCs like Pepsico are providing flexibility so that female employees at various life stages could benefit from these policies like working from a different city, sabbatical from corporate life, and extended maternity leave. Working remotely A spin-off from the advances in internet connections and computer and phone technology is the ability to work remotely, which has seen a huge increase. This has been of benefit to freelance and contract workers (and has contributed to the rise in numbers of contract workers), and to the employers who use their services.
26
PAPER: VIII ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION RESPONSE SHEET NO. 1 Question 2. Question 2 What are the impact of these technologies on the training and development functions? You can think from the perspective of the trainer/ facilitator, learner and organization. Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning. Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery; and better utilizing teacher time. Technology has impacted both the learner as well as the facilitator in the following ways: 27
Updated and researched content – Trainers and facilitators are equipped with latest and updated content. Before taking any session, a trainer researches and equips herself/ himself with the latest information about the topic. Classroom Management- Scheduling classes and assignments becomes easier for trainers by the use of e-mails. Online Classroom – Trainers need not be face to face with the students. Learning can happen virtually. Classroom Resources and Interactive Classroom - Audio Visual aids, smart classes are used for the ease of understanding. Constant touch between the facilitator and the trainees – through blogs, chat rooms, emails. Flexibility - Learning can happen at individual pace. High Motivation – As use of technology takes out the boredom of learning, both trainers and the learners are motivated. From the point of view of an organisation, there are following benefits: Cost Saving- Use of technology can drastically reduce the cost of training, as cost of arranging classrooms, travel, accommodation, loss of work etc are saved Flexibility – Employees learn at their own pace Cost Vs Benefit analysis – Companies can ascertain the cost Vs benefit analysis. Technology helps the organisation to measure the result. Trained resources – Companies benefit due to trained resources on latest technologies Higher Job Satisfaction of employees – Due to constant up gradation of skills, employees perform better and hence have high level of satisfaction. Assessment of Trainee Progress- Assessment of Trainee progress can be done easily by the organisation. Conclusion: Technology has changed how a learner learns and a trainer teaches. It has bought more accountability, measurability and transparency in learning.
28
PAPER: VIII ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION RESPONSE SHEET NO. 2 Question 1. Question 1. What factors do you consider while using technology to manage performance? The rapid developments in the information technology have not left any sphere of the human work life untouched. The organizations are growing in size, functions, are working across nations and thus are becoming more and more complex to handle. More and more organizations are integrating information technology (IT) in their human resource (HR) activities to improve their effectiveness. Technology helps to measure and manage the employee performance. It helps to automate the processes of HR and save time and cost and reduce the efforts required and the paperwork. There are a number of factors to be considered while using technology to manage performance in an organization: 1. Cost - As financial pressures increase within the industry, accountability for performance is becoming a major focus. The need for specification, capture, measurement and interpretation of appropriate performance indicators are integral to the new accountability regimes, both internal and external. 2. Ease of Use - easier to learn and use, meaning greater acceptance by all levels of users. Easy to access all the information you needed to make timely business decisions on a day29
3.
4.
5.
6.
to-day basis. The complexity of large software applications should not be there allowing the users to focus on the object they are working with. Ease of navigation should also be present. Security - capabilities that allow the organization to control the program areas users can access and the actions they can perform. Security can restrict access to an entire functional area, a view within a functional area, actions, or even a field on a view. This level of security control is unique among enterprise software applications. For example, some users may be allowed to create and edit assets, while other users are only allowed to view them. Reporting and Configurability- From formal printed reports, to online views to see the data summarized or configured in a particular way. Because the reporting requirements are constantly changing, it should provide tool to create and modify reports to satisfy the evolving requirements. Configurations provide a table view or mini-spreadsheet of data. Open Architecture - Open, flexible and extensible, the architecture makes it easy and cost effective to make changes to the user interface and work flow of the application to meet the changing needs of the organization. This ensures that necessary changes, extensions etc can be done as per the need. Regulatory Compliance - From the Boardroom to the plant floor, reports are configured to provide the right information at the right time, when it is needed.
PAPER: VIII ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION RESPONSE SHEET NO. 2 Question 2. Question 2. What is the impact of these technologies on the training and development function in your Organization. Technology has revolutionized business; now it must revolutionize learning. In the 21st century, people have to learn more than ever before. Especially for global organizations, live classroom-based training is becoming too costly and cumbersome. The following is the impact of technology on t&d function of any organization: Basic Skills Instruction Computer assisted instruction to drill Multi-media software - teach to a variety of learning styles Videodiscs - strengthen basic skills Video and audio technologies - bring material to life Distance learning - at least as effective as traditional methods of instruction All forms - develop new skills related to use of technology itself, necessary in workplace 30
Advanced Skills Instruction Interactive educational technologies, including:Computer-generated simulations,Videodiscs,Internet,CD-ROM. Trainees learn to: organize complex information, recognize patterns, draw inferences, communicate findings. Learn better organizational and problem-solving skills. Assessment of Trainee Progress More comprehensive with multimedia Assessments which require student’s active participation Electronic portfolios Anywhere, anytime, anyone. The Internet can offer the logical solution for a company's education and training objectives. Approximately 80% of the professional workforce already uses computers on the job.. The growth of the World Wide Web, high-capacity corporate networks, and high-speed desktop computers has made learning available to people 24 hours a day, seven days a week around the globe. Substantial cost savings due to elimination of travel expenses. When delivered through technology based solutions, training is less expensive per end user due to scalable distribution and the elimination of high salaries for trainers and consultants. According to Training Magazine, corporations save between 50-70% when replacing instructor-led training with electronic content delivery. Just-in-time access to timely information. Web-based products allow instructors to update lessons and materials across the entire network instantly. This keeps content fresh and consistent and gives students immediate access to the most current data. Training Magazine reported that technology-based training has proven to have a 50-60% better consistency of learning than traditional classroom learning (c-learning). Higher retention of content through personalized learning. Technology-based solutions allow more room for individual differences in learning styles. With 24 x 7 access, people can learn at their own pace and review course material as often as needed. Whereas the average content retention rate for an instructor-led class is only 58%, the more intensive eLearning experience enhances the retention rate by 25 - 60%. Improved collaboration and interactivity among students. Teaching and communication techniques which create an interactive online environment include case studies, story-telling, demonstrations, role-playing, simulations, streamed videos, online references, personalized coaching and mentoring, discussion groups, project teams, chat rooms, e-mail, bulletin boards, tips, tutorials, FAQs, and wizards. Online training is less intimidating than instructor-led courses. Students taking an online course enter a risk-free environment in which they can try new things and make mistakes without exposing themselves. This characteristic is particularly valuable when trying to learn soft skills, such as leadership and decision making. A good learning program shows the consequences of students' actions and here/why they went wrong. After a failure, students can go back and try again. This type of learning experience eliminates the embarrassment of failure in front of a group.
31
32
