Professional Documents
Culture Documents
The term training refers to the acquisition of knowledge, skills, and competencies as a result of
the teaching of vocational or practical skills and knowledge that relate to specific useful
competencies. It forms the core of apprenticeships and provides the backbone of content
atinstitutes of technology (also known as technical colleges or polytechnics). In addition to the
basic training required for a trade, occupation orprofession, observers of the labor-
market[who?] recognize today the need to continue training beyond initial qualifications: to maintain,
upgrade and update skills throughout working life. People within many professions and
occupations may refer to this sort of training as professional development.
Some commentators use a similar term for workplace learning to improve performance: training
and development. One can generally categorize such training as on-the-job or off-the-job:
On-the-job training takes place in a normal working situation, using the actual tools,
equipment, documents or materials that trainees will use when fully trained. On-the-job
training has a general reputation as most effective for vocational work.
Off-the-job training takes place away from normal work situations — implying that the
employee does not count as a directly productive worker while such training takes place. Off-
the-job training has the advantage that it allows people to get away from work and
concentrate more thoroughly on the training itself. This type of training has proven more
effective[citation needed] in inculcating concepts and ideas.
Training differs from exercise in that people may dabble in exercise as an occasional activity for
fun. Training has specific goals of improving one's capability, capacity, and performance.
The Indian automobile sector is growing at a rate of about 16% per annum and is now going to
be a second fastest growing automobile market in the world. The sector is going through a phase of
rapid change and high growth. With the coming up of new projects, the industry is undergoing
technological change. The major players such as, Honda, Toyota, Bajaj, Maruti are now focusing on
mass customization, mass production, etc. and are expanding their plants.
According to National Development and Reform Commission (NDRC), India’s auto making capacity
is expected to become 15 million units by the end of the year 2007 exceeding the yearly demand of
is expected to become 15 million units by the end of the year 2007 exceeding the yearly demand of
This rapid expansion is because of growing urbanization, rise in the standard of living of consumers,
easy availability of finance, liberalization, privatization, and globalization of Indian Industry. This
rapid expansion has created lots of job opportunities. Interested one in this sector has to specialize
employees and is expected to employ more people in near future. Unorganized sector in employing
67% people while, organized sector is employing only 33% people, which is a major drawback for
automobile sector.
With this rapid expansion and coming up of major players in the sector, the focus is more on the
skilled employees and the need of human resource development has increased. The companies are
looking for skilled and hard working people who can give their best to the organization. Various
companies are opening training institutes to train interested ones in this sector, like Toyota has
recently opened Toyota Technical Training Institute (TTTI) near Bangalore that will offer 4 courses
automobile weld and automobile paint. TTTI will provide both a high standard of education and
Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee and its
sub group.
Organizational Level – Training need analysis at organizational level focuses on
strategic planning, business need, and goals. It starts with the assessment of internal
environment of the organization such as, procedures, structures, policies, strengths, and
weaknesses and external environment such as opportunities and threats.
After doing the SWOT analysis, weaknesses can be dealt with the training interventions,
while strengths can further be strengthened with continued training. Threats can be
reduced by identifying the areas where training is required. And, opportunities can be
exploited by balancing it against costs.
Individual Level – Training need analysis at individual level focuses on each and every
individual in the organization. At this level, the organization checks whether an employee
is performing at desired level or the performance is below expectation. If the difference
between the expected performance and actual performance comes out to be positive, then
certainly there is a need of training.
However, individual competence can also be linked to individual need. The methods that
are used to analyze the individual need are:
Operational Level – Training Need analysis at operational level focuses on the work that
is being assigned to the employees. The job analyst gathers the information on whether
the job is clearly understood by an employee or not. He gathers this information through
technical interview, observation, psychological test; questionnaires asking the closed
ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing
over the time. Employees need to prepare for these changes. The job analyst also gathers
information on the tasks needs to be done plus the tasks that will be required in the future.
Based on the information collected, training Need analysis (TNA) is done.
The system model consists of five phases and should be repeated on a regular basis to
make further improvements. The training should achieve the purpose of helping
employee to perform their work to required standards. The steps involved in System
Model of training are as follows:
1. Analyze and identify the training needs i.e. to analyze the department, job,
employees requirement, who needs training, what do they need to learn, estimating
training cost, etc The next
step is to develop a performance measure on the basis of which actual performance would
be evaluated.
2. Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents.
3. Develop- This phase requires listing the activities in the training program that will
assist the participants to learn, selecting delivery method, examining the training material,
validating information to be imparted to make sure it accomplishes all the goals &
objectives.
4. Implementing is the hardest part of the system because one wrong step can lead to the
failure of whole training program.
5. Evaluating each phase so as to make sure it has achieved its aim in terms of
subsequent work performance. Making necessary amendments to any of the previous
stage in order to remedy or improve failure practices.
Training Need Analysis, the first steps towards a successful End User Training for large
implementation programs
Typical implementations would tread the wrong path by training their end users on all the
modules/ functionalities being implemented using the traditional system based classroom
session training approach, assuming that this will make them ready for the
implementation. Some of these organizations, who are more mature, may leverage similar
approach, however by grouping their user community by departments and having some
amount of hands on training. But the fact is, the both ways lack the vision and approach
towards a successful Training Program. Even before any training activity is initiated, it's
important to understand the target end user population, their current skill sets, the impact
of the system changes on their day to day tasks and job responsibilities, and then only a
strategy must be developed around Training.
Training Need Analysis (TNA), the first step towards a comprehensive Training strategy,
aims at identification and analysis of the various training needs for the end user
community. It will highlight the gaps between knowledge and skills currently available
with workforce and the capabilities required to perform their jobs at an acceptable level
after the introduction of packaged application. The outcomes of the TNA influences key
decisions about the training program and will aid in realizing the benefits and long term
goals associated with the implementation.
Typical Training Need analysis would include the individual dimension instead of Role
Dimension since the numbers of users impacted are far fewer as compared to a
transformation program. And that's one of the primary reasons, a higher level, "Roles in
the future world', form a dimension for Transformation program TNA. Typical Oracle
medium size implementations would have 50+ roles. Given the time, it may not be
feasible to have interviews and data collection with the each individual in the department,
however the organization needs to go ahead using a sample work stream wise Roles for
analysis towards Training Needs.
As a result of TNA, various matrices are prepared and will be used to create training and
resource plans as well as identify training requirements for individual user groups and
roles for the implementation.
• Facilitator Notes
• Appendix
Learning Objectives
Materials Required
Room Requirements
• Room Layout
• Equipment
• Supplies
Chapter Objectives
• Chapter 3: Clarifying
• Chapter 4: Persuading
• Chapter 5: Articulation
• Chapter 7: Wrap Up
Appendix
• Transcripts
This Program is structured in a modular format and requires three 8 hour days to deliver.
Methodologies Used:
The Facilitator Guide is comprised of three main sections. The first section is the
Overview, the second section is the Facilitator Notes, and the third is the Appendix.
The overview gives information about the broad objectives the program hopes to achieve,
the methodologies used and target audience.
Facilitator Notes
This contains processing notes for each activity along with relevant slides and derivations
for each Chapter.
Appendix
This consists of role play briefs, QWIRLs (Questions which integrate and reinforce
learning), and audio transcripts.
LEARNING OBJECTIVES
This section contains the learning objectives for each of the Chapters. At the end of each
Chapter, the participants will be able to do the following:
Chapter 1: Setting the Context for Program
• Understand the importance of the communication process and the feedback loop.
Chapter 3: Clarifying
Chapter 4: Persuading
• Understand the impact of Push Vs Pull behaviour.
Chapter 5: Articulation
• Understand the importance of modulating the tone, pace and clarity while
speaking.
• Understand the etiquette expected during any telephone call with particular
emphasis on conference calls.
Chapter 7: Wrap Up
• Apply the skills learnt through role plays.
• Facilitator Guide
• Participant Courseware
• Courseware
• Verbal Communication Skills Profile
• Role Play Briefs
ROOM REQUIREMENTS
Room Layout
Equipment
Supplies
1) Chart papers
2) Notepads
3) Pens
4) Marker pens