1.Training and teaching What is the basic difference?

So how do we define the fundamental differences between teaching and training? Teach has many alternate definitions, including: * To cause to know something * To guide the studies of * To impart the knowledge of * To instruct by precept, example, or experience Definitions for train are: * To form by instruction, discipline, or drill * To make prepared for a test of skill Note that training focuses on skill; the definitions imply a narrower focus than teaching and possibly a shorter timeframe. We might associate training with the notion of exercises that we repeat until we "get" the skills we are trying to acquire - until they become almost second nature. The definitions for teaching, in contrast, imply deeper knowledge and a longer timeframe. We often hear the term "lifelong learning," but I can't recall ever hearing about "lifelong training." Different goals Do teaching and training have different goals? First, let's examine this question from two viewpoints: The people receiving the teaching or training, whom we will call students; and that of the organization to whom the students report. For fulltime college students, that organization is usually the "Mom and Dad Company." For professionals in the workforce, the organization is usually their employer. College students' goals What motivates students? As a teacher, I'd like to say that students come to my class with an intense desire to learn. But I'm not that naieve - rarely does a student have such a desire. Most college students have three primary goals with respect to their courses: 1. Getting good grades. Like it or not, in academia, grades are how you are measured. They're not always fair. Some people don't test well and struggle to get good grades. But most instructors assign grades to indicate how well students have grasped the course material in a course. 2. Qualifying for continuing financial aid. With the cost of college education today, financial aid plays an important role for many students. Good grades are a requirement for maintaining financial aid, typically along with other requirements, such as working on campus for a certain number of hours. 3. Finding employment after graduation. This is, by far, the primary motivation for most students. Many of my computer science students are worried about job prospects when the leave school. They know the market for software engineers is not as robust as it was when they began their course of studies. So they work hard to develop enough skills and basic knowledge to make themselves attractive to potential employers. Professionals' goals What about professionals? What is their motivation for additional learning? Surely not grades. Professional courses, seminars, and workshops are typically not graded. You pay your money and walk away with as much knowledge as you can absorb. Nevertheless, I think professionals have three goals that map closely to those of college students.

1. Get a good annual review. Professionals do receive "grades," just not in courses. Instead, they are graded on their job performance. Taking courses might help them get better reviews - first, because it demonstrates their personal motivation and a desire to help the organization, and second, because it gives them skills to do their work more effectively. 2. Keep your job and get a raise. Just as students must work hard to maintain their financial aid, professionals must perform at a certain level in order to keep their jobs and get salary increases. During the last few years, many people have lost their jobs, both in the software industry and others. This sense of insecurity is something we would never have imagined ten years ago. 3. Learn what is necessary to get a better job. Almost everyone looks toward the next job they want when they consider voluntary training - whether it is a promotion in their current company or a new, exciting position in a different organization. Balancing training and teaching Everything we do in our lives requires a balance between two things or more - a compromise. This column talks about the balance between theory and practice, so it is appropriate to consider that balance with respect to training and teaching. In my January 2004 column, I explained how I am seeking the right blend of theory and practice in my software development courses. My primary job is to prepare students for the rest of their working lives and help them succeed in their careers. So I first have to ensure that they learn fundamental principles and then teach them to use specific tools and techniques as time allows. A sample development project Things are a little different in a work environment. Let's say you are managing a new project to develop an enterprise-wide system to manage inventory in multiple, worldwide locations. This will involve Internet technology, database systems, and so on. You add two new members to the project team. Sarah is a new graduate with a computer science degree. She has learned software engineering principles as well as some specific technologies, such as Java programming. Mike has been employed with your organization for a while; he has attended in-house training courses in programming as well as on other topics that apply to his job. Mike started his career in the military, which he joined right after high school; he never attended college. Both of these people have valuable skills. If you could combine their two skill sets, you would have an ideal team member who could step in and hit the ground running. However, as both of these people are new to the project, they need some orientation. Sarah will have the challenge of learning to understand not only the system itself, but also the culture within your organization and the specific ways people conduct business. And Mike will be challenged as well; your project has decided to adopt tools and processes from IBM Rational Suite, which is new to your organization. You plan to follow a customized version of IBM Rational Unified Process, use Rational ClearCase for configuration management, Rational RequisitePro for requirements management, and so on. The team might use additional tools as appropriate, some of which you will develop in house. Applying learning and training Now let's see how their respective backgrounds affect the way Sarah and Mike handle learning challenges. First, in order to learn about the system under

construction, both of them look at the Software Architecture Document (SAD). This describes some architecturally significant use cases, UML diagrams, plans for development, testing, and so on. Mike is familiar with the format: It's the company standard he's been trained on. He quickly grasps the project's scope and potential business impact. His internal training courses and experience within the company have prepared him to understand both the jargon and company-specific business issues. Sarah, in contrast, struggles a little over the terminology, application domain, and acronyms; but she quickly grasps the overall architecture. She understands multitier architectures and the technologies used to represent this one. She also understands why certain areas have been identified as architecturally significant and begins to see how the designer might apply some common design patterns to simplify the architecture and make it more robust. You have assigned Mike and Sarah to the same small team responsible for implementing part of the business logic in the system's middle tier. The team has already decided that they can break up the use cases into user stories, which will help them schedule work and track progress. They have also decided to use JUnit for unit testing as they work. You allow them to hire an instructor to provide a day of training for the team on how to create user stories and apply JUnit. After the training, both Sarah and Mike understand the basic concepts and applications for user stories. When it comes to JUnit, Mike understands the mechanism, but he has trouble deciding what to test. Sarah remembers the principles of testing she learned in her software engineering class and begins to write positive and negative tests, boundary condition tests, and so on. She also takes time to help Mike develop good tests. They meet for several sessions of pairprogramming for the tests. Sarah learns more about the application domain from Mike, and he picks up new techniques and basic principles from Sarah. She suggests to you that using a code coverage tool in conjunction with JUnit would provide rapid feedback about the completeness of the unit tests. When you give her the go-ahead, Sarah reads through the IBM Rational PureCoverage manual and then writes a short document explaining how to use the tool to check the team's Java code. She holds a brown-bag lunch to answer questions about Rational PureCoverage, and then the team starts using the tool to improve their testing. As the project proceeds, the requirements change, and the team has to adapt the code they've already created to changes in the architecture. Luckily, the architecture has been well constructed, so there are clean interfaces for the major modules. However, some of the changes threaten certain interfaces and could have ripple effects through the subsystem the team is building. Sarah thinks about the design patterns she learned in one of her classes and realizes that, instead of refactoring the existing code, the team could make the code much more robust by adding adapters to the code base and applying common patterns, such as decorator, factory method, and so on. Even though she learned these design pattern implementations in C++, she understands the principles behind them and can easily adapt them for Java. Sarah turns to Mike again for help with the mechanics of setting up her environment to take advantage of the advanced features in IBM Rational ClearCase, because he's had extensive training on this tool. Once she is adept at using these features, Sarah becomes much more productive. She also realizes that the team might be able to leverage Rational ClearCase to achievecontinuous integration, a goal discussed in her software engineering class. She reads up on how to script tools for Rational ClearCase and then writes a couple of Perl scripts to make integration tests run continually as the integration builds proceed. When they adopt this change in process, team members find that they can indentify integration problems more quickly and fix them more easily.

Mike, meanwhile, uses his knowledge of the organization and how it does business to identify several requirements that simply do not reflect how business is actually conducted. He also knows who to talk to in order to adjust the requirements, so you appoint him the domain expert for the team. You pat yourself on the back for bringing two high-powered people like Mike and Sarah on the team. Each one knows how to apply what he or she has learned and also how to leverage one another's strengths, which are complementary. But in the long haul, who is most likely to get ahead? I'd put my money on Sarah. Sarah's grounding in fundamental principles allows her to quickly find solutions to common problems and think strategically about measures that will increase both coding efficiency and system quality. Mike's practical knowledge has given him a deep understanding of his work environment and business processes that he can use to identify problems and quickly get them resolved. Sarah will acquire these same capabilities as time goes on - that is the nature of on-the-job training. But how could Mike acquire theoretical knowledge like Sarah's? Many people do it by going back to college, but some cannot make that kind of commitment. Create an ongoing learning environment Fortunately, there are some healthy organizations that not only offer training but also support opportunities for employees to acquire knowledge about theories and principles relating to their work. By giving people time and funding to pursue knowledge through outside sources, such organizations can give their "Sarahs" the domain knowledge that their "Mikes" have, and also help their "Mikes" learn what their "Sarahs" learned in academia. In other words, they create a learning environment that supports both the short-term and long-term goals of the organization - and the employee. In a business setting, managers can act as "teachers" who guide learning for their employees. Managers can also help team members plot their careers, based on what each person wants to learn. And good managers can match the employee's desires with the company's needs. Many successful organizations recognize that this form of teaching (or mentoring) is critical for business success. They make it a condition for managerial promotions and pay increases. But they also give employees time to learn and opportunities to use the knowledge they acquire. On the academic side, we will continue to educate students about basic principles, sprinkled with a little training; we'll give them some practice and a lot of theory. When our graduates join your organization, we hope you will continue to expose them to theory rather than just providing practice in the form of training. You can take advantage of the resources at learning institutions in your area and provide programs that keep employees up to date on issues and ideas about software development. Invest in the future. Training helps people today; teaching guarantees them - and your organization - a bright tomorrow. Learning about management issues and concepts The four functions of management are: 1.The base function is to: Plan It is the foundation area of management. It is the base upon which the all the areas of management should be built. Planning requires administration to assess; where the company is presently set, and where it would be in the upcoming. From there an appropriate course of action is determined and implemented to attain the companys goals and objectives

Planning is unending course of action. There may be sudden strategies where companies have to face. Sometimes they are uncontrollable. You can say that they are external factors that constantly affect a company both optimistically and pessimistically. Depending on the conditions, a company may have to alter its course of action in accomplishing certain goals. This kind of preparation, arrangement is known as strategic planning. In strategic planning, management analyzes inside and outside factors that may affect the company and so objectives and goals. Here they should have a study of strengths and weaknesses, opportunities and threats. For management to do this efficiently, it has to be very practical and ample. 2.The subsequent function is to: Organize The second function of the management is getting prepared, getting organized. Management must organize all its resources well before in hand to put into practice the course of action to decide that has been planned in the base function. Through this process, management will now determine the inside directorial configuration; establish and maintain relationships, and also assign required resources. While determining the inside directorial configuration, management ought to look at the different divisions or departments. They also see to the harmonization of staff, and try to find out the best way to handle the important tasks and expenditure of information within the company. Management determines the division of work according to its need. It also has to decide for suitable departments to hand over authority and responsibilities. 3.The third function is to: Direct Directing is the third function of the management. Working under this function helps the management to control and supervise the actions of the staff. This helps them to assist the staff in achieving the companys goals and also accomplishing their personal or career goals which can be powered by motivation, communication, department dynamics, and department leadership. Employees those which are highly provoked generally surpass in their job performance and also play important role in achieving the companys goal. And here lies the reason why managers focus on motivating their employees. They come about with prize and incentive programs based on job performance and geared in the direction of the employees requirements. It is very important to maintain a productive working environment, building positive interpersonal relationships, and problem solving. And this can be done only with Effective communication. Understanding the communication process and working on area that need improvement, help managers to become more effective communicators. The finest technique of finding the areas that requires improvement is to ask themselves and others at regular intervals, how well they are doing. This leads to better relationship and helps the managers for better directing plans. 4.The final function is to: Control Control, the last of four functions of management, includes establishing performance standards which are of course based on the companys objectives. It also involves evaluating and reporting of actual job performance. When these points are studied by the management then it is necessary to compare both the

things. This study on comparision of both decides further corrective and preventive actions. In an effort of solving performance problems, management should higher standards. They should straightforwardly speak to the employee or department having problem. On the contrary, if there are inadequate resources or disallow other external factors standards from being attained, management had to lower their standards as per requirement. The controlling processes as in comparison with other three, is unending process or say continuous process. With this management can make out any probable problems. It helps them in taking necessary preventive measures against the consequences. Management can also recognize any further developing problems that need corrective actions. Effective and efficient management leads to success, the success where it attains the objectives and goals of the organizations. Of course for achieving the ultimate goal and aim management need to work creatively in problem solving in all the four functions. Management not only has to see the needs of accomplishing the goals but also has to look in to the process that their way is feasible for the company. Principles of learning and development basic idea training process ideas and outline process Here is a relatively simple overview of typical reference models, processes and tools found in the effective planning and delivery of organizational training. 1. Assess and agree training needs | 2. Create training or development specification | 3. Consider learning styles and personality | 4. Plan training and evaluation | 5. Design materials, methods and deliver training | Conduct some sort oftraining needs analysis. Another method example of assessing and prioritising training isDIF Analysis. This commonly happens in theappraisal process. Involve the people in identifying and agreeing relevant aligned training. Considerorganizational valuesand aspects ofintegrity and ethics, and spirituality, love and compassion at work as well as skills. Look also at your recruitment processes - there is no point training people if they are not the right people to begin with. Why people leave also helps identify development needs. | Having identified what you want to train and develop in people, you must break down the training or learning requirement into manageable elements. Attach standards or measures or parameters to each element. The 360 degree process and templateand the simpletraining planner (also in pdf format) are useful tools. Revisit the 'skill-sets' and training needs analysis tools - they can help organize and training elements assessment on a large scale. | People's learning styles greatly affect what type of training they will find easiest and most effective. Look also atpersonality types. Remember you are dealing with people, not objects. People have feelings as well as skills and knowledge.

The Erikson model is wonderful for understanding more about this. So is the Johari Window model. Consider the team and the group. Adair's theory helps. So does the Tuckman model. | Consider evaluation training effectiveness, which includes beforeand-after measurements. The Kirkpatrick modelespecially helps you to structure training design. Consider Bloom's theory too, so that you can understand what sort of development you are actually addressing. Consider team activities and exercises. See the self-study program design tipsbelow - the internet offers more opportunities than ever. | Consider modern innovative methods - see the Businessballs Community for lots of providers and ideas. Presentation is an important aspect to delivery. See also running meetings andworkshops. Good writing techniques help with the design of materials. So do the principles of advertising - it's all about meaningful communication. There is a usefultraining providers selection template on the sales training page, which can be adapted for all sorts of providers and services. | There are many different training and development methods. On-the-job training, informal training, classroom training, internal training courses, external training courses, on-the-job coaching, life-coaching, mentoring, training assignments and tasks, skills training, product training, technical training, behavioural development training, role-playing and role-play games and exercises, attitudinal training and development, accredited training and learning, distance learning - all part of the training menu, available to use and apply according to individual training needs and organisational training needs. Training is also available far beyond and outside the classroom. More importantly, training - or learning, to look at it from the trainee's view - is anything offering learning and developmental experience. Training and learning development includes aspects such as: ethics and morality; attitude and behaviour; leadership and determination, as well as skills and knowledge. Development isn't restricted to training - it's anything that helps a person to grow, in ability, skills, confidence, tolerance, commitment, initiative, inter-personal skills, understanding, self-control, motivation (see the motivation theory section), and more. If you consider the attributes of really effective people, be they leaders, managers, operators, technicians; any role at all,the important qualities which make good performers special are likely to be attitudinal. Skills and knowledge, and the processes available to people, are no great advantage. What makes people effective and valuable to any organization is their attitude.

Attitude includes qualities that require different training and learning methods. Attitude stems from a person's mind-set, belief system, emotional maturity, selfconfidence, and experience. These are the greatest training and development challenges faced, and there are better ways of achieving this sort of change and development than putting people in a classroom, or indeed by delivering most sorts of conventional business or skills training, which people see as a chore. This is why training and learning must extend far beyond conventional classroom training courses. Be creative, innovative, and open-minded, and you will discover learning in virtually every new experience, whether for yourself, your team, or your organization. If you want to make a difference, think about what really helps people to change. Many of these methodologies are explained on this website. Explore them and enjoy them, and encourage others to do the same. All supervisors and managers should enable and provide training and development for their people - training develops people, it improves performance, raises morale; training and developing people increases the health and effectiveness of the organization, and the productivity of the business. The leader's ethics and behaviour set the standard for their people's, which determines how productively they use their skills and knowledge. Training is nothing without the motivation to apply it effectively. A strong capability to plan and manage skills training, the acquisition of knowledge, and the development of motivation and attitude, largely determines how well people perform in their jobs. Training - and also enabling learning and personal development - is essential for the organisation. It helps improve quality, customer satisfaction, productivity, morale, management succession, business development and profitability. As regards conventional work-related training planning, and training itself, these are step-by-step processes - see and download a free training process diagram. More free training tools are available for download at the free training tools and resources page. See for example the training planner and training/lesson plan calculator tool, which are templates for planning and organising the delivery of job skills training and processes, and transfer of knowledge and policy etc. See also thetraining induction checklist and planner tool. Use these tools and processes to ensure that essential work-related skills, techniques, and knowledge are trained, but remember after this to concentrate most of your 'training' efforts and resources on enabling and facilitating meaningful learning and personal development for people. There is no reason to stop at work-related training. Go further to help people grow and develop as people. Having said this, we do need to start with the essentials, for example induction training for new starters. Induction Training is especially important for new starters. Good induction training ensures new starters are retained, and then settled in quickly and happily to a productive role. Induction training is more than skills training. It's about the basics that seasoned employees all take for granted: what the shifts are; where the notice-board is; what's the routine for holidays, sickness; where's the canteen; what's the dress code; where the toilets are. New employees also need to understand the organisation's mission, goals and philosophy; personnel practices, health and safety rules, and of course the job they're required to do, with clear methods, timescales and expectations. Managers must ensure induction training is properly planned - an induction training plan must be issued to each new employee, so they and everyone else involved can see what's happening and that everything is included. You must prepare and provide a suitable induction plan for each new starter. Here's a free induction training checklist.

These induction training principles are necessarily focused on the essential skills and knowledge for a new starter to settle in and to begin to do their job. However there is great advantage in beginning to address personal development needs, wishes, opportunities, particular strengths, abilities, talent, etc., during or very soon after the induction process. The sooner the better. An organisation needs to assess its people's skills training needs - by a variety of methods - and then structure the way that the training and development is to be delivered, and managers and supervisors play a key role in helping this process. People's personal strengths and capabilities - and aims and desires and special talents (current and dormant) - also need to be assessed, so as to understand, and help the person understand, that the opportunities for their development and achievement in the organisation are not limited by the job role, or the skill-set that the organisation inevitably defines for the person. As early as possible, let people know that their job role does not define their potential as a person within or outside the organisation, and, subject to organisational policy, look to develop each person in a meaningful relevant way that they will enjoy and seek, as an individual, beyond the job role, and beyond work requirements. If possible 'top-up' this sort of development through the provision of mentoring and facilitative coaching (drawing out - not putting in), which is very effective in producing excellent people. Mentoring and proper coaching should be used alongside formal structured training anyway, but this type of support can also greatly assist 'whole-person development', especially where the mentor or coach is seen as a role-model for the person's own particular aspirations. It's important that as a manager you understand yourself well before you coach, or train or mentor others: Are your own your own skills adequate? Do you need help or training in any important areas necessary to train, coach, mentor others? What is your own style? How do you you communicate? How do you approach tasks? What are your motives? These all affect the way you see and perform see the training, coaching or mentoring role, and the way that you see and relate to the person that your are coaching, or training, or mentoring. Your aim is to help the other person learn and develop - not to create another version of yourself. When you understand yourself, you understand how you will be perceived, how best to communicate, and how best to help others grow and learn and develop. And it's vital you understand the other person's style and personality too - how they prefer to learn - do they like to read and absorb a lot of detail, do they prefer to be shown, to experience themselves by trial and error? Knowing the other person's preferred learning style helps you deliver the training in the most relevant and helpful way. It helps you design activities and tasks that the other person will be more be more comfortable doing, which ensures a better result, quicker. Various models and tests are available to help understand learning styles - look at the Kolb model. Look atmultiple intelligences and the VAK learning model and free learning style tests. See also the Johari Window model and adapted theory - it's a useful explanation of the importance of open communications and strong mutual understanding among staff in organizations, and for all situations where people work together. It's also a useful model for personal awareness and self-development. prioritising training Given the vast range of skills and other competencies which can be developed in people it is useful for some sort of prioritising to take place so that training focuses on the areas which will yield best benefit, in other words, return on investment (typically in terms of organizational performance, although the needs of teams and

individuals can also be very significant in prioritising training and development, depending on the situation.) In addition to the skill-sets and training needs analysis tools on this website, here are three other examples of methods for prioritising training: Essential/Desirable - simply and quickly define each activity (skill, competency, whatever) according to whether it isessential or desirable for the job purpose and organizational performance. Training priority is obviously given to developing essential competencies. Importance/Competency matrix - the highest training priorities are obviously the activities (skills, competencies, whatever) which are high importance (of task to organizational performance) and low competence (of trainee skill level). high importance and low competence = high training priority | high importance and high competence = low training priority | low importance and low competence = low training priority | low importance and high competence = zero training priority | DIF Analysis - DIF stands for Difficulty, Importance, Frequency. DIF Analysis is a sophisticated (and potentially very complex) method of assessing performance, prioritising training needs and planning training, based on three perspectives: Difficulty, Importance, and Frequency. The system looks at tasks and activities (or skills, competencies, whatever) rather than looking at development from a personal individual perspective. DIF Analysis can be used in different ways: for example as a flow diagram to consider each activity using a simple yes/no for each of the three factors in sequence of Difficulty (yes/no), Importance (yes/no) and Frequency (yes/no), which generates eight possible combinations. At a simple level, an activity that scores low on all three scales is obviously low priority; whereas an activity that scores high on all three scales is a high priority. Weighting (significance of each factor relative to the job purpose/aims) is required in order to optimise the usefulness and relevance of the system, especially if applied to a group or organization. Analysis can become extremely complex, so it is sensible to ensure that the level of analysis is appropriate for the situation before starting to build complex analysis systems. For such a potentially detailed system, DIF Analysis does not automatically take account of personal preferences and potential capabilities, and as such consideration to this aspect is wise where trainee commitment is influential upon development, which in most situations is the case. The Skill-set and TNA tools on this website could, given modest expertise in spreadsheets and logic, be adapted to manage DIF Analysis, although better dedicated DIF Analysis tools exist. If you have one to share please send it. Other methods exist for prioritising training. Choose or develop a method which is appropriate for your situation. Resist the tendency to become overly detailed. Analysis and detail should always be a means to an end (to achieve effective training and development), not an end in themselves. Ultimately the best way to prioritise training is can be simply to agree with the trainee what they are most keen to commit to. All the analysis and detail in the world will not guarantee trainee commitment, which is generally the most powerful force for effective training and development. Task-based analysis is important for organizational development measurement and planning, but approaching training prioritisation from purely a task perspective ignores the vital personal factor. developing people and capabilities Many organizations face the challenge of developing greater confidence, initiative, solutions-finding, and problem-solving capabilities among their people. Organisations need staff at all levels to be more self-sufficient, resourceful, creative and autonomous. This behaviour enables staff can operate at higher

strategic level, which makes their organizations more productive and competitive. People's efforts produce bigger results. It's what all organizations strive to achieve. However, while conventional skills training gives people new techniques and methods, it won't develop their maturity, belief, or courage, which is so essential for the development of managerial and strategic capabilities. Again, focus on developing the person, not the skills. Try to see things from the person's (your people's) point of view. Provide learning and experiences that they'd like for their own personal interest, development and fulfilment. Performance and capability are ultimately dependent on people's attitude and emotional maturity. Help them to achieve what they want on a personal level, and this provides a platform for trust, 'emotional contracting' with the organisation, and subsequent skills/process/knowledge development relevant to managing higher responsibilities, roles and teams. Participative workshops work well in beginning this type of attitudinal development. Involve people right from the start. Focus on what they want. You could also use a personal development questionnaire to begin to set the scene and provide examples of 'alternative' learning opportunities. It starts with the person, not the skills. It's about attitude and emotional maturity. The Emotional Intelligence principles and methodologies fit very well with modern approaches to developing people's belief, maturity and attitude. When people develop confidence, integrity, emotionally, they automatically become more proactive, solutions-focused, responsive, etc., which across a whole team has a cumulative effect. Johari is a useful model too. So many people at work are simply 'going through the motions', acting in a 'conforming' state, often because they feel insecure, lack confidence to do what they think is right, or are nervous about being bold, whereas boldness is absolutely required for selfsufficiency, initiative, greater responsibility; in fact all of the behaviours that organizations strive to encourage. You can't 'teach' boldness - people have to experience things which enable them to feel bolder, to take risks, and to want to take risks. This means the rewards must be there too, or people have no reason to stick their necks out. And not just the prospect of financial reward. More importantly the Herzberg-type motivators - real extra responsibility, recognition, and involvement in new successful and interesting projects. This is the fuel of people's growth and change. designing self-study training and learning programmes The same basic principles apply to designing self-study programs as to any other sort of training design. The internet enables self-study learning and development programs to be more useful, empowering and cost-effective than ever before. The only limits are those you imagine. Be creative and innovative. Look on the web for ideas and self-study and self-development resources, methods, groups, and technologies. There are many. This website is effectively a self-study program. It's not a particularly conventional one, nor an accredited or measurable one. Like any sort of learning it will appeal to some people but not others. The growing businessballs community contains many other different innovative, interesting and excellent ideas, providers, and free resources. You will find many other self-development offerings on the internet if you tap into relevant communities and portals. As ever consider what you seek to achieve, before you design how to achieve it.

Know yourself as a trainer (and/or encourage this among your trainers), and help trainees and learners to know themselves. Then it is easier to decide how and what will help best. To help you structure and design and assess learning, read the training design and evaluation materials on this page and elsewhere on the website, for example the Kirpatrick evaluation and design model, the learning styles and multiple intelligence theories, and the Bloom learning domains taxonomy model. The group selection recruitment and assessment centre guide is also relevant. Assessment and development are tightly connected. To help you understand yourself read the materials relating to personality and motivation, such as Erikson's theory, thepersonality styles theories, and the ideas of Maslow, Herzberg, McGregor, etc. Designing a good self-study program should by its nature if possible involve the students. Involving people from the beginning increases ideas, relevance and commitment. mentoring linked to projects and objectives activities Linking mentoring with objectives and project tasks or activities is a highly productive and effective modern method of training and developing people in organizations, especially for staff in teams and departments, and for developing organizations themselves. The approach builds on management by objectives (MBO's) principles, but is more participative, voluntary and inclusive. By comparison, MBO's are a 'one-way street'; isolated and individually separate, prescribed along a single-channel towards a task focus. Well-facilitated 'activity focused mentoring' is consensual, team-orientated, with a personal development and team building focus, across multiple organizational interfaces, particularly to and between management/subordinate/peer levels. Activity focused mentoring methods also help develop systems (not IT and processes, but overall systems: ie., how an organization works), organizations, management and communications, in an open, dynamic, organic, three-dimensional way. The activity-mentoring approach uses several integrated techniques which produce more reliable and relevant training and learning outputs, in terms of individual skills, attitudinal development, and direct job and organizational performance improvement. The approach isfacilitative rather than prescriptive, and broadly features: * strategic assessment of organisational and department priorities and 'highyield' training needs * interpreted discussion with line-managers of training delegates and strategic managers of the organisation * pre-training skills/behavioural needs-analysis - all training delegates - and pretraining preparatory work * small groups - practical workshops - short sessions - highly participative and situation/solution-based - focused on practical job issues, individual personality/learning style and organisational priorities * individually agreed tasks and assignments - focused on practical priorities and individual needs (SMART and WIIFM factors) * follow-up coaching and mentoring one-to-one support - giving high accountability and reliable deliverables * ongoing feedback and review with line-managers and strategic managers coaching/task notes for line managers The process works on several different levels: individual, team, task, organisational and strategic. Activity focused mentoring also gives strong outputs in skills, behaviour and job priority areas, as well as being strongly motivational and where necessary resolving conflict and attitudinal issues.

mentoring cost analysis and justification Mentoring can be provided in various ways and programmes take a variety of shapes. Mentoring can be external, where the mentoring is essentially provided by external people, or an internal activity, using mentors within the organisation. Due to the relative newness of mentoring as a formal organised process, and because mentoring programmes are so varied, statistics as to general costs and returns across industry are not easy to find. Here however are general cost indicators for a program essentially delivered by internally appointed mentors. The main elements of a mentoring programme that carry quantifiable cost would be: * Training of mentor(s) - comfortably achievable for 1,000/head - it's not rocket science, but selection of suitable mentor is absolutely critical - good natural mentors need little training; other people who are not ready or able to help others can be beyond any amount of training. * Mentor time away from normal activities - needs to be a minimum of an hour a month one-to-one or nothing can usefully be achieved, up to at most a couple of hours a week one-to-one, which would be intensive almost to the point of overloading the mentoree. That said, there may be occasions when the one-to-one would necessarily involve a whole day out for the mentor, for instance client or supplier visits. Say on average a day a month including the associated administration work, particularly where the mentoring is required to be formalised and recorded. * Overseeing the program, evaluating and monitoring activity, progress and outputs - depends on the size of the program, ie., number of mentors an number of 'mentorees' - if the mentoring is limited to just a single one-to-one relationship then it's largely self-managing - if it's a programme involving several mentors an mentorees then estimate an hour per quarter (3 mths) per one-to-one mentoring relationship - probably the responsibility of an HR or training manager. If this person with the overview/monitoring responsibility needs external advice you'd need to add on two or three days external training or consultancy costs. * (Mentoree time away from normal activities - effective mentoring should ideally integrate with the mentoree's normal activities, and enhance productivity, effectiveness, etc., so this is arguably a credit not a debit.) mentoring principles and techniques Rather than simply give the answers, the mentor's role should be to help the 'mentoree' find the answers for him/herself. While giving the answers is usually better than giving no help at all, helping the mentoree to find the answers for him/herself provides far more effective mentoring, because the process enables so much more for the mentoree in terms of experience of learning. Give someone the answers and they learn only the answers; instead mentors need to facilitate the experience of discovery and learning. The mentor should therefore focus mentoring effort and expectations (of the person being mentored especially, and the organisation) on helping and guiding the mentoree to find the answers and develop solutions of his/her own. Accordingly, many of the principles of mentoring are common to those of proper coaching, which are particularly prominent within life coaching. You should also refer to aspects of NLP (Neuro-Linguistic Programming), and Sharon Drew Morgen's Facilitative Questioning methodology. Mentors need to be facilitators and coaches, not tutors or trainers. Mentorees need simply to open their minds to the guidance and facilitative methods of the mentor. The mentor should not normally (unless in the case of emergency) provide the answers for the mentoree; instead a mentor should ask the right questions

(facilitative, guiding, interpretive, non-judgemental) that guide the mentoree towards finding the answers for him/herself. If a mentor tells a mentoree what to do, then the mentoree becomes like the mentor, which is not right nor sustainable, and does not help the mentoree to find his/her own true self. The mentor's role is to help the mentoree to find his/her own true self; to experience their own attempts, failures and successes, and by so doing, to develop his/her own natural strengths and potential. We can see parallels in the relationship between a parents and a child. If a parent imposes his or her ways, methods and thinking upon a child, the child becomes a clone of the parent, and in some cases then falsifies his or her own true self to please and replicate the model projected by the parent. The true self might never appear, or when it begins to, a crisis of confidence and purpose occurs as the person tries to find and liberate his or her true self. When we mentor people, or when we raise children, we should try to help them develop as individuals according to their natural selves, and their own wishes, not ours. tips on establishing a mentoring service or programme There are very many ways to design a mentoring programme, whether within an organization, or as a service or help that you provide personally to others. Here are some questions that you should ask yourself. The answers will move you closer to what you seek to achieve: What parameters and aims have you set for the mentoring activity? What will your mentoring programme or service look and feel like? What must it achieve and for whom? What are your timescales? How will the mentoring programme or activity be resourced and managed and measured? What type of design and planning approach works best for you? (It makes sense to use a design and planning approach that works for you.) What are your main skills and style and how might these influence the programme design? What methods (phone, face-to-face, email, etc) of communication and feedback are available to you, and what communications methods do your 'customers' need and prefer? What outputs and effects do you want the programme to produce for you, and for the people being mentored? How might you build these core aims, and the implied values and principles, into your programme design? How can you best measure and agree that these outputs - especially the agreed expectations of the people being mentored - are being met. How can you best help people in matters for which you need to refer them elsewhere? What skills, processes, tools, experience, knowledge, style do you think you will need that you do not currently have? What do your 'customers' indicate that they want in terms of content, method and style or mentoring - in other words what does your 'target market' need?, and what parts of those requirements are you naturally best able to meet? Mentoring is potentially an infinite demand upon the mentor so you need to have a clear idea of the extent of your mentoring 'offering'. Establishing clear visible parameters enables proper agreement of mutual expectations.

general training tips These tips apply essentially to traditional work-related training - for the transfer of necessary job- or work-related skills or knowledge. These tips do not apply automatically to other forms of enabling personal development and facilitating learning, which by their nature involve much wider and various development methods and experiences. When planning training think about: * your objectives - keep them in mind all the time * how many people you are training * the methods and format you will use * when and how long the training lasts * where it happens * how you will measure its effectiveness * how you will measure the trainees' reaction to it When you you give skills training to someone use this simple five-step approach: 1. prepare the trainee - take care to relax them as lots of people find learning new things stressful 2. explain the job/task, skill, project, etc - discuss the method and why; explain standards and why; explain necessary tools, equipment or systems 3. provide a demonstration - step-by-step - the more complex, the more steps people cannot absorb a whole complicated task all in one go - break it down always show the correct way - accentuate the positive - seek feedback and check understanding 4. have the trainee practice the job - we all learn best by actually doing it - ('I hear and I forget, I see and I remember, I do and I understand' - Confucius) 5. monitor progress - give positive feedback - encourage, coach and adapt according to the pace of development Creating and using progress charts are helpful, and are essential for anything complex - if you can't measure it you can't manage it. It's essential to use other training tools too for planning, measuring, assessing, recording and following up on the person's training. Breaking skills down into easily digestible elements enables you to plan and manage the training activities much more effectively. Training people in stages, when you can build up each skill, and then an entire role, from a series of elements, keeps things controlled, relaxed and always achievable in the mind of the trainee. Establishing a relevant 'skill set' is essential for assessing and prioritising training for any role. It is not sufficient simply to assess against a job description, as this does not reflect skills, only responsibilities, which are different. Establishing a 'behaviour set' is also very useful, but is a more difficult area to assess and develop. More information and guidance about working with 'Skill-Sets' and 'Behaviour Sets', and assessment and training planning see training evaluation, and performance appraisals, and other related linked articles on this site. Using SkillSets to measure individual's skills and competencies is the first stage in producing a training needs analysis for individuals, a group, and a whole organisation. You can see and download a free Skill-Set tool and Training Needs Analysis tool the free resources page. This will not however go beyond the basic work-related job skills and attributes development areas. These tools deal merely with basic work training, and not with more important whole person development, for which more sophisticated questioning, mentoring and learning facilitation methods need to be used. Psychometric tests (and even graphology - handwriting analysis) are also extremely useful for training and developing people, as well as recruitment, which

is the more common use. Psychometric testing produces reliable assessments which are by their nature objective, rather than subjective, as tends to be with your own personal judgement. Your organisation may already use systems of one sort or another, so seek advice. See the section on psychometrics. Some of these systems and tools are extremely useful in facilitating whole-person learning and development. Some tips to make training (and learning, coaching, mentoring) more enjoyable and effective: * keep instructions positive ('do this' rather than 'don't do this') * avoid jargon - or if you can't then explain them and better still provide a written glossary * you must tailor training to the individual, so you need to be prepared to adapt the pace according to the performance once training has begun * encourage, and be kind and thoughtful - be accepting of mistakes, and treat them as an opportunity for you both to learn from them * focus on accomplishment and progress - recognition is the fuel of development * offer praise generously * be enthusiastic - if you show you care you can expect your trainee to care too * check progress regularly and give feedback * invite questions and discussion * be patient and keep a sense of humour Induction training tips: * assess skill and knowledge level before you start * teach the really easy stuff first * break it down into small steps and pieces of information * encourage pride * cover health and safety issues fully and carefully * try to identify a mentor or helper for the trainee As a manager, supervisor, or an organisation, helping your people to develop is the greatest contribution you can make to their well-being. Do it to your utmost and you will be rewarded many times over through greater productivity, efficiency, environment and all-round job-satisfaction. Remember also to strive for your own personal self-development at all times these days we have more opportunity and resource available than ever to increase our skills, knowledge and self-awareness. Make use of it all. recognise and acknowledge training and development achievements - letter examples As an employer or manager, take the time to recognise and thank employees for successfully (or unsuccessfully) completing training and development courses, projects or challenges. Receiving recognition is a powerful motivator and stimulant towards further training and personal development. And yet the opportunity to acknowledge people's achievements is often overlooked. A simple letter of congratulations - especially in this age of disposable emails, or a mention in a company magazine or newsletter is often all that it takes to give people a huge boost. An email, or even a verbal 'well done' or pat on the back is better than nothing at all, but a letter is a very powerful indeed. Think about it: A letter, sent to the home address, is special. It's on official letterheaded paper. It's personally signed. It took time and care to write, sign and send. It's something people tend to keep. It is likely to be opened so that the partner or family sees it too, which dramatically adds to the power of the recognition. So, an email is good, but not nearly so impactful as a letter.

Here's are some short examples of simple sample letters of congratulations or encouragement for completing training and development aims, successfully, and also encouragement for unsuccessful effort, when some people need a boost more than ever. Letters of recognition and congratulations are appropriate from line managers, and higher up the organisation especially. An individual signed letter of congratulations from the MD or CEO is a hugely motivational event in most employee's lives. People's valiant failures deserve recognition too, and often help the person to keep positive, and keep striving to succeed in the future. Remember that training and development is not restricted to training courses. Projects, delegated tasks, job-swaps, temporary postings and other responsibilities can all be forms of learning and development and are worthy of recognition when carried out well, or encouragement when a brave effort fall short. Adapt these examples to give encouragement to people when they are striving to improve and achieve. It can make the difference between them wanting to try again or not. 2. ADULT LEARNING Concept of adult learning Some Contemporary Principles of Adult Learning The process of action learning, founded by Reginald Revans about 50 years ago in England, is based on contemporary views of adult learning. Action learning asserts that adults learn best when: 1. Working to address a current, real-world problem 2. They are highly vest in solving the current problem 3. They actually apply new materials and information and 4. Exchange ongoing feedback around their experiences In addition, adults often learn best from experience, rather than from extensive note taking and memorization. Learning Strategies Learning strategies refer to methods that students use to learn. This ranges from techniques for improved memory to better studying or test-taking strategies. For example, the method of loci is a classic memory improvement technique; it involves making associations between facts to be remembered and particular locations. In order to remember something, you simply visualize places and the associated facts. Some learning strategies involve changes to the design of instruction. For example, the use of questions before, during or after instruction has been shown to increase the degree of learning (see Ausubel). Methods that attempt to increase the degree of learning that occurs have been called "mathemagenic" (Ropthkopf, 1970). A typical study skill program is SQ3R which suggests 5 steps: (1) survey the material to be learned, (2) develop questions about the material, (3) read the material, (4) recall the key ideas, and (5) review the material. Research on metacognition may be relevant to the study of learning strategies in so far as they are both concerned with control processes. A number of learning theories emphasize the importance of learning strategies including: double loop learning ( Argyris ), conversation theory (Pask), and lateral thinking ( DeBono ). Weinstein (1991) discusses learning strategies in the context of social interaction, an important aspect of Situated Learning Theory. Situated Learning (J. Lave) Overview: Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most

classroom learning activities which involve knowledge which is abstract and out of context. Social interaction is a critical component of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or newcomer moves from the periphery of this community to its center, they become more active and engaged within the culture and hence assume the role of expert or old-timer. Furthermore, situated learning is usually unintentional rather than deliberate. These ideas are what Lave & Wenger (1991) call the process of "legitimate peripheral participation." Other researchers have further developed the theory of situated learning. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge." Brown et al. also emphasize the need for a new epistemology for learning -- one that emphasizes active perception over concepts and representation. Suchman (1988) explores the situated learning framework in the context of artificial intelligence. Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning). In addition, the theory of Schoenfeld on mathematical problem solving embodies some of the critical elements of situated learning framework. Scope/Application: Situated learning is a general theory of knowledge acquisition . It has been applied in the context of technology-based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at Vanderbilt, 1993). McLellan (1995) provides a collection of articles that describe various perspectives on the theory. Example: Lave & Wenger (1991) provide an analysis of situated learning in five different settings: Yucatec midwives, native tailors, navy quartermasters, meat cutters and alcoholics. In all cases, there was a gradual acquisition of knowledge and skills as novices learned from experts in the context of everyday activities. Principles: 1. Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge. 2. Learning requires social interaction and collaboration. Using Adult Lifelong Learning Concepts Fellows and management trainees are adult learners. As such, their learning needs are unique. During training in healthcare management, experience-based change takes place in an individuals knowledge, skills, and attitudes. Effective learning based on principles of adult learning involves developing objectives and strategies and structuring activities to achieve these objectives. Effective learning requires evaluation and feedback between the preceptor or supervisor and the adult learner to correct actions and reinforce learning activities. Although training in early and beginning career development should be self-directed, the preceptor or supervisor should help plan, conduct, and evaluate the training experience.This section acquaints the preceptor or supervisor with principles of adult learning and provides guidance in developing, conducting, and evaluating training experiences.Adult learning is facilitated through an innate ability to acquire additional knowledge or skills and through environmental influences. While the preceptor or supervisor has no control over innate abilities, he or she can influence learning through the design of learning events, structured activities, and a supportive environment to help the learner gain knowledge and skills and to shape

professional values. Learning is effective when it is purposeful and when the experiences involve both cognitive and effective skills of the learner.Laws of learning: Professor Edward L. Thorndike, one of the pioneers in educational psychology, postulated several laws of learning. These laws represent Thorndikes work and its application to the adult learning process in healthcare management. * Law of Readiness: Adults learn best when they are ready to learn. If adult learners accept the purpose of the learning activity, the learning objective is clear, and the knowledge or skill being learned is relevant, then they approach learning with eagerness. People will not learn if they see no reason for learning. While motivation is an individual responsibility, the preceptor or supervisor can encourage a readiness to learn. * Law of Exercise: Things most often repeated are best retained. This law is the basis of all practice and drill in learning activities. The preceptor or supervisor can implement the law of exercise by providing opportunities for practice or by repeating learning activities that strengthen skills. This activity is especially effective when accompanied by constructive feedback. * Law of Effect: Learning is strengthened when accompanied by positive feedback that generates a satisfying feeling; learning is weakened when associated with an unpleasant feeling. An experience that produces feelings of frustration, defeat, hostility, or confusion will hamper learning. An adult should be corrected when a mistake has been made, but the correction should be positive, instructive, and reinforcing. * Law of Intensity: The adult learner will gain more from the learning activity if it is structured as an intense learning experience. The greater the intensity of the experience and personal involvement, the more likely it is that the learner will achieve the learning objective. An exciting learning experience will be more valuable than a routine or boring experience. Opportunity for direct involvement will produce a greater learning experience than will mere observation. The preceptor or supervisor should structure learning activities that incorporate the law of intensity.Developing learning objectives: A practical work experience should begin with a professional development plan. Although this plan is the responsibility of the fellow or trainee, it should be accomplished with the participation of the preceptor or supervisor. The professional development plan is a comprehensive statement of what the fellow or trainee intends to accomplish during the training period and should include the following information: * A biographical sketch of the fellow or trainee * A concise statement of the individuals career interests and goals * A brief description of the individuals personal and professional strengths * A brief description of the individuals attributes and qualities that need to be developed during the training period * A list of educational objectives for the training experienceIn developing learning objectives, there are two major considerations. First, the preceptor or supervisor and fellow or trainee must decide which knowledge, skills, and values are most important and determine the level of proficiency required. Then they must state the learning objectives to clearly convey the observable learning outcomes.Levels of learning: Recognized domains of learning include cognitive (understanding), effective (appreciating, valuing), and psychomotor (physical coordination). The preceptor or supervisor is concerned with cognitive and effective skill development.Cognitive levels of learning begin with simple knowledge and proceed through the evaluation of complex materials or events. To illustrate: * Knowledge: Remembering previously learned material * Comprehension: Ability to grasp the meaning of material * Application: Ability to use learned material in new and concrete situations * Analysis: Ability to understand both content and structure and perform critical analysis * Synthesis: Ability to create new material or ideas for prior learning * Evaluation: Combination of other levels of ability so that expert judgment and valuing can be achievedEffective learning begins by giving attention to something and then proceeding to develop a value system. To

illustrate: * Receiving: Giving attention * Responding: Responding with interest * Valuing: Appreciating value of material or concept * Organization: Organizing and bringing together different values to form a conceptualization * Characterization: Internalizing the values so that they are a characteristic of the individualLearning objectives: Once the subject matter or skill is selected and the level of learning determined, the preceptor or supervisor and trainee must jointly prepare statements of learning objectives. A properly written learning objective * Identifies the terminal behavior desired (i.e., the observable knowledge base of skills) * Describes the conditions under which the terminal behavior will occur * States the criteria for judging acceptable performanceThe following examples will illustrate these points: * Poor: Fellow or trainee will gain experience in budgeting * Better: Given published budget guidelines, appropriate forms, and statistical data, the trainee will learn to prepare a departmental operations budget that accurately reflects the departments financial need according to criteria in the guidelinesDeveloping learning strategies: To achieve the desired result, the individual must perform certain learning activities. A learning strategy is an organized collection or series of tasks that should enable the trainee to achieve the learning objective. In determining and structuring learning events, the preceptor or supervisor should consider the following guidelines: * Whole-partwhole approach: Broad concepts should be presented first, followed with detailed attention to components. Then all components should again be considered as a whole. For example, first explain several budgeting techniques, such as standard, flexible, continuous, and zero-based. Then address the details of each technique. Finally, illustrate the total concept through a comparison of the strengths and weaknesses of the budgeting technique. * Known-to-unknown: Adult learners learn best when they progress in a systematic manner from current knowledge to new knowledge, while relating each new concept or skill to past experience. * Problem- or issue-oriented: Learning will be more effective if the focus is on problems or issues that exercise analytical abilities rather than simple observation. * Trainee-centered: Trainee-centered learning activities ensure that the trainee actively participates, rather than observing the preceptor or supervisor. Such learning events are designed for maximum intensity and direct involvement of the trainee.Learning activity techniques: Several techniques for conducting learning activities exist. Each has its advantages and disadvantages. A few of the more useful techniques are described below: * Log diary: The trainee maintains a log of activities and observations used for self-analysis and joint review and critique with the preceptor or supervisor. * In-basket exercise: The trainee is routinely assigned items from the preceptors in-basket that require decisions and/or actions. The trainee makes the decision, completes the action, or refers it to the preceptor. The preceptor and trainee then jointly critique the trainees actions. * Oral examinations: The preceptor or supervisor periodically conducts an oral examination to determine how effectively the trainee addresses hypothetical or real problems, current issues in healthcare management, or specific subjects, such as finance or marketing. * Management study: The trainee is assigned responsibility for designing and conducting an applied research investigation of a particular problem to learn systematic analysis of problems or opportunities. * Crisis management: The trainee is put under intense pressure by being assigned an existing or hypothetical crisis. Behavior is observed and critiqued by the preceptor or supervisor. * Management audit: The trainee is assigned the task of designing and conducting a management audit of a function or department. This teaches the trainee how to evaluate efficiency and effectiveness by comparing performance standards with actual performance.Evaluation: Evaluation of both the trainee and the training program is a major responsibility of the preceptor. Evaluation should be integrated and consistent, not simply accomplished only at

the conclusion of training. Effective evaluations have several important characteristics. * Evaluation serves a primary purpose in providing information for making decisions about training. * Evaluations should be designed to support program improvement. * Evaluations should be timely. * Evaluations should take into account the overall objectives of the training.Evaluation must be incorporated into the design of the training and be an integral part of the total experience for both the preceptor or supervisor and trainee, although it is the primary responsibility of the preceptor or supervisor. Evaluations must be conducted in a mutually supportive climate as a collaborative effort between preceptor or supervisor and trainee.Effective evaluation is descriptive, not valueladen. It is categorized as follows: * Self-evaluation of process and achievement by the trainee * Evaluation of the progress and specific achievements of the trainee by the preceptor or supervisor * Evaluation of the training program graduate by the first-placement supervisor * Evaluation of the overall training by the trainee * Evaluation of the training in general by all partiesSummary: Basic knowledge of adult learning concepts is essential to a preceptor or supervisor, as is an understanding of characteristics and laws of adult learning, an understanding of how to develop learning objectives, and strategies. Evaluation should prove useful to preceptor or supervisor in carrying out this important task. Effective learning does not simply occur; it must be planned and nurtured by the preceptor or supervisor who understands the adult learner. | Transfer of learning: Mechanics, facilitators, hurdles, overcoming obstacles. DIDNT FOUND ANY THING ON THIS TOPIC.. 3.TRAINING NEEDS Training needs classification; individual, occupational, and organizational level needs TRAINING NEEDS SURVEY A thorough and accurate assessment of needs must precede the design of a training intervention so that it can assist managers in improving in the areas that need it most. 1.Factors external to the job and the culture surrounding the job are studied. These include the values, practices, and heritage that are characteristic of the industry , firm, division, department, and work unit. 2.The jobs are studied: -level in organization. -role within the organization. -technical features/ demands. 3.Forecast of changes in: -factors external to the job. -The demands of the job. -Challenge to and demands that will be made on the individuals as they receive promotions, transfers, and changes in assignments. 4.Definitions and classifications of the importance of knowledge, skills, and attitudes identified as being relevant by steps 1,2 &3. 5.Study and assessment of the trainees: their knowledge; their

skills; their attitudes. 6.Deficient areas are identified and ordered in terms of their importance. Training needs in any organization occur at three levels: 1.Organizational 2.Occupational [departments like sales/production/administration /finance etc] 3.Individual which clearly has resonance with the organizational, team and individual foci . The term level suggests a hierarchy which in turn indicates relationships between hierarchical levels. At the organizational level, TNS is pitched at the big picture, dealing with the overall performance and existence of the organization as an entity within its environment or market. TNS here aims to ensure that the organization is capable of meeting its obligations and following its corporate plan. With a mindset of survival in a competitive environment, an HR strategy would typically be developed to support the corporate plan, which itself would be produced to cover a particular time period. The occupational level of needs analysis focuses on specific disciplines within organization, namely at the department level, to identify what skills shortages can be addressed through training and which areas require the recruitment of staff from without, in order to enable the departments to meet its obligations for the period. It would also address some of the environmental issues affecting performance, for example the equipments/software requirements Then there is a third level which reveals the needs of the individual. Variances between actual performance and planned performance at this level are commonly manifested as skills gaps, where the knowledge of the individual does not satisfy the requirement of the role. In order to obtain that knowledge, attendance on a formal training course might provide the desired solution. TNS method employed are many , such as Consultation with individuals in key roles Questionnaires Focus Groups Interviews Steering Groups Surveys Observation Role competency frameworks Performance indicators Psychometric tests External benchmarks 360 feedback A comprehensive Training/learning Strategy should address the following areas: What are the aims and objectives of the organization?

 Do you have a policy for dissemination of the organizational vision and objectives? Would all employees be able to describe the objectives of the organization if asked? What opportunity is there for the HR Department to contribute to the development of organizational objectives? What are the aims and objectives of the Human Resource strategy? Are the aims and objectives measurable? Is there a clearly specified description of the organizations training/ learning strategy? Is the learning and development strategy linked to the Business Strategy? Does your organization anticipate internal developments and have learning strategies in place to respond to these? Does you organization anticipate external developments and have learning strategies in place to respond to these? Do employees know what their entitlements are regarding training and development? Is a return on investment analysis carried out on learning activities? Identification of training needs Identification of Occupational Training /Learning Needs The identification of training / learning needs may be conducted to address a specific cross-section of employees within an organization such as operators, administration, sales etc. This enables resources to be focussed more directly on those whose who have a specific need. What current activities require specific training ? What future developments will require specific training? Is a job analysis carried out to identify the skills and knowledge required for tasks in a particular occupation? How are the skills of staff evaluated and compared to the requirements of the department? Does a procedure exist for upgrading the skills of staff ? How often is a staff appraisal carried out and how often is there a follow up meeting? Do members of staff have personal development plans which are designed to enhance their skills? Is a licence to practice required for the occupational area? [like heavy equipment use/electricians etc] How do you ensure that you get the qualifying level of continuing professional (education) points? Do you regularly read professional / trade journals what are the current issues of concern and which need addressing through learning strategies? Occupational standards are available for most work areas and provide the most comprehensive descriptions of work activities are these used to inform decision making? Individual Learning Needs Analysis Checklist Review the performance of those individuals for whom there is responsibility. Below are a number of areas which need to be considered and which may provide insights into areas of learning needs: Does the person have the ability to successfully achieve work objectives? Does the person have the right attitude for the job?

 What is the level of energy which is used by the person? Are they lacking specific areas of experience which need to be addressed? Can the person work flexibly? Does the person possess the interpersonal skills to work effectively in their area? Does the person have the specific knowledge required for the post? Do they demonstrate suitable maturity for the post? Does the person possess the people management skills for their position? What is their level of productivity Does the person have the potential for promotion? Does the person have the qualifications necessary for their current or future positions? Does the person have the ability to work in a team? Does the person have the specific technical skills required for this or a future position? 4. EFFECTIVE LEARNING Trainers skills DIDNT GOT ANYTHING... Role of management trainer in transfer of learning DIDNT GOT ANYTHING... Role of trainer as a change agent. THE ROLE OF THE TRAINER- MAKING CHANGE ONE DAY AT A TIME Who Has Really Influenced Your Career? Have you ever really thought about who has influenced your career? I can almost guarantee there is always a teacher or trainer who is one of the major influences in your life. They may also be a relative or loved one, but in most cases they were fulfilling the role of teacher. Training or teaching is one of the most influential careers that has ever been created. However the immediate returns of the teachers efforts is usually long time away. In emergency response that has been most of my career has been spent there have been several great fire trainers that have influenced my career. They showed me many things and let me learn along the way. That is a great lesson in itself, teachers dont teach students learn. Many times when I am complimented on my teaching techniques, I always let people know that my skills are a composite of many before me. What Makes a Great Trainer? Unfortunately there are many teachers and only a few of them become great. Many believe that a great instructor needs to possess all three key elements -Knowledge, practical Skills and Attitude. This notion infers that they must have extensive knowledge, great hands on skills and a strong, healthy attitude. I submit that a great trainer does not possess these skills, but they just know how to use them all effectively. The three areas are usually referred to as Learning Domains. Managing all three well will make great teacher. When you look at an average teacher they basically teach knowledge. Lecture, facts, points and information. In fact many very smart or knowledgeable teachers are not great trainers because all they teach have is knowledge. A better trainer can teach both skills and knowledge. Those who know and can do are certainly a better combination. But in emergency response it simply means they been there and done it. Great instructors blend all three domains. They know information is important, skills are necessary to perform well but they also know the most crucial element of making a great education experience is a correct attitude. Most lessons do not include an attitude segment because it is difficult to teach emotional issues. Great teachers know the value of attitude and teach it because they can make the emotional connection. Poor Trainers never make this emotional connection and

without the emotional bond of student/teacher you will never make many lasting changes in individuals. How do mediocre trainers differ from great trainers? Poor trainers misunderstand the emotional connection. They try to be your buddy, and pal around. Sometimes it takes a strong trainer to change a student. A good teacher knows that change although necessary, may not always be liked. Another mistaken "attitude impaired" or emotionally weak trainer is the reader. I sometimes think of them as pure lecturers. They read the knowledge and because they are smart you should become smart by osmosis. We all have had these and they are not on the top of the list in motivators. The last of the trainers who miss the emotional boat is the screamer. Screamers think some training is a rite of passage and by making it tough it makes it worthwhile. Anyone who has experience basic training or recruit training are some examples. People did learn, but many of us do look at our drill sergeants as the most influential teacher in our life. Making the emotional connection is simple. Always look for the good point in a student. When evaluating a student great trainers always can find a good point or two unfortunately bad trainers never do. To Make a Change Know that Learning Speeds Differ Another important fact is that great trainers know that each student learns at a different speed or rate. Using these differing speeds successfully is an art of orchestration few trainers or teachers have. He knows that fast learners may Ask Too Many Questions, because they are bored, and many times he must also knows that slow Learners never ask enough questions because theyre timid or embarrassed. A powerful instructor anticipates, expects and coddles. The great trainer who really makes change assures the students that the are successful. They constantly inspect the students work to keep apprised of success or possible slipping of the in effort. This close attention breeds success. It is said learning is an observable change of behavior, the great instructor must always be constantly observing. If you come home tired every night after teaching, you are on the way to becoming great. Good teaching is hard work. Great Trainers Exude Credibility Credibility is a by product of great training. But to develop the credibility necessary we all have to "been there... Done that ..." . You dont become a great trainer simply from reading the books. If you want to make changes that stick you must have credibility. Change Agents are believable. They are trusted. One of most guarded things an instructor can have is credibility. Lose it and the chance of changing anyone is greatly reduced. Never lie, never orally assault (physical assault no matter how much provoked is a definite no), ridicule, or attack based on race, creed or color. I laugh at the current issue of political correctness. Great trainers have practiced political correctness all their lives, not because it is was ever politically correct, but because its simply the right thing to do! Students never respect someone who attacks a student, they know today him maybe tomorrow me. Trainers have the greatest chance for making changes. They have always been the change agent, because they do it so subtly. Fire fighters or subordinates trying to change lack the credibility of leadership. This is not to say great trainers are not found in the rank and file. But even a fire fighter knows that the great change comes from leadership positions. Managers who are trainers or know change comes from training will impact any organization more than a totalitarian who thinks power is the answer. Simply put, managers make the opportunity for change with good policy, the trainer makes change happen. Good Trainers are people who are respected. They rise above the rest and are looked up to. The real reason for a trainer's success lies in the fact they genuinely care about the student. My line has always been, "I never met a student I didnt

like, I just like some more than others. Remember careers are molded by experience, education, influences such as people, literature and events. Trainers embody all these influential issues. Six Key Elements to Great Trainers In closing I choose a literary model about the proverbial six friends or as I like to think six tools to becoming a great trainer. If you strive to succeed remember these six points or tools. Great Trainers Have Six tools ... Who What When Why How Where Who - As a teacher recognize the power you have a respect it. You could be someone who will impact this student with the same power as relatives, friends, supervisors and others. Training officers can make a substantial change in individuals. They are the difference between a Captain or a couch potato What - A great trainer knows simply that his job is three fold - do the right thing, the right way, with the right attitude every time. Why - Because you care. If you dont care do something else. If a student knows you care about their Safety, they feel you believe in your ability they will succeed. A great trainer knows one thing intrinsically, Good training always results in good learning experience. When - The sooner the better. The strongest changes occur early in your career when you are young, Impressionable. Anytime they are eager for information, ready to learn. It no wonder that the negative result of this concept are cults and societies intended for violence, they manipulate this eagerness to learn for their own ends. Training and education are a powerful force. How - Teaching is not hard when you care. This motivation for you is translated to the students. The same caring that makes the "when" right makes the effort simple. Empathy, enthusiasm, sympathy are emotions that cement the educational experience. Credibility and sincerity are what validates the learning. Where - Is the simplest issue for a good instructor - Any time, Anyone, Anyplace. Always be ready to teach. Many of my colleagues I consider great instructors carry extra programs to conferences with them in case someone needs a session. Great trainers Never Pass Up a Chance to Teach. Summary I have been fortunate to have been a teacher, trainer, instructor, professor, mentor or any of the thousand words used to describe someone who willing imparts knowledge to others. I went to college to teach elementary school, joined the fire service and have taught now for over twenty years. Thats a drop in the bucket for the family of teachers. Humanity has had teachers and trainers all their evolutionary lives. Had the young cave children been taught to hunt incorrectly, we would have died out as a species. Even as the new age of information dawns some say the teacher will be extinct or at least will make drastic changes. Thats foolish. Teachers and trainers been changing all throughout history, they have to keep making changes in their students, one day at a time. 5. DESIGN OF A TRAINING PROGRAM AND ITS EXECUTION Training objectives Training objectives are one of the most important parts of training program. While some people think of training objective as a waste of valuable time. The

counterargument here is that resources are always limited and the training objectives actually lead the design of training. It provides the clear guidelines and develops the training program in less time because objectives focus specifically on needs. It helps in adhering to a plan. Training objective tell the trainee that what is expected out of him at the end of the training program. Training objectives are of great significance from a number of stakeholder perspectives, 1.Trainer 2.Trainee 3.Designer 4. Evaluator | | Trainer The training objective is also beneficial to trainer because it helps the trainer to measure the progress of trainees and make the required adjustments. Also, trainer comes in a position to establish a relationship between objectives and particular segments of training. | | | Trainee The training objective is beneficial to the trainee because it helps in reducing the anxiety of the trainee up to some extent. Not knowing anything or going to a place which is unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep the participants aware of the happenings, rather than keeping it surprise. Secondly, it helps in increase in concentration, which is the crucial factor to make the training successful. The objectives create an image of the training program in trainees mind that actually helps in gaining attention. Thirdly, if the goal is set to be challenging and motivating, then the likelihood of achieving those goals is much higher than the situation in which no goal is set. Therefore, training objectiveshelps in increasing the probability that the participants will be successful in training. Designer The training objective is beneficial to the training designer because if the designer is aware what is to be achieved in the end then hell buy the training package according to that only. The training designer would then look for the training methods, training equipments, and training content accordingly to achieve those objectives. Furthermore, planning always helps in dealing effectively in an unexpected situation. Consider an example; the objective of one training program is to deal effectively with customers to increase the sales. Since the objective is known, the designer will design a training program that will include ways to improve the interpersonal skills, such as verbal and non verbal language, dealing in unexpected situation i.e. when there is a defect in a product or when a customer is angry. Therefore, without any guidance, the training may not be designed appropriately. Evaluator It becomes easy for the training evaluator to measure the progress of the trainees because the objectives define the expected performance of trainees. Training objective is an important to tool to judge the performance of participants.Decision about content of training| | Strategic Decision Making

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Training methods and choice of appropriate aids THE DIFFERENT METHODS OF TRAINING You have a choice of the following methods to prepare for effective training: Lecture Lecture/discussion Skill lesson On-the-job training (the four-step method) There are other methods of training, but their effective use is specific to special training situations and will not be discussed in this lecture. Some of those methods include: Role play Assignment Case study Training games Group exercises Programmed learning SELECTING THE RIGHT METHOD All the resources at your command must be used to make your instruction real and vital for your trainees. The number and types of training methods you use during any presentation depend on many factors, and you must therefore have answers to the following questions before you decide how you will present your material. What is the ability and level of knowledge of the group? How many trainees are in the group and why are they there? How much time do you have to prepare your material? Can you cover your topic fully in the time available? What aids do you require? Do you have the experience to use these aids with confidence? Are you aware of the limitations of aids? Your method of presentation will depend on the answers to these questions. THE LECTURE Use When the group is large - say 30 or more When knowledge or understanding is to be imparted by an expert When a body of factual information has to be communicated in a short time When information is not readily available to group members Delivery Essentials of good delivery: Words must all be clear Words must be spoken at a suitable pace Pauses should occur at logical places Variety should be used: emphasizing important points in a deliberate manner, connecting parts and using illustrations in a conversational way Preparation and lecture notes Preparation is important. The lecturer's notes need to be designed to facilitate efficient delivery. Distinction is needed between lecture outlines (showing matter only) and lecture notes (showing method and matter). Notes may be too brief. The lecturer may then improvise, and he or she may be vague or may forget important elements. On the other hand, notes may be too extensive. The lecturer will then read them, and this is undesirable. Given an outline of the material, prepare the notes by asking these questions: What is it safe to assume that the listeners know? What are they likely to find difficult?

 Hence, what will require special care or illustration? What will the illustrations (in detail) be? Can they be misunderstood or misinterpreted? What demonstrations will be appropriate? Will everyone see clearly? (Demonstrations are used to illustrate really important points. The more important the point, the more spectacular the demonstration should be.) What new terms will be introduced? What unusual names? Mark these in the notes. They will need to be written on a blackboard, whiteboard, chart or overhead transparency. What precisely should everyone know at the end of the lecture? (This is really a re-examination of the outline and a restatement of the important points.) Structure Introduction: Statement of aims Relation of this lecture to those that came before and are to follow Establishment of goal (which gives purpose and direction) by linking aims with participant needs Outline of thoughts that are to be developed Body of lecture: Step-by-step building up of subject matter Logical development A few well-developed steps, strongly made (more effective than many steps) Appropriate use of aids and questions to stimulate student interest and activity Appropriately spaced summaries of material covered Conclusion: Summary of lecture material Restatement of the relationship of this lecture to others in the series Reference to additional material that should be read or seen Setting of any assignments Disadvantages Lecturer bombards students with considerable information (saturation may occur) Participants sit passively without interaction THE LECTURE/DISCUSSION Use When the group is small - say 20 or less When the members know one another well enough to risk making errors When the material is of a kind that can be assimilated readily, at least in part, or when there is some prior knowledge of it Lecture Refer to preceding section. Discussion The most useful starting point for the discussion is the question. Some uses of questions: At beginning of lecture: to find out what trainees already know and to discover opinions During lecture: to find out whether the participants understand and are following the lecture End of lecture: to recapitulate and test the participants' knowledge and understanding Desirable features of questions: They should be clear They should be brief

 They should lead to some constructive statement rather than to a nod or a grunt They should stimulate thinking, rather than suggest the answer Pitfalls Repeating the answer (Do not repeat. Move on.) Holding a dialogue with a single answerer (Bring in the group, e.g. "Would anyone like to add to that?") Trampling the incorrect answerer Asking too many questions (Adults do not like to be cross-examined.) Letting the discussion take too long (Guide it carefully. Remember the objective of your discussion.) Structure Introduction Body of lecture Discussion Conclusion THE SKILL LESSON Aims To teach correct and safe job methods To develop confidence in job performance To achieve accuracy and speed To encourage conscientious effort Structure Introduction Development (body of skill lesson) Demonstration by trainer (complete) Demonstration and trainee practice of each stage, in sequence Practice of demonstrated job skill Conclusion ON-THE-JOB TRAINING (THE FOUR-STEP METHOD OF INSTRUCTION) Step 1 Prepare the worker Put the worker at ease State the job and find out what the worker already knows about it Stimulate the worker's interest in learning the job Place the worker in the correct position Step 2 Present the operations Tell, show and illustrate one important point at a time Stress each key point Instruct clearly, completely and patiently, but teach no more than the worker can master Step 3 Try out the worker's performance Have the worker do the job, and correct errors Have the worker explain each key point to you as he or she does the job again Make sure the worker understands, and continue until you are certain of this Step 4 Follow up Put the worker on his or her own Designate to whom he or she should go for help Check frequently Encourage questions Taper off extra coaching and reduce follow-up

Example of an on-the-job training session: training workers in the correct method of hand washing Workers in fish processing units must maintain a high degree of personal cleanliness. In order to educate the workers in better hygienic practices, the correct hand washing method is one of the topics demonstrated in fish processing units. The main objective of washing hands is to avoid contaminating the material with organisms from the hands. Unwashed hands transmit microorganisms. It is therefore essential that hands be washed thoroughly. The following procedure for washing hands is recommended: Wet palms and arms, from the elbow down, with fresh water Apply soap Work lather on and around fingers, nails and arms from the elbow down Rinse palms and hands with fresh water Wipe palms and hands dry using a clean towel Parameters for assessment of training effectiveness The Kirkpatrick Model Level 4 - Results | | What organizational benefits resulted from the training? | | | | Level 3 - Behavior| | To what extent did participants change their behavior back in the workplace as a result of the training? | | | | Level 2 - Learning| | To what extent did participants improve knowledge and skills and change attitudes as a result of the training? | | | | Level 1 - Reaction| | How did participants react to the program? | | An evaluation at each level answers whether a fundamental requirement of the training program was met. Its not that conducting an evaluation at one level is more important that another. All levels of evaluation are important. In fact, the Kirkpatrick model explains the usefulness of performing training evaluations at each level. Each level provides a diagnostic checkpoint for problems at the succeeding level. So, if participants did not learn (Level 2), participant reactions gathered at Level 1 (Reaction) will reveal the barriers to learning. Now moving up to the next level, if participants did not use the skills once back in the workplace (Level 3), perhaps they did not learn the required skills in the first place (Level 2). The difficulty and cost of conducting an evaluation increases as you move up the levels. So, you will need to consider carefully what levels of evaluation you will conduct for which programs. You may decide to conduct Level 1 evaluations (Reaction) for all programs, Level 2 evaluations (Learning) for hard-skills programs only, Level 3 evaluations (Behavior) for strategic programs only and Level 4 evaluations (Results) for programs costing over $50,000. Above all else, before starting an evaluation, be crystal clear about your purpose in conducting the evaluation. Using the Kirkpatrick Model How do you conduct a training evaluation? Here is a quick guide on some appropriate information sources for each level. Level 1 (Reaction) * completed participant feedback questionnaire * informal comments from participants

* focus group sessions with participants Level 2 (Learning) * pre- and post-test scores * on-the-job assessments * supervisor reports Level 3 (Behavior) * completed self-assessment questionnaire * on-the-job observation * reports from customers, peers and participants manager Level 4 (Results) * financial reports * quality inspections * interview with sales manager When considering what sources of data you will use for your evaluation, think about the cost and time involved in collecting the data. Balance this against the accuracy of the source and the accuracy you actually need. Will existing sources suffice or will you need to collect new information? Think broadly about where you can get information. Sources include: * hardcopy and online quantitative reports * production and job records * interviews with participants, managers, peers, customers, suppliers and regulators * checklists and tests * direct observation * questionnaires, self-rating and multi-rating * Focus Group sessions Once you have completed your evaluation, distribute it to the people who need to read it. In deciding on your distribution list, refer to your previously stated reasons for conducting the evaluation. And of course, if there were lessons learned from the evaluation on how to make your training more effective, act on them! Steps involved in conducting an effective training program The process of creating a training program to help develop an individual's level of fitness comprises of 6 stages: 1. Gather details about the individual 2. Identify the fitness components to develop 3. Identify appropriate tests to monitor fitness status 4. Conduct a gap analysis 5. Compile the program 6. Monitor progress and adjust program Stage 1 The first stage is to gather details about the individual: * Age * Reasons for wanting to get fit * Current or recent injuries * Health problems * The sports they play and how often * Their dislikes and likes with regards training * What sports facilities they have access to - gym, sports centre etc. This is not an exhaustive list but an example of the sort of information to collect Stage 2 The second stage is to determine which components of fitness they need to improve. This could depend upon what the individual wants to get fit for. This

could be to improve general fitness, get fit enough to play in the Saturday hockey league, run a local 5 km fun run or compete in next year's London Marathon. Exercise scientists have identified nine elements that comprise the definition of fitness. The following lists each of the nine elements and an example of how they are used: 1. Strength - the extent to which muscles can exert force by contracting against resistance (holding or restraining an object or person) 2. Power - the ability to exert maximum muscular contraction instantly in an explosive burst of movements (Jumping or sprint starting) 3. Agility - the ability to perform a series of explosive power movements in rapid succession in opposing directions (ZigZag running or cutting movements) 4. Balance - the ability to control the body's position, either stationary (e.g. a handstand) or while moving (e.g. a gymnastics stunt) 5. Flexibility - the ability to achieve an extended range of motion without being impeded by excess tissue, i.e. fat or muscle (Executing a leg split) 6. Local Muscle Endurance - a single muscle's ability to perform sustained work (Rowing or cycling) 7. Cardiovascular Endurance - the heart's ability to deliver blood to working muscles and their ability to use it (Running long distances) 8. Strength Endurance - a muscle's ability to perform a maximum contracture time after time (Continuous explosive rebounding through an entire basketball game) 9. Coordination - the ability to integrate the above listed components so that effective movements are achieved. Of all the nine elements of fitness cardiac respiratory qualities are the most important to develop as they enhance all the other components of the conditioning equation. You will need to consider which of these elements are applicable to the individuals training program based on what it is they want to get fit for. Stage 3 The next stage is to identify appropriate tests that can be used to initially determine the individual's level of fitness and then to monitor progress during the training. Identified test should be conducted and the results recorded. Stage 4 We now know the individual's background, objectives and current level of fitness. We now need to conduct a gap analysis of the individual's current fitness levels (from test results at stage 3) and target fitness levels (identified at stage 2). The results of this process will assist in the design of the training program so that each component of fitness is improved to the desired level. The following is an example of a gap analysis: Test | Fitness Component | Current | Target | Multistage Fitness Test | Aerobic | Level 12 Shuttle 2 | Level 12 Shuttle 5 | 30 metre acceleration Test | Speed | 4.3 seconds| 3.9 seconds| Illinois agility run Test | Agility | 20 seconds | <16 seconds | Standing Long Jump Test | Leg power | 2.4 metres | 2.8 metres | Over head medicine ball throw | Arm power | 16.1 metres | 16 metres | Gap analysis - Aerobic fitness and arm power are good and just need to be maintained - sprint, agility and leg power tests are below target - leg power needs to be improved. Stage 5 The next stage is to prepare a training program using the results of the gap analysis and FITT principles. " * F - frequency - how often should the individual exercise? * I - intensity - how hard should the individual exercise? * T - time - how long should each session last?

* T - training activity - what exercise or training activity will help achieve the individual's fitness goals? For frequency, intensity and time you should start at an easy level and increase gradually e.g. 10% increments. Aerobic training should last for 20 to 40 minutes. Strength work should last 15 to 30 minutes and comprise of 3 sessions a week with 48 hours recovery between sessions. Plan the program in four week cycles where the work load in the first three weeks increase each week (easy, medium, hard) and the fourth week comprises of active recovery and tests to monitor training progress. The aim of the four week cycles is to: * Build you up to a level of fitness (3 weeks) * Test, recovery and adjustment of the training program (1 week) * Build you up to higher level of fitness (3 weeks) * Test, recovery and adjustment of the training program (1 week) * Build you up to an even higher level of fitness (3 weeks) " and so on The tests used to assess the individual's initial level of fitness should be planned into week 4 of the program in order to monitor progress and effectiveness of the program. The test results can be used to adjust the program accordingly. The program needs to last 12 to 16 weeks in order to see any real benefits and the planning (initial & subsequent adjustments) should be conducted with the individual so that they feel they own the program. This will ensure the program is enjoyable and convenient to do. Stage 6 The program has now been agreed and the individual can undertake the program. Every 4 weeks meet and discuss with the individual: * how the training has gone * the test results * progress towards target fitness levels * adjustments to the training program 6. EVALUATION OF TRAINING Why evaluate? Why conduct an evaluation? Evaluation is usually defined as assessing the value, worth or merit of something. It is something that we all do everyday and can therefore be readily built into community projects and initiatives. Some of the purposes of evaluating a community initiative include: * to find out how well community or participants needs were met * to improve the initiative (to better meet community needs, better manage the initiative or make it more sustainable) * to assess its outcomes or impacts * to understand why it does or does not work. * to find out how it is operating * to assess whether its objectives were met * to assess its efficiency or cost-effectiveness. Evaluation can help various groups with an interest in an initiative (including participants, project implementers and funding bodies) understand such things as what difference the initiative made (or could make), whether the difference was

what was intended, and what changes could make the initiative more effective and sustainable in the future. Methods for evaluation The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.Purposes of Training Evaluation 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.Process of Training EvaluationBefore Training: The learner's skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style. During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals After Training: It is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Techniques of EvaluationThe various methods of training evaluation are: * Observation * Questionnaire * Interview * Self diaries * Self recording of specific incidents | Criteria for evaluation Effectively evaluating training requires the systematic collection of information from a variety of sources. As organizations use training to achieve a variety of organizational goals, there is no universal approach to evaluating trainingeach organization must select the criteria that are most relevant to their organizational objectives.This white paper will assist organizations in identifying appropriate criteria for assessing their training programs. What Should Be Evaluated? When choosing evaluation criteria, it is critical to identify what questions need addressing in the evaluation. Within the training community, the dominant approach to training evaluation categorizes criteria into four levels. As shown in Table 1, each type of outcome addresses a different evaluation question. Table 1. Training Evaluation Outcomes Level | Outcome | Reactions | What did the trainees think of the training program? |

Learning | Did the trainees learn the principles, techniques, and attitudes presented in training? | Transfer | Did the trainees transfer the principles, techniques, and attitudes presented in training to the workplace? | Results | Did the training program address the organizations objectives? | The first two levels (reactions and learning) tend to require assessing immediately after training, while the second two levels (behavior and results) require assessing after the learners have completed training and have returned to the job (generally one month to one year after training). Each of the four levels is described in more detail on the following pages. Reactions The first criterion for training evaluation is reactions or trainees perceptions of a course. This level of evaluation is the most widely used type of training assessment. A survey by the American Society of Training and Development revealed that 91% of training courses use a reaction measure at the conclusion of training to evaluate the course (Sugrue & Rivera, 2005). Assessing reactions allows trainers to measure if trainees are satisfied with the course and if they feel that they are learning from the training. Reaction data can provide trainers with valuable diagnostic feedback they can use to modify the courses to meet the needs of trainees and their organizations. Types of Reactions: As there are multiple aspects of a course that can influence trainee satisfaction, trainers should assess the dimensions that are relevant to their courses. The five main categories of training reaction measures are below. Appendix A contains list of reaction items for each dimension. * Affective reactionsassess whether or not the trainees liked or enjoyed the training. * Utility reactionsassess the trainees perceptions that the skills taught in training were useful and relevant to their jobs. * Instructor reactionsassess the learners perceptions of the instructors contributions to learning. * Delivery reactionsassess the students perceptions that the material was presented in an organized and coherent manner. * Technology reactionsassess the trainees satisfaction with the technology used, and their perceptions that the technology was easy to use and facilitated learning. Collecting Reactions Data: After deciding which types of training reaction measures are relevant, trainers should pull the questions together in a questionnaire (paper or online) and administer it to learners at the conclusion of training. Tips for Collecting Reaction Data * Design the instrument so that results can be tabulated and quantified. * To obtain more honest opinions, allow surveys to be completed anonymously. * Provide a space for trainees to write in about topics not covered in the survey. Learning The second level of a training evaluation involves assessing what the students learned in the training. In measuring learning, three types of outcomes are generally measured: cognitive, skill-based, and affective. Cognitive outcomes include facts and information presented in training, while skill-based outcomes include knowledge of how to perform the tasks or skills presented in training. Occasionally, the important outcomes of training are not declarative or procedural knowledge, but affective changes in learners attitudes or motivation. Figure 1 outlines the three categories of learning outcomes. Figure 1. Three Categories of Learning Outcomes

Depending on whether the training objectives focus on cognitive, skill-based, or affective outcomes, there are different formats that are more appropriate for assessing knowledge gains. If the training objective is for learners to recognize and recall training content, a multiple-choice test would be appropriate, but if the training objective is executing a specific skill, scoring trainees performance while performing the skill would be more appropriate. One example of an affective outcome is self-efficacy, or trainees confidence in their understanding of the training material and their belief in their ability to apply the material they learned in the workplace. Research has shown that self-efficacy is a strong predictor of training transfer (Sitzmann et al., 2008). Sample selfefficacy items are included in Appendix B. It is important to remember that just because trainees do well on a post-training exam does not mean that they learned the material during trainingthe students could have pre-existing knowledge or could have learned the material somewhere else (e.g., on the job). In order to conclude if learning is due to training it is important to have a comparison point. When possible, compare trainees posttraining test scores with pre-training test scores, or with a control group who has not yet attended the training. Transfer Showing that trainees learned the material presented in training does not necessarily mean that the trainees will transfer the learning outcomes back to the workplace. In order to assess changes in behaviors on the job, it is important to have a comparison point of behaviors before the training in order to quantify improvements. As shown in the box below, there are multiple information sources that can be used to assess on-the-job behavior. Information Sources to Assess On-the-job Behavior * Objective measurements of actual job behavior (e.g., number of errors made) * Trained observers assessments of job performance * Performance appraisals conducted by the trainee, trainees coworkers, supervisors, and subordinates Evaluating training programs using on-the-job behavior is more difficult than using reaction or learning data as it requires a more systematic approach to collect pretraining and post-training data. Assessing post-training performance should be delayed at least three months after training to allow the trainees the opportunity to implement the changes in their performance (Kirkpatrick, 1976). Results Results refer to the degree to which the training met the organizations objectives. In assessing results, it is important to identify the organizations objectives and how the training influenced these objectives. For example, if an organization implements a safety training program they could compare organizational records of on-the-job accidents before and after the training. Other results-level indicators that can be examined include costs, turnover, absenteeism, grievances, and morale (Goldstein & Ford, 2002). Results-level outcomes the most challenging evaluation criteria to assess, although it is generally the outcome that organizations find most valuable. 7. INVENTORY OF TRAINING METHODS Lecture It is one of the oldest methods of training. This method is used to create understanding of a topic or to influence behavior, attitudes through lecture. A lecture can be in printed or oral form. Lecture is telling someone about something. Lecture is given to enhance the knowledge of listener or to give him the theoretical aspect of a topic. Training is basically incomplete without lecture. When thetrainer begins the training session by telling the aim, goal, agenda, processes,

or methods that will be used in training that means the trainer is using the lecture method. It is difficult to imagine training without lecture format. There are some variations in Lecture method. The variation here means that some forms of lectures are interactive while some are not. | | Straight Lecture: Straight lecture method consists of presenting information, which the trainee attempts to absorb. In this method, the trainer speaks to a group about a topic. However, it does not involve any kind of interaction between the trainer and the trainees. A lecture may also take the form of printed text, such as books, notes, etc. The difference between the straight lecture and the printed material is the trainers intonation, control of speed, body language, and visual image of the trainer. The trainer in case of straight lecture can decide to vary from the training script, based on the signals from the trainees, whereas same material in print is restricted to what is printed.A good lecture consists of introduction of the topic, purpose of the lecture, and priorities and preferences of the order in which the topic will be covered. Main Features of Lecture MethodSome of the main features of lecture method are: * Inability to identify and correct misunderstandings * Less expensive * Can be reached large number of people at once * Knowledge building exercise * Less effective because lectures require long periods of trainee inactivity | Case analysis Case analysis is one of the most general and applicable methods of analytical thinking, depending only on the division of a problem, decision or situation into a sufficient number of separate cases. Analysing each such case individually may be enough to resolve the initial question. The principle of case analysis is invoked in the celebrated remark of Sherlock Holmes, to the effect that when one has eliminated the impossible, what remains must be true, however unlikely that seems. Analyzing the case should take the following steps: 1. Defining the issue(s) 2. Analyzing the case data 3. Generating alternatives 4. Selecting decision criteria 5. Analyzing and evaluating alternatives 6. Selecting the preferred alternative 7. Developing an action/implementation plan Role plays Role play is a simulation in which each participant is given a role to play. Traineesare given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another.Role Plays helps in Developing interpersonal skills and communication skills | | Conflict resolution Group decision making Developing insight into ones own behavior and its impact on others

There are various types of role plays, such as:Multiple Role Play In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points.Single Role Play One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play.Role Rotation It starts as a single role play. After the interaction of participants, the trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles.Spontaneous Role Play In this kind of role play, one of the trainees plays herself while the other trainees play people with whom the first participant interacted before. | Business / management games & simulations Business simulation games,or economic simulation games,are games that focus on the management of economic processes,usually in the form of a business. "Pure" business simulations have been described as construction and management simulations without a construction element,and can thus be called management simulations.Indeed, micromanagement is often emphasized in these kinds of games. They are essentially numeric, but try to hold the player's attention by using creative graphics.The interest in these games lies in accurate simulation of real-world events using algorithms, as well as the close tying of players' actions to expected or plausible consequences and outcomes.An important facet of economic simulations is the emergence of artificial systems, gameplay and structures. There are many games in this genre which have been designed around numerous different enterprises.Theme Park World can be called a business simulation because the goal of the game is to attract customers and make profits, but the game also involves a building aspect that makes it a construction and management simulation.This genre also includes many of the "Tycoon" games such as Railroad Tycoon and Big Biz Tycoon Other notable business simulation games include Air Bucks and The Movies. Trevor Chan is a notable developer of business simulation games,having developed the 1995 game Capitalism which has been described as the "best business simulation game".Besides Capitalism, another notable pure business simulation is Hollywood Mogul. Active development of Internet technologies and the growth of the Internet audience in recent years gave a powerful impetus to the development of the industry of online games, and in particular, online business simulations. There are many varieties of online business simulations - browser-based and downloadable, single-player and multiplayer, real-time and turn-based. Among the most notable online business simulations such as Virtonomics, IndustryPlayer and Tycoononline Experiential learning, including outdoors Experiential Learning Comes of Age It's easier to define what experiential learning isn't than what it is. It isn't singing "Kumbaya" around a campfire. It isn't group hugs. It isn't festive all-organizational pow wows. Or, at least, it isn't anymore. Back in the 1970s, when experiential learning was in its infancy, those kinds of team building exercises were common. The trouble was that after many thousands of organizations had spent many tens of thousands of dollars on such programs, it became painfully obvious that when employees returned to work after a weekend of bonding, any positive changes were fleeting.

In the past 10 years, though, experiential learning has become a sophisticated training tool that when used properly can effect enormous change within an organization. A new incarnation Carl Rogers, who has been called the father of experiential education, defined it as any experience where there is personal involvement that is initiated and evaluated by the learner. In other words, when a person introspectively asks, "What have I experienced and learned and how can I apply it," then experiential learning has taken place. For organizations, the missing step in the early years was linking the experience back to the workplace. For example, a ropes course, which is a frequently used experiential learning activity, provides an experience where a group can work together to learn trust, leadership, and teamwork. But instead of leaving a group...ahh...hanging after the ropes course is over, experiential learning facilitators now follow up the activity with skilled debriefing and discussion. That's when participants acquire insights of how to apply what they have just learned to life. This "link back" is a key ingredient to effecting change. The format for the actual experiential learning experience, though, varies from provider to provider. Basically, there are three types: 1) outdoor experiences in which the activity itself is unrelated to a business environment, but the team building and leadership skills learned can be connected back to work; 2) indoor experiences in which a nonwork-related activity, such as a game, is connected back to the workplace; and 3) classroom-based experiences that simulate a "trueto-life" work situation. Regardless of the format, all experiential learning provides metaphorical experiences that are applicable to life. In a quality experiential educational program, there is a debriefing after every event that illuminates and "anchors" how an experiential activity relates to an organization's mission or challenge. And a key benefit of using experiential learning is that the learning curve can be accelerated; what might take a person or group weeks or months to learn, can often be accomplished in a few hours. The great outdoors One of the oldest and largest providers of experiential learning is Outward Bound. Founded in the United Kingdom in the early 1940s and established in the U.S. in the late 1960s, Outward Bound's beginnings harken back to World War II when a British educator, Kurt Hahn, learned why the survival rate of young British seamen was much lower than older seamen. He discovered it was lack of confidence rather than a shortage of skills or equipment and he developed a program to teach internal fortitude and confidence, which evolved into the Outward Bound school. As the years have gone by, Outward Bound has become much more than outdoor challenge courses. Tim Bonnett, director of Outward Bound Professional, explains: "In the beginning, experiential learning was perceived as an event rather than a solution. As the industry evolved, experiential providers got better at connecting the experience back to the workplace. We learned not to focus on the activity as the process for learning, but, rather, to use it as a tool for learning." Operating more than 57 schools in 32 countries, Outward Bound works collaboratively with its clients on areas such as team building, leadership, and cultural and strategic change. The company uses three approaches to experiential learning: initiatives (which can range from outdoor experiences to real work projects- such as team building a software program); challenge events, such as ropes courses; and wilderness programs. Bob Root, cofounder and partner of Orion Learning Inc. calls the link back, which all sophisticated experiential learning companies provide, the "added value" that makes an outdoor adventure much more than just floating down a river: "A sports

or adventure program can provide a challenge that, when met, can create the kind of exuberance that the participants can then take back to work to innovate and not to fear change." Root is a forner high-tech CEO and is familiar with the processes needed to run a business and build teams. "Our mission at Orion is to help create teams that work together toward a common cause." The two- and three-day programs combine a sport (selected for its particular attributes that match up with an organization's business challenge) with "power tools" that teach people communication and rapport, conflict resolution, and so forth. Organizing / preparing training material, including A.V. aids Training Packages Training media and materials can be reproduced and used by more than one trainer. They can be used in different parts of an organisation or by several organisations or training institutes who are all doing the same training. Materials can be produced using several different forms and media which together form a training `package'. This package can consist of all the materials that a trainer or organisation needs to run the training course. The package will, therefore, have to include materials for the trainers. This can be in the form of trainers' guides or manuals. It aims to help the trainer run the training course and use the other material in the pack. Visual aids are included in the pack to be used in the training session itself. Small versions could be provided in the trainers' guide which could be copied on to flip charts or OHP. The visual aids are not meant for the trainer to read as a prompt, but as aids for the trainees to see in the session itself. If the package is to be reproduced, sharing costs between many trainers can help these visual aids to be quite sophisticated. They can be professionally designed and produced in a form that can be used in the training. Flip charts can be printed and audio-visual aids, such as slides or videos, can be copied in whatever numbers are needed. In the training session the trainees will need other sorts of materials to work on. Exercise sheets, questionnaires, role plays, etc., may be needed for each trainee. These can make the training session more participatory. Originals of these materials should be included in the package so copies can be made when running the particular course. The trainees need training materials to help them take home and implement the training. These materials can be simple notes or handouts, but they could also be illustrated posters or booklets. These can make use of the same pictures as the visual aids. Many copies can be printed, which can make their production comparatively cheap. Their function of taking the message of the training back to the village enables the trainees to explain what the training was all about to their community or group. It can also help remind the trainees to implement the training after their return home. A package helps the message reach further than conventional training and makes it more likely to be implemented where it is intended. Another element in the package could be mass media programmes. Your training could involve media support to help get it to those who need it and to help trained people implement what they have been trained to do. This could be done with any appropriate mass media, such as broadcast radio or TV. It can also include folk media such as singers, story tellers, drama, etc. Media and training can be organised into campaigns which can reach large numbers of people. By linking media to on-going training a demand can be created and training can be re-enforced. This media element needs including in the training package so that trainers are clear what the media is doing and how they can use it to make their work more effective. All these training materials need to be designed and

illustrated with the same images. Their use needs to be linked so that they become more effective as a concerted effort rather than individual materials. Involving the trainers The trainers need to be involved in the development, production and use of a training materials package. A workshop could be arranged where selected trainers could work on the development of the package. They have a vital role in identifying the needs for course development and requesting appropriate materials. They may also be required to develop the courses and produce the information for which the materials will be developed. This work of developing materials is not just for the first trainers, but for lots of other trainers who will use the package once it is produced. In a workshop the trainers can work out what overall, basic, topics could be developed into a training materials package that would be useful for their work. They could formulate what they could use and what the whole organisation, group or institute could benefit from. Working out how one topic should be put over and what the package would consist of can be a useful exercise. Try to list down as ambitious suggestions as possible. This should include listing who the target group for the training is to be, the particular messages or information and the proposed media for the elements in the package. Once one topic and one package has been planned, teams can be put together to start on the development process. Each proposal should be discussed with other trainers as to the long term viability of the idea. An orientation session may be needed to show them how to use the package in training. Developing packages Developing materials and good packages can take a lot of time. It can require trainers, subject specialists and designers working together. Even if these specialists are not available, this work in the production of training packages will be still needed. However once the package has been developed, tested, designed and produced, it will enable the training to be done more effectively. The trainer should also have to spend less time in the preparation of the course as most of this should have been done for them and made available in the package. Work on the development of training packages can be difficult if most training is seen as an isolated individual activity. If, however, it is seen as a basic function of a whole group, organisation or set of organisations, then it can be part of a process of sharing effective training experience. Training packages can become a means of spreading the training expertise as well as the training message itself. A training materials network. Trainers can work together and benefit from each others work. To do this requires not just materials packages but organisation or a network to enable this to happen. Organisation can enable far more developed materials to be produced and used than one trainer could make for themselves. The best trainer should be able to influence the other trainers and they should be able to learn from each others' work though such a network. They should mutually assist each other to develop their work and the capability of the organisation. Pooling resources enables the production and the wider use of media which can be expensively and professionally designed and produced. The initial costs will be greater but by sharing them out to many users they will be less. These ideas underlie most of this book which, therefore, has organisational implications as well as technical ones. To implement many of these ideas, requires creating an effective network, as well as the media, design and training skills. It requires, not just a top down organisation, but a complex network where the trainers and field workers and potential users of training are connected with skilled specialists of various sorts. These connections are needed to develop materials that meet the needs of the trainees, who will test material, and give general feed

back. Such a network also needs access to resources so that many copies of successful and tested training materials can be produced cheaply. Such a system implies a level of agreement that can be difficult to generate if you are working with many independent small organisations. The only way to encourage the sharing that is necessary to make it mutually beneficial. A network can be such an organisation. With a network many points are linked. This can enable many horizontal connections between all trainers to be developed. It can be more effective than the normal vertical connections between manager and managed. Points on the network may produce different elements of the training material or do different work on the development process. It requires a good two way flow for both the network and the material to be well developed. A network can o link a trainer and trainees, o with a video with a VCP and TV, o with a training classroom, o provide a training with a trained trainer, o the trainer with a materials producer with a o specialist on the subject, o with a designer and a funder who will pay for everyone to receive the materials. Organising the network The network has to pull together the producers and users of training materials. Identifying who they are and what they have to offer or what they need can be the starting point. If a trainer has had a good response to a role play, for example, he or she may not realise that it could be useful to an other trainer with the same problem in another area. If it is written down it can be copied, tried out and widely used. The first step, therefore, is helping people realise they have something to offer, which can be written down. This needs to be explained and the potential researched. Finding out what materials already exist is another necessary step, as it can help people immediately to see what they can use and what needs to be developed. If another organisation has produced material on a similar topic you can learn a lot from what they have done. If it is good you can buy sets of it rather than producing it yourself. Other research is necessary to see what potential exists for both producing and using any material. Find out what training is being done and what needs there are for new material and new training methods. The next step in the research involves a careful search for resources in the network area. What equipment, space and other facilities do the trainers and members of the potential network have for training? It can be difficult to produce tape slide shows if the trainers do not have any working slide projectors. Extra resources for equipment may be necessary if the training materials are to be widely used. Once the initial research has been collated it should show who, what and how your network can work. Ideas and methods of working can be developed with the members or trainers of the network or organisation. This can be done at a meeting or workshop and can be supplemented by training newsletters to keep everyone informed about developments and training. The workshop and research should be able to produce lists of trainers' needs for the network to meet. The includes lists of resources and training materials that the network should produce. There will be a need for a list or directory of the members and elements in the network or organisation. This should include details of who does what and who has what so that others can gain access to any available resources. It should also include details of courses, materials and other resources

that exist already. These documents should be the backbone of a training material network or organisation. They will enable considerable development and improve the quality of work. Each member of the network should find it easier to draw on the other members for support and assistance. 8. MARKETING OF TRAINING ACTIVITY Marketing in house (internal customer) internal customer :Employee who receives goods or services produced elsewhere in the firm as inputs to his or her work in the firm. While most companies allocate resources to understanding and communicating with their external customers, few make the same investment in time, energy, and money in communicating with their internal customerstheir employees. Internal communications is traditionally viewed as the sole province of the Human Resources department, but it's essential to recognize the importance of marketing to internal customers. What You Need to KnowWhy is internal marketing important? Although external marketing remains the most important business development task, it is essential to sell inwardly toward a companys people. When employees understand and commit to the value proposition of the company and its brands, external marketing becomes more effective, because the employees become product champions. What is the scope of internal marketing? Internal marketing includes the communication of corporate culture and goals, mission and vision statements, as well as personnel policies and procedures. It can also involve initiatives such as informing staff about new product introductions or new acquisitions. What to DoUnderstand the Need for Internal Marketing Internal marketing is becoming increasingly important as the pace of change accelerates. * Many companies are undergoing some form of transformation through mergers, alliances, or downsizing. The need for communication is stronger in these circumstances. * When companies also change their brand, their name, or their values, it is essential to communicate the change to all stakeholders including employees. * As companies empower staff to build stronger customer relationship, internal marketing underpins the drive for greater involvement, commitment, and understanding. * Constant organizational change can loosen the ties between employer and employee. Internal marketing can bring the parties together with shared goals and values. * Internal marketing helps the process of knowledge development by building understanding and commitment to personal development. Marketing to external customers External Market- Is the market place for the securities, that are not part of or under any of the jurisdictions of any single country worldwide. They are normally issued outside all jurisdictions of that country or any country worldwide. They are offered all over the world and have multiple investors and multiple countries they are working out of at any given time simultaneously. They have manyoptions in them such as bonds, stocks, futures, andmutual funds in a global perspective.

They are sometimes called the Euro Market as that is where most of they investors come from or operate there corporations from. Press Releases, Media Outreach, Trade Shows, and User Events may be some of the activities that have been a part of your annual marketing mix. For many companies, these programs have proven too valuable to be omitted and will continue to be a part of any campaign for years to come. However, to maximize your return, each activity should be scrutinized to determine if they complement, overlap, or simply don't deliver. With history on your side, you'll have the analysis in hand to determine which to drop and which to now integrate into your custom designed campaign. An organization thrives on the abilities of its constituents, namely its employees and business partners as they define the companys ability in optimizing resources and competencies to convert opportunities into revenues. They are called the internal customers as they interact within the organisation internally to generate long term value. Like external customers, they too are impacted by the companys brand and its future plans. An information-armed, enthusiastic work force boosts productivity, minimises turnover costs, creates profitable customer relationships, delivers better customer care while strengthening the corporate brand in the market place. However if your internal customers are not sufficiently aware of your marketing plans, and do not participate effectively in the promises to external clients, the external brand equity is negatively affected. It is very important that internal staffs perception of the organisation your internal brand matches the external brand positioning for optimum results. There are various techniques and tools that help organisations implement effective internal brand building and marketing communications. These are intranets, extranets (partner communication on the web), newsletters, posters and pamphlets informing about new initiatives, better systems, company stores, company events, internal rules and procedures. Internal Marketing Approach To be effective, internal marketing needs to accurately segment internal customers. Like external customers, they too have their own buyer behaviour, i.e. identifying with the changes which organisations plan to implement. Broadly speaking there are three segments - supporters, neutral, opposers. Each segment requires a different internal marketing mix to deliver on internal marketing goals. For example, if the company wanted to relocate closer to new emerging markets; it could target 'supporters' with a customised video on relocation benefits like low cost of living and better amenities. The 'neutral' internal customers could be targeted with incentives like a pay raise; while the 'opposers' could be effectively coerced / forced to accept the re-location regardless of their objection (in the larger interests of the company). Internal marketing is an ongoing process that needs constant top management support and the process innovations to make it as viable as external marketing. Internal marketing is a dedicated effort across the organization,whereby it aligns, motivates and empowers people at all management levels to consistently deliver a satisfying internal and external customer experience. To ensure that it delivers consistently, internal marketing should: Function as a continual internal 'up-skilling' process

Align the organisations purpose with employee behaviour Internalise core values of the organisation by all employees Motivate, reframe and empower employee attitude Facilitate an inside-out management approach Retain a positive customer experience across all business objectives Provide role-specific and user-focused information, including best practices around various organisational policies and processes Increase the peoples connections with the external / internal customer service divisions roadmap by articulating investments, tactics, and objectives. Be available in a self service / portable format that is accessible anytime, anywhere Smart