Chapter 15 - Training and professional

development
Abdul Halim and Md. Mozahar Ali

Abdul Halim is a Professor in the Department of Agricultural Extension Education and

Director of the Extension Centre, Bangladesh Agricultural University, Mymensingh,
Bangladesh. Md. Mozahar Ali is an Assistant Professor (Agricultural Extension) in the
Graduate Training Institute, Bangladesh Agricultural University, Mymensingh, Bangladesh.

Learning theories and training

Training approach
Extension personnel around the world in need of training
Types of training
Phases of training
Implementation phase
Evaluation phase
References

Training is the process of acquiring specific skills to perform a job better (Jucious, 1963). It
helps people to become qualified and proficient in doing some jobs (Dahama, 1979). Usually
an organization facilitates the employees' learning through training so that their modified
behaviour contributes to the attainment of the organization's goals and objectives. Van Dersal
(1962) defined training as the process of teaching, informing, or educating people so that (1)
they may become as well qualified as possible to do their job, and (2) they become qualified
to perform in positions of greater difficulty and responsibility.

Flippo (1961) differentiated between education and training, locating these at the two ends of
a continuum of personnel development ranging from a general education to specific training.
While training is concerned with those activities which are designed to improve human
performance on the job that employees are at present doing or are being hired to do,
education is concerned with increasing general knowledge and understanding of the total
environment. Education is the development of the human mind, and it increases the powers of
observation, analysis, integration, understanding, decision making, and adjustment to new
situations.

Learning theories and training

Learning theories are the basic materials which are usually applied in all educational and
training activities. The more one understands learning theories, the better he or she will be
able to make decisions and apply them to achieving the objectives. The behaviourists, the
cognitivists, and the humanists emphasize different aspects of the teaching-learning process
in their approaches. While the behaviourists stress external conditions (environment)
resulting in observations and measurable changes in behaviour, the cognitivists are more
concerned with how the mind works (mental processes such as coding, categorizing, and
representing information in memory). The humanists, on the other hand, emphasize the
affective aspects (e.g., emotions, attitudes) of human behaviour that influence learning (IRRI,
1990). In extension systems, effective training must be able to take care of all the theories of
learning in order to change the action, belief, and knowledge components of a trainee
simultaneously. Andragogy (a theory of adult learning) is usually used rather than pedagogy
(a theory of child learning) in extension training.

Training approach
There are three approaches to training: (1) the traditional approach, (2) the experiential
approach, and (3) the performance-based approach (Rama, Etling, & Bowen, 1993). In the
traditional approach, the training staff designs the objectives, contents, teaching techniques,
assignments, lesson plans, motivation, tests, and evaluation. The focus in this model is
intervention by the training staff. In the experiential approach, the trainer incorporates
experiences where in the learner becomes active and influences the training process. Unlike
the academic approach inherent in the traditional model, experiential training emphasizes real
or simulated situations in which the trainees will eventually operate. In this model, the
objectives and other elements of training are jointly determined by the trainers and trainees.
Trainers primarily serve as facilitators, catalysts, or resource persons. In the performance-
based approach to training, goals are measured through attainment of a given level of
proficiency instead of passing grades of the trainees. Emphasis is given to acquiring specific
observable skills for a task. This performance-based teacher education (PBTE) model,
developed by Elam (1971), is mostly task or skill centred and is also applicable to nonformal
educational organizations such as extension.

Extension personnel around the world in need of training

Worldwide, there are currently more than 600,000 extension workers comprised of
administrative staff, subject-matter specialists (SMS), fieldworkers, and some multipurpose
unidentified people; the Asian and Pacific countries have absorbed more than 70 per cent of
them (Bahal, Swanson, & Earner, 1992). The percentage of extension personnel by position,
as reported by Swanson, Earner, and Bahal (1990), was 7 per cent administrative, 14 per cent
SMS, and 79 per cent field staff, with regional differences. Almost 13 per cent of extension
workers are women, with significant regional differences (Bahal et al., 1992). The ratio of
SMS to field staff is also low in Asia, Africa, the Near East, and Latin American countries,
varying from about 1:11 to 1:14. The ratio for countries of Europe and North America varies
from 1:1.5 to 1:1.6. The worldwide ratio of SMS to field staff is 1:11.5 (Swanson et al.,
1990).

Deficiencies in knowledge, skills, and ability among extension personnel, particularly those
of Asia, Africa, and Latin America, are remarkable. About 39 per cent of the extension
personnel worldwide have a secondary-level and 33 per cent an intermediate-level education
(Bahal et al., 1992). Moreover, within each region, there is a lot of variation in basic
academic qualifications of the frontline extension workers, SMS, and administrators.
Differences in training received are also wide. In Africa, most frontline extension workers
still have only a secondary school diploma (Bahal et al., 1992). The poor educational
background of extension personnel necessitates regular training.

Types of training
Training may broadly be categorized into two types: preservice training and inservice
training. Preservice training is more academic in nature and is offered by formal institutions
following definite curricula and syllabuses for a certain duration to offer a formal degree or
diploma. Inservice training, on the other hand, is offered by the organization from time to
time for the development of skills and knowledge of the incumbents.

Preservice Training

Preservice training is a process through which individuals are made ready to enter a certain
kind of professional job such as agriculture, medicine, or engineering. They have to attend
regular classes in a formal institution and need to complete a definite curriculum and courses
successfully to receive a formal degree or diploma. They are not entitled to get a professional
job unless they can earn a certificate, diploma, or degree from the appropriate institution.
Preservice training contents emphasize mostly technical subject matter such as crops, animal
husbandry, and fisheries as well as pedagogical skills to prepare the students to work in
agriculture.

In general two types of preservice training are available for agricultural staff. These are (1)
degree level (at least a bachelor's degree in agriculture or related field), which is usually
offered for four years by a university or agricultural college; and (2) diploma level, which is
mostly offered by the schools of agriculture for a period of two to three years. The entry point
for the former is normally twelve years of schooling and for the latter ten years of schooling.

Inservice Training and Staff Development

Inservice training is a process of staff development for the purpose of improving the
performance of an incumbent holding a position with assigned job responsibilities. It
promotes the professional growth of individuals. "It is a program designed to strengthen the
competencies of extension workers while they are on the job" (Malone, 1984, p. 209).
Inservice training is a problem-centred, learner-oriented, and time-bound series of activities
which provide the opportunity to develop a sense of purpose, broaden perception of the
clientele, and increase capacity to gain knowledge and mastery of techniques.

Inservice training may broadly be categorized into five different types: (1) induction or
orientation training, (2) foundation training, (3) on-the-job training, (4) refresher or
maintenance training, and (5) career development training. All of these types of training are
needed for the proper development of extension staff throughout their service life.

Induction or Orientation Training. Induction training is given immediately after employment

to introduce the new extension staff members to their positions. It begins on the first day the
new employee is on the job (Rogers & Olmsted, 1957). This type of training is aimed at
acquainting the new employee with the organization and its personnel. Induction training for
all new personnel should develop an attitude of personal dedication to the service of people
and the organization. This kind of training supplements whatever preservice training the new
personnel might have had (Halim and Ali, 1988). Concerning the characteristics of a new
employee. Van Dersal (1962) said that when people start to work in an organization for the
first time, they are eager to know what sort of outfit they are getting into, what they are
supposed to do, and whom they will work with. They are likely to be more attentive and
open-minded than experienced employees. In fact, the most favourable time for gaining
employees' attention and for moulding good habits among them is when they are new to the
job.

Foundation Training. Foundation training is inservice training which is also appropriate for
newly recruited personnel. Besides technical competence and routine instruction about the
organization, every staff member needs some professional knowledge about various rules and
regulations of the government, financial transactions, administrative capability,
communication skills, leadership ability, coordination and cooperation among institutions and
their linkage mechanism, report writing, and so on. Foundation training is made available to
employees to strengthen the foundation of their service career. This training is usually
provided at an early stage of service life.

Maintenance or Refresher Training. This training is offered to update and maintain the
specialized subject-matter knowledge of the incumbents. Refresher training keeps the
specialists, administrators, subject-matter officers, extension supervisors, and frontline
workers updated and enables them to add to the knowledge and skills they have already.
Maintenance or refresher training usually deals with new information and new methods, as
well as review of older materials. This type of training is needed both to keep employees at
the peak of their possible production and to prevent them from getting into a rut (Van Dersal,
1962).

On-the-Job Training. This is ad hoc or regularly scheduled training, such as fortnightly

training under the training and visit (T&V) system of extension, and is provided by the
superior officer or the subject-matter specialists to the subordinate field staff. This training is
generally problem or technology oriented and may include formal presentations, informal
discussion, and opportunities to try out new skills and knowledge in the field. The superior
officer, administrator, or subject-matter specialist of each extension department must play a
role in providing on-the-job training to the staff while conducting day-to-day normal
activities.

Career or Development Training. This type of in-service training is designed to upgrade the
knowledge, skills, and ability of employees to help them assume greater responsibility in
higher positions. The training is arranged departmentally for successful extension workers, at
all levels, for their own continuing education and professional development. Malone (1984)
opined that extension services that provide the opportunity for all staff to prepare a plan for
career training will receive the benefits of having longer tenured and more satisfied
employees, which increases both the effectiveness and efficiency of an extension service.
Malone stated that "career development is the act of acquiring information and resources that
enables one to plan a program of lifelong learning related to his or her worklife" (p. 216).
Although extension workers are responsible for designing their own career development
education, the extension organization sometimes sets some criteria and provides opportunities
for the staff by offering options.

Phases of training
Training is a circular process that begins with needs identification and after a number of steps
ends with evaluation of the training activity. A change or deficiency in any step of the
training process affects the whole system, and therefore it is important for a trainer to have a
clear understanding about all phases and steps of the training process. In the broadest view,
there are three phases of a training process: planning, implementation, and evaluation.

Planning Phase

The planning phase encompasses several activities, two of which - training needs
identification and curriculum development - are very important.

Training Needs Identification. Training need is a condition where there is a gap between
"what is" and "what should be" in terms of incumbents' knowledge, skills, attitudes, and
behaviour for a particular situation at one point in time. This gap is called "a problem," which
usually occurs when a difference exists between "desired performance" and "actual
performance." The needs identification process assists trainers in making sure that they have
matched a training programme to a training problem. For example, agricultural extension
officers (AEOs) have been giving training to village extension workers (VEWs), but
performance of the VEWs is not improving. The reasons may be:

1. The AEOs lack subject-matter knowledge.

2. The AEOs do not conduct training well.
3. The training centre lacks training facilities.
4. The VEWs are organized not to work properly until their demands are satisfied by the
government.

The first two problems are related to knowledge and skills and can be solved effectively by a
training programme, but the third and fourth problems need government attention to solve.

Training needs identification is possible through different analytical procedures. The major
procedures used in determining training needs are the following:

Organizational analysis determines where training emphasis should be placed within the
organization and is based on the objectives of an organization. Concerning what one should
do in analysing an organization, McGhee and Thayer (1961) suggest four steps:

1. Stating the goals and objectives of an organization

2. Analysing the human resources
3. Analysing efficiency indices
4. Analysing the organizational climate

The results of these analyses are then compared with the objectives of the organization. These
comparisons point to specific areas in which training is needed.

Individual analysis aims at identifying specific training needs for an individual or group of
employees so that training can be tailored to their needs. This analysis centres on individuals
and their specific needs concerning the skills, knowledge, or attitudes they must develop to
perform their assigned tasks. The possible methods or techniques for individual analysis
include performance appraisal, interviews, questionnaires, tests, analysis of behaviour,
informal talks, checklist, counseling, critical incidents, recording, surveys, and observations.

Group analysis includes a number of techniques in which a group of well-informed

employees discuss different aspects of the organization, the employees, and the tasks to
identify the major discrepancies in achieving predetermined targets for each of them with a
view to assessing training needs as distinguished from other necessary changes for removing
these discrepancies. The major techniques which are used in this approach are brainstorming,
buzzing, cardsorts, advisory committee, conferences, problem clinic, role playing, simulation,
task forces, workshops, and so forth.

Many problems exist in an organization, but some problems cannot be solved by training.
After a preliminary needs analysis, which gives probable causes and solutions, the results
should be verified with the concerned personnel of the organization to determine whether
training is an appropriate action to solve that problem.

Curriculum Development. This is the most important part in a training programme after a
need for training has been identified. The curriculum specifies what will be taught and how it
will be taught. It provides the framework and foundation of training. The first phase of
curriculum development determines what will be taught, that is, the training content.

Once training needs have been identified and training activities have been decided as part of
the solution, a needs analysis should be done to determine knowledge, skills, and attitude
requirements and performance deficiencies. The needs analysis procedure involves breaking
down the "training problem" into its basic parts in different successive phases to identify and
understand the important components in each phase. Ultimately it leads to identifying and
understanding the training content. The training needs analysis process can be divided into
three distinct analytical phases: job analysis, task analysis, and knowledge and skill-gap
analysis.

A. Job analysis. Job analysis is a method of determining major areas of tasks where training
may be needed (see JA Worksheet). It involves the dissecting of a job into its component
events or parts. This analysis allows a trainer to better understand what an employee does in
an organization. Job analysis involves the "task identification" of a particular job (Wentling,
1992). The techniques used in task identification include job questionnaire, interview,
participant observation, work sampling, job audit, and small-group discussion. The following
steps may provide a guide for completion of job analysis:

1. Identify the job that is to be the subject of the analysis. This involves defining the focal
point for the job analysis. It may include the entire job of a group of employees or only a
specific segment of their job.

2. Prepare a list of tasks which can be done following different approaches and methods. Four
approaches can be used to identify job tasks: (1) expertsidentify and list critical tasks, (2)
observations and interviews are conducted with employees, (3) meetings are held with group
representatives, and (4) a tentative list of task is reviewed by employees and their supervisors.

3. Verify the tasks. The draft list of tasks should be verified by experts, workers, and
supervisors in the analysis process. This can be done through expert review, small-group
discussions, and inter views. When the tasks are verified, a final list of job tasks is prepared.

4. Determine the frequency. The workers and super visors can fill in a form indicating how
frequently each task in a job is performed. Different scales such as "seldom," "occasionally,"
"weekly to monthly," "daily to weekly," and "daily" can be used to quantify the intensity of a
task accomplished.
5. Determine the importance. Not all tasks are equally important to a job. An occasionally
performed task may be very important. Therefore, a relative importance rating is useful along
with frequency rating. A scale such as "marginally important," "moderately important," and
"extremely important" may be used to determine the relative importance of the job tasks.

6. Estimate the learning difficulty. An estimate of learning difficulty is another dimension of

the job-task analysis. It shows the trainer the employees' perception of difficulty, which may
be different from the trainer's own perception. A scale such as "easy," "moderately difficult,"
"very difficult," and "extremely difficult" may be used to determine the difficulty indices of
job tasks.

7. Calculate the total score. This can be done by simply adding the scores for frequency,
importance, and learning difficulty for each task. The column for total score in a worksheet
indicates the priority tasks for training if these are training problems.

8. Review the findings. The results of the job-task analysis should be discussed with
significant people in the training system, including government leaders, programme directors,
and others interested in related training.

B. Task analysis. The output of the job analysis is a list of broad job tasks, based on
importance, learning difficulty, and frequency of doing the task. Each task is a complex set of
procedures in itself, and therefore it needs further analysis to find out which specific segment
of the of the task is critical in designing a training programme (see Task Analysis
Worksheet). To do this, it is necessary to follow a method called task analysis, which is
similar to job analysis.

Task analysis procedures include preparing a blank task analysis worksheet, writing down the
name of the job at the top of each sheet, and then making copies. Each of these forms will be
used for breaking down and analysing each of the most important job tasks. Therefore, it is
necessary to write one important task identified for training on each of the task analysis
worksheets and to list all component parts of each task on its respective task analysis
worksheet. This is followed by the steps used for job analysis to find out the frequency,
importance, and learning difficulty for each step of the tasks. Then the score for each
component part is put in the "total score" column, and the results are discussed with
concerned personnel in the organization. The job analysis and task analysis processes are
similar to each other, so the model for both worksheets is the same.

The important difference between these two steps of analysis is that "the job analysis helps us
identify major blocks of content to include in training; the task analysis helps us understand
what comprises an individual block" (Wentling, 1992). Both are very important to the
curriculum development process. What needs to be taught and what steps are involved in the
process are completed by these analyses and comprise the major steps in curriculum
development.

C. Knowledge and skill-gap analysis. The knowledge or skill-gap analysis is a process of

determining the training needs of individual employees in relation to the important tasks-
steps or components of tasks identified for training (see Skill-Gap Analysis Worksheet). The
skill-gap analysis determines how skilled or proficient individual employees are on these
tasks-steps or components, how much individuals differ from desired performance, and
whether or not they need training. It would be a waste of resources and frustrating to the
trainer and trainees to design and deliver training on topics and skills where the trainees are
already able and proficient. A priority list of the tasks identified for training according to the
total score in the job analysis is made. Then, the steps or components that were identified on
each task analysis worksheet are listed on the skill-gap analysis worksheet. This is followed
by rating each step-component in terms of the trainee's current proficiency on a scale of 1 to
5, as shown in the legend of the worksheet. Identifying the steps-components that appear to
have low proficiency is required because there is a gap between what is desired and the
current situation. After this, a review is done to ponder whether the gap can be decreased or
removed through training or whether training is the most appropriate method. There may be
some steps-components for which measures other than training are more appropriate. At this
stage, key personnel such as subject-matter specialists, supervisors, and extension-training
experts should discuss the findings before finalizing the curriculum. This helps to identify
different perspectives and to avoid unnoticed mistakes or biases in curriculum development.

The training needs analyses provide many things to a trainer. The analyses determine the
training contents and how deficient the trainees are in these contents, and the sequence of
tasks provides the sequence of training activity.

Selecting a Training Method

A training programme has a better chance of success when its training methods are carefully
selected. A training method is a strategy or tactic that a trainer uses to deliver the content so
that the trainees achieve the objective (Wentling, 1992). Selecting an appropriate training
method is perhaps the most important step in training activity once the training contents are
identified. There are many training methods, but not all of these are equally suitable for all
topics and in all situations. To achieve the training objective, a trainer should select the most
appropriate training method for the content to involve the trainees in the learning process.
Four major factors are considered when selecting a training method: the learning objective,
the content, the trainees, and the practical requirements (Wentling, 1992). According to Bass
and Vaughan (1966), training methods should be selected on the basis of the degree to which
they do the following:

1. Allow active participation of the learners.

2. Help the learners transfer learning experiences from training to the job situation.
3. Provide the learners with knowledge of results about their attempts to improve.
4. Provide some means for the learners to be reinforced for the appropriate behaviour.
5. Provide the learners with an opportunity to practise and to repeat when needed.
6. Motivate the learners to improve their own performance.
7. Help learners increase their willingness to change.

These criteria indicate that a single training method will not satisfy the objectives of a
training programme.

A variety of training methods are available to a trainer. The most commonly used methods
include:

1. Instructor presentation. The trainer orally presents new information to the trainees, usually
through lecture. Instructor presentation may include classroom lecture, seminar, workshop,
and the like.
2. Group discussion. The trainer leads the group of trainees in discussing a topic.

3. Demonstration. The trainer shows the correct steps for completing a task, or shows an
example of a correctly completed task.

4. Assigned reading. The trainer gives the trainees reading assignments that provide new
information.

5. Exercise. The trainer assigns problems to be solved either on paper or in real situations
related to the topic of the training activity.

6. Case study. The trainer gives the trainees information about a situation and directs them to
come to a decision or solve a problem concerning the situation.

7. Role play. Trainees act out a real-life situation in an instructional setting.

8. Field visit and study tour. Trainees are given the opportunity to observe and interact with
the problem being solved or skill being learned.

Implementation phase
Once the planning phase of a training programme is complete, then it is time to implement
the course. Implementation is the point where a trainer activates the training plan, or it is the
process of putting a training programme into operation.

The first step towards implementing a training programme is publicity. Most of the well-
established training centres develop training brochures which contain course descriptions,
prepare an annual calendar of training opportunities, and inform concerned organizations,
agencies, or departments well ahead of time about their training plans. Once the training
centre and concerned organizations agree to implement training, the next step is to arrange
available resources such as sufficient funds for the course and facilities for food, lodging,
transportation, and recreation. All these resources need to be well managed and coordinated
to run the programme smoothly.

Evaluation phase
Evaluation is a process to determine the relevance, effectiveness, and impact of activities in
light of their objectives. In evaluating an extension training programme, one needs to
consider that most training activities exist in a larger context of projects, programmes, and
plans. Thus Raab et al. (1987, p. 5) define training evaluation as "a systematic process of
collecting information for and about a training activity which can then be used for guiding
decision making and for assessing the relevance and effectiveness of various training
components."

Kirkpatrick (1976) suggested four criteria to evaluate training programmes: (1) reaction, (2)
learning, (3) behaviour, and (4) results. Each criterion is used to measure the different aspects
of a training programme. Reaction measures how the trainees liked the programme in terms
of content, methods, duration, trainers, facilities, and management. Learning measures the
trainees' skills and knowledge which they were able to absorb at the time of training.
Behaviour is concerned with the extent to which the trainees were able to apply their
knowledge to real field situations. Results are concerned with the tangible impact of the
training programme on individuals, their job environment, or the organization as a whole.

Types of Evaluation

On the basis of the time dimension, evaluation may be classified as (1) formative evaluation
and (2) summative evaluation. Formative evaluation involves the collection of relevant and
useful data while the training programme is being conducted. This information can identify
the drawbacks and unintended outcomes and is helpful in revising the plan and structure of
training programmes to suit the needs of the situation. Summative evaluation is done at the
end of the programme and makes an overall assessment of its effectiveness in relation to
achieving the objectives and goals.

Raab et al. (1987), however, classified evaluation into four major types: (1) evaluation for
planning, (2) process evaluation, (3) terminal evaluation, and (4) impact evaluation.

Evaluation for planning provides information with which planning decisions are made.
Training contents and procedures (methods and materials) are usually planned at this stage in
order to choose or guide the development of instructional aids and strategies. Process
evaluation is conducted to detect or predict defects in the procedural design of a training
activity during the implementation phase (Raab et al., 1987). Through this process the key
elements of the training activities are systematically monitored, problems are identified, and
attempts are made to rectify the mistakes before they become serious. Process evaluation is
periodically conducted throughout the entire period of the programme.

Terminal evaluation is conducted to find out the effectiveness of a training programme after
it is completed. The objectives of terminal evaluation are to determine the degree to which
desired benefits and goals have been achieved, along with the causes of failure, if any.
Impact evaluation assesses changes in on-the-job behaviour as a result of training efforts. It
provides feedback from the trainees and supervisors about the outcomes of training. It
measures how appropriate the training was in changing the behaviour of participants in real-
life situations.

Part 1

Training & Development

Training is a process of learning a sequence of programmed behaviour. It improves the employee's performance on the current job and
prepares them for an intended job.
Development not only improves job performance but also brings about the growth of the personality. Individuals not only mature
regarding their potential capacities but also become better individuals.
 Difference between Training & Development:
Training:
1. It's a short term process.
2. Refers to instruction in technical and mechanical problems
3. Targeted in most cases for non-managerial personnel
4. Specific job related purpose
Development:
1. It is a long term educational process.
2. Refers to philosophical and theoretical educational concepts
3. Managerial personnel
4. General knowledge purpose
Purpose of Training:
1. To improve Productivity: Training leads to increased operational productivity and increased company profit.
2. To improve Quality: Better trained workers are less likely to make operational mistakes.
3. To improve Organizational Climate: Training leads to improved production and product quality which enhances financial
incentives. This in turn increases the overall morale of the organization.
4. To increase Health and Safety: Proper training prevents industrial accidents.
5. Personal Growth: Training gives employees a wider awareness, an enlarged skill base and that leads to enhanced personal
growth.
Steps in Training Process:
1. Discovering or Identifying Training needs: A training program is designed to assist in providing solutions for specific
operational problems or to improve performance of a trainee.
o Organizational determination and Analysis: Allocation of resources that relate to organizational goal.
o Operational Analysis: Determination of a specific employee behaviour required for a particular task.
o Man Analysis: Knowledge, attitude and skill one must possess for attainment of organizational objectives
2. Getting ready for the job: The trainer has to be prepared for the job. And also who needs to be trained - the newcomer or
the existing employee or the supervisory staff.
3. Preparation of the learner:
o Putting the learner at ease
o Stating the importance and ingredients of the job
o Creating interest
o Placing the learner as close to his normal working position
o Familiarizing him with the equipment, materials and trade terms
4. Presentation of Operation and Knowledge: The trainer should clearly tell, show, illustrate and question in order to
convey the new knowledge and operations. The trainee should be encouraged to ask questions in order to indicate that he really knows
and understands the job.
5. Performance Try out: The trainee is asked to go through the job several times. This gradually builds up his skill, speed and
confidence.
6. Follow-up: This evaluates the effectiveness of the entire training effort
The Sequence of Training Program can be put in a Flowchart as below:
Discovering or Identifying Training Needs -> Getting Ready for the job -> Preparation of Learner (Creating desire) ->
Presentation of Operation & Knowledge -> Performance Try out -> Follow up and Evaluation
Training Techniques:
An effective training fulfills the following criteria:
1. Adaptation of the technique/method to the learner and the job
2. Provides motivation to the trainee to improve job performance
3. Creates trainee's active participation in the learning process
4. Provide knowledge of results about attempts to improve
Development
Management development attempts to improve managerial performance by imparting
1. Knowledge
2. Changing attitudes
3. Increasing skills
The major objective of development is managerial effectiveness through a planned and a deliberate process of learning. This provides for
a planned growth of managers to meet the future organizational needs.
Development Process:
1. Setting Development Objectives: It develops a framework from which executive need can be determined.
2. Ascertaining Development Needs: It aims at organizational planning & forecast the present and future growth.
3. Determining Development Needs: This consists of
o Appraisal of present management talent
o Management Manpower Inventory
The above two processes will determine the skill deficiencies that are relative to the future needs of the organization.
1. Conducting Development Programs: It is carried out on the basis of needs of different individuals, differences in their
attitudes and behaviour, also their physical, intellectual and emotional qualities. Thus a comprehensive and well conceived program is
prepared depending on the organizational needs and the time & cost involved.
2. Program Evaluation: It is an attempt to assess the value of training in order to achieve organizational objectives.
The Development process can be pictorially represented in a Flowchart as below:
Setting Development Objectives -> Ascertaining Development Needs -> Determining Development Needs -> Conducting
Development Program -> Program Evaluation

Training is one of the most profitable investments an organization can make. No matter what business or industry you are in the steps for an
effective training process are the same and may be adapted anywhere.

If you have ever thought about developing a training program within your organization consider the following four basic training steps. You will find
that all four of these steps are mutually necessary for any training program to be effective and efficient.
STEP 1: ESTABLISHING A NEEDS ANALYSIS.
This step identifies activities to justify an investment for training. The techniques necessary for the data collection are surveys, observations,
interviews, and customer comment cards. Several examples of an analysis outlining specific training needs are customer dissatisfaction, low
morale, low productivity, and high turnover.

The objective in establishing a needs analysis is to find out the answers to the following questions:

- “Why” is training needed?

- “What” type of training is needed?
- “When” is the training needed?
- “Where” is the training needed?
- “Who” needs the training? and "Who" will conduct the training?
- “How” will the training be performed?

By determining training needs, an organization can decide what specific knowledge, skills, and attitudes are needed to improve the employee’s
performance in accordance with the company’s standards.

The needs analysis is the starting point for all training. The primary objective of all training is to improve individual and organizational
performance. Establishing a needs analysis is, and should always be the first step of the training process.

STEP 2: DEVELOPING TRAINING PROGRAMS AND MANUALS.

This step establishes the development of current job descriptions and standards and procedures. Job descriptions should be clear and concise
and may serve as a major training tool for the identification of guidelines. Once the job description is completed, a complete list of standards and
procedures should be established from each responsibility outlined in the job description. This will standardize the necessary guidelines for any
future training.

STEP 3: DELIVER THE TRAINING PROGRAM.

This step is responsible for the instruction and delivery of the training program. Once you have designated your trainers, the training technique
must be decided. One-on-one training, on-the-job training, group training, seminars, and workshops are the most popular methods.

Before presenting a training session, make sure you have a thorough understanding of the following characteristics of an effective trainer. The
trainer should have:

- A desire to teach the subject being taught.

- A working knowledge of the subject being taught.

- An ability to motivate participants to “want” to learn.

- A good sense of humor.

- A dynamic appearance and good posture.

- A strong passion for their topic.

- A strong compassion towards their participants.

- Appropriate audio/visual equipment to enhance the training session.

For a training program to be successful, the trainer should be conscious of several essential elements, including a controlled environment, good
planning, the use of various training methods, good communication skills, and trainee participation.

STEP 4: EVALUATE THE TRAINING PROGRAM.

This step will determine how effective and profitable your training program has been. Methods for evaluation are pre-and post- surveys of
customer comments cards, the establishment of a cost/benefit analysis outlining your expenses and returns, and an increase in customer
satisfaction and profits.

The reason for an evaluation system is simple. The evaluation of training programs are without a doubt the most important step in the training
process. It is this step that will indicate the effectiveness of both the training as well as the trainer.

There are several obvious benefits for evaluating a training program. First, evaluations will provide feedback on the trainer’s performance,
allowing them to improve themselves for future programs. Second, evaluations will indicate its cost-effectiveness. Third, evaluations are an
efficient way to determine the overall effectiveness of the training program for the employees as well as the organization.

The importance of the evaluation process after the training is critical. Without it, the trainer does not have a true indication of the effectiveness of
the training. Consider this information the next time you need to evaluate your training program. You will be amazed with the results.

The need for training your employees has never been greater. As business and industry continues to grow, more jobs will become created and
available. Customer demands, employee morale, employee productivity, and employee turnover as well as the current economic realties of a
highly competitive workforce are just some of the reasons for establishing and implementing training in an organization. To be successful, all
training must receive support from the top management as well as from the middle and supervisory levels of management. It is a team effort and
must implemented by all members of the organization to be fully successful.

One of the core competencies of all HR practitioners is training. While not all HR people possess the “stand-up” training skills
that others may, HR plays a pivotal role in ensuring that their managers and employees have access to relevant training
opportunities.
So what needs to be put in place in order to develop and implement a successful training program? Let’s explore…

 Training Assessment. In order to understand the needs of your organization, a brief training assessment should
occur. The assessment can be formal — sending out a detailed questionnaire or less formal — meeting with various
managers and inquiring as to the topics that they would like to see covered during the year. While some bristle at
conducting an assessment, this is a tried and true method of understanding what your “consumers” want/need.
 Dissemination of Assessment Results. Once the assessment has been completed, it is important to summarize
and share the results with relevant stakeholders. In addition, smart HR people, (and aren’t all of us smart!) will send out a
proposed training schedule along with the summary feedback. The creation of proposed training topics helps managers
see the value that HR brings to the table.
 Training Menu. Your training menu should be similar to that of a good restaurant! Equal portions of soft skills
(effective communication, team building, management skills, interviewing skills, sexual harassment training etc), technical
skills (software training, engineering training etc), product training (product-specific training). Training choices can be
made from the menu based on your company’s training requirements (see below).
 Subject Matter Experts. As part of the development process, HR must work with managers to identify Subject
Matter Experts (SMEs). SMEs posses the knowledge necessary to train employees. I strongly suggest that all companies
place their primary focus on internal people as SMEs. Why internal people? I would answer this question by stating that
there is talent, sometimes hidden talent, within each company. It is important to develop and cultivate this talent. By
providing an opportunity for an internal person to contribute to the training process you are working to develop their skills.
The second reason comes down to dollar bills! Training can be costly. Internal people do not cost the company additional
money. As an HR person, it is critical to develop a training program that doesn’t become a major cost center. Having said
this, there are obviously times when it makes sense to send people out to training or to have someone come in from the
outside to train.
 Adult Learning. Whether the training is conducted by an internal or an external person, be certain that their
training style mirrors the way adults like to learn. There’s nothing worse than a lecture-style trainer for adults. Adults learn
best through active participation in the sessions. Breakout sessions, small group discussions, role plays and large group
follow up all stimulate the learning process for adults. HR must ensure that trainers utilize this style in order to maximize
the learning and your return on investment (ROI).
 Training Requirements/Record Keeping. HR plays an important role in defining the training requirements for
your company. In other words, HR can set the stage by coming up with minimum annual training hours that must be
completed by all employees. In addition, HR should be keeping records of training that has taken place (a simple sign-in
sheet will suffice). Record keeping is particularly important when the company conducts any compliance-related training.
OSHA or Sexual Harassment Training for example, are 2 areas where you want to be certain to have documented
evidence that employees have attended these sessions.
 Training as a Differentiator. All companies are unique in their own way. How many companies can unequivocally
state that their training program(s) are top-notch? Can yours? As HR strives to increase retention and competes with other
companies for top talent, it is important to develop your training program to the point where it exceeds your companies’
objectives and that of your competitors.
In summary, HR plays an important role in the delivery of training. Carefully selected training curricula and delivery
methodology are important factors in ensuring that your training program is robust, enjoyable and delivers measurable results.
TRAINING MANAGER  RESPONSIBILITIES
Training managers h a v e  t h e  primary responsibility of working with line  managers to identify a n d  meet
personnel training needs. T h e  training manager should establish training a n d  entry-level requirements
for k e y  training positions a n d  implement programs to select a n d  devel op  training personnel. T h e
training organization should exhibit  a strong desire to meet t h e  training needs  of t h e  line organization in
b o t h  its approach to day-to-day activities a n d  its long-term strategic planning. T h e  training organization
should h e l p  lin e managers, supervisors, a n d  personnel recognize that training strengthens personnel
a n d  facility performance.
L i n e  a n d  training managers can  anticipate future training a n d  development  needs by periodically
evaluating personnel performance,  reviewing line organization turnover  rates, identifying industry a n d
regulatory  initiatives in training, a n d  recognizing t h e  changing educational  a n d  experience background of
employees. Plans should be devel oped  that address such factors, a n d  t h e  plans adjusted as
requirements change. A training manager's supporting responsibilities m a y  include t h e  following:
C
M a i n t a i n  training programs current
C
Mo n i to r  instructor performance to verify training is conducted as outlined in approved training
materials a n d  in a manner  that motivates personnel to learn
C
Ve ri fy  th at t h e  training staff has  obtained  a n d  is maintaining their technical a n d  instructional
knowl ed ge a n d  skills
C
De vel op  training programs according to approved  methodology
C
Track training commitments to outside organizations such as t h e  state a n d  federal regulators,
a n d  assist lin e management in meeting these commitments
C
De vel op  training program a n d  trainee status reports for line  managers, a n d  assist line  managers
in identifying a n d  resolving hu ma n  performance issues
C
Track current industry training issues
C
Solicit lin e managers' involvement w he n  training commitments or needs  a re  n o t  bei ng  fulfilled
C
Wo rk  to establish mutual trust a n d  cooperation betw een  t h e  training organization a n d  all  facility
personnel
C
De vel op  improved methods to meet training a n d  facility objectives a n d  goals as required
C
De vel op  training policies that establish guidelines for all  training functions
C
Assist lin e management in identifying potential training needs based  on facility a n d  industry
operating experiences
C
Initiate a n d  h e l p  prepare long-range objectives for t h e  training organization that a re  consistent
with corporate, facility, a n d  training policies, a n d  devel op  a system for verifying implementation
of t h e  actions n e e d e d  to meet t h e  objectives.
Training managers should verify that employees participate in training a n d  that training meets t h e
employees' needs. T h e  following sections provide  guidance for several specific topics that relate to t h e
responsibilities of a training manage
In general, i think they need to
1.Coordinate Training Activities and Programmes.
2. Training Calendar
3. Training Identification
4.Conduct regular Trg Programs for all actegory with internal&external faculties
Design/Delivery of Training 
• Adult Learning Principles 
• Technical, Process, & Leadership Course Training 
• Performance Consulting 
• Needs Assessment & Training Matrix, 
, Instructional Design, , Skills Assessment, Continuous Process Improvement, Training Implementation,
Coaching skills.
Head Training :

1. To coordinate with technical heads for identifying the training needs of technical staff and workmen at
manufacturing plant.
2. To identify the training needs of employees with respect to managerial skills.
3. To develop and nurture learning culture in the organization.
4. To develop training modules and organize the training sessions along with the follow-up actions for training
on technical and behavioural aspects.
5. To coordinate for the quality system certifications, renewal audits and liaison with the certification agencies
with respect to training of employees.

Candidate Specifications:
1. The candidate should be having MBA (HR) or PG Diploma in Training and Development from reputed
institute. 
2. Science background at graduation level will be preferred.
3. Should have 8 – 10 years of experience in the field of Training and Development at plant level with atlest 3
years in pharmaceutical company.
4. Perseverance and system specific approach are essential qualities. 

Overview of Instructional Objectives

The instructional objectives of a lesson plan describe the author's educational intent
for the students - that is, the desired learning outcomes. Think about our "4 Key
Questions;" on e of them asked what is 'it' we want students to be able to do after
the instruction? Objectives define the 'it.'

Objectives are not brief descriptions of lesson content or descriptions of activities

in which students will participate. Well-written objectives describe what the
student will be able to do after learning the lesson. Before writing an economics
lesson, the author must identify the learning outcomes so that the lesson's activities
are directed toward the desired result. If the objectives are not clear, the author may
very well end up with other outcomes that are unexpected or undesirable. There are
some basics to keep in mind when crafting instructional objectives. The actual
format of instructional objectives varies in educational publications; however,
good objectives are student-oriented, observable, clear and unambiguous, and
descriptive of a learning outcome. Student-oriented. An instructional objective
describes what change will take place in the learner - the student. Many
instructional objectives begin with the phrase, "the student will be able to." The
focus is on the student, not the teacher. Some writers have included instructional
objectives that say such things as "teach how to draw a demand curve" or "show a
video on supply and demand." These objectives focus on teacher activities, not
student learning. Remember that instructional objectives describe what the student
will be able to do after completing the lesson.

Complete instructional objectives should be:

Observable. Lesson writers differ in the level of specificity they seek in describing
student learning outcomes. Sweeping generalizations and highly itemized
instructions for each student should probably be avoided. It is important, however,
to write objectives in a way that specifies how students might show that they have
learned the idea or skill in question.

Consider the following objectives:

1. Students will be able to understand the difference between urban and rural
communities.

2. Students will be able to list in their journals two differences between urban and
rural communities.

The first objective is very general and it does not say how students might show, in
any observable way, their understanding. What does it mean to "understand" the
concept of urban community? This type of objective does not provide adequate
information to the teacher about what the student will be able to do after
completing the lesson, nor does it guide the teacher's evaluation of whether
students have achieved the objective. The second objective, however, more clearly
identifies the expected student behavior. 
 

Clear and unambiguous. The key to a clear and unambiguous instructional

objective is a clearly stated verb describing an explicit action that the student
should be able to take. I have placed excerpts from Benjamin Bloom's Taxonomy
of Instructional Objectives on reserve in the IRC; this is a great resource for
examples of verbs that clearly describe what students will be able to do at various
levels of learning. A clear objective will include an appropriate verb denoting
observable action, as well as an accompanying object of that verb. For example,
students will define productivity as output divided by input. This objective
explicitly identifies what the student will be able to do. The student will be able to
define productivity in a specific way. The objective is unambiguous in that there is
only one possible meaning for the statement. Furthermore, most observers could
judge whether students had achieved-that objective.

Description of a learning outcome. Lesson objectives differ from lesson activities

or procedures. Lesson objectives focus on what the students will achieve by
completing the lesson. An objective stating that students will practice graphing
demand curves does not specify a learning outcome. It specifies a learning activity
that is designed to help students reach some outcome. 
 

To this end, I would like us to employ four criteria for developing complete
objectives. Use these when constructing your objectives for assignments in this
course. When I am evaluating your lesson plans, I will ask myself whether all four
criteria for complete objectives have been met. You should do the same. 
 

Four Criteria for Completeness in Instructional Objectives

1. The specific performance required to demonstrate successful

accomplishement of the instructional objective
• (e.g., to write, to name, to compare and constrast, to debate, to
decide, etc.)

2. The learning outcome or product by which successful accomplishment

of the objective can be determined

• (e.g., a statement, an essay, a poster, a journal entry, etc.)

3. The conditions under which the behavior is to be performed

• (e.g., during a cooperative activity, after reading the story_______ )

4. The criterion or standard used to determine successful performance or

achievement of the instructional objective

• (e.g., correct to the nearest mile, four out of five correct, list three
examples, state two differences, etc.)
What is a Lesson Plan?
A daily lesson plan is developed by the teacher to guide the instruction. Planning the instruction is much more difficult than delivering the
instruction. Planning is when you look at the curriculum standards and develop lesson content that match those standards. Luckily,
textbooks that are adopted for your subject areas are typically are written with this in mind. All details should be written down to assist the
smooth delivery of the content. The extent of the detail will vary depending on the number of years of experience that the teacher has and
the number of times he/she has taught the lesson. Obviously a teacher with several or many years of experience may have plans that are
much less detailed than beginning teachers. There will be requirements mandated by the school system that employs you regarding your
responsibilities.

Below you will find a basic lesson plan model, typical components and explanations as well as "directions" for writing your plan using the
template that is provided here for download. While all lesson plan models are not identical (different states may use slightly different
models), the major components are found in all models. This plan matches the template used in our technology classes and is provided for
download in Word and PDF format.

Unit name What is the Unit that this lesson is a part of? Write the name of the unit.

Lesson Title What is the title of the lesson? Write a descriptive title of the lesson that identifies the content for
the reader.

Lesson Author Who is the author of the lesson plan. Enter your name.

Grade Level / Subject Area What is the grade level and subject area for which this lesson is written? Enter the grade level and
subject area that this lesson is designed for.

Time allotted for lesson How many class meetings (or hours) will this lesson take for completion? Write the time planned for
the lesson.

Short Description of Lesson Write a brief overview (approximately 50 words) of your lesson that explains the content to the
reader. Write the lesson description.

Classroom layout and grouping
of students
How is the class and the students organized for this lesson? Determine how to organize the students
for the lesson. Where will learning take place? How will room be organized? How will students be
grouped?There are a number of grouping decisions that a teacher will have to make. What size should
be group be? Should the instruction be delivered to individuals, pairs, small groups, half-class or whole
class? What should the composition of the group be determined by? Should the students be organized
in homogeneous groups such as same ability, interest, skill levels, etc. or should they be organized in
heterogeneous groups of mixed abilities, interests, cultural backgrounds, genders, test scores, etc.?
After you make these decisions, write the organization plan for this lesson. Write the classroom layout
and the grouping plan for the lesson.

State Curriculum Standards
The Tennessee State Learning Accomplishments used in Tennessee schools contain the broad goals
and objectives which identify the minimum content required at each grade level and for each course.
The curriculum standards for the State of Tennessee are found at the state department of education and
are the basis for planning instructional programs in each local school system. These standards relate
what students should know and be able to do in content areas and grade levels. Go toTN. Curriculum
Standards. List the appropriate curriculum standard for your lesson.

NETS•S (2007) Performance The NET•S(National Education Technology Standards for Students) have been revised are now called
Indicators NETS•S 2007 and are the standards that each student should master to function effectively in their
future; a future that is characterized by great change and information growth. Go to NETS 2007 for
Students. Select the profile for Grades PK-2, Grades 3-5, or Grades 6-8 as is appropriate for your
lesson. Copy and paste performance indicators (standards are in parenthesis) from the profile that
are appropriate to your lesson and students.

Instructional objectives Instructional objectives are the learning outcomes for the lesson. In other words, what do you want the
student to be able to do when the lesson is over? Find information about instructional objectives. Write
the instructional objectives for the lesson. Need help?? Go to information about writing instructional
objectives.

Materials, resources and What materials, resources and technology will be needed for the lesson? List all materials (e.g.
technology textbook, other books, maps, crayons, fulers, calculators, research data guides) technology resources
(computers, printer, scanner, Internet connection, digital cameras, etc) and web addresses that are
needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city
and publisher. List 1) materials, 2) resources and 3) technology needed for this lesson.

Students' present level of Prerequisite skills are skills that students must already have before they can succeed with the content
performance and skills of a lesson. Do the students have the adequate knowledge to complete the lesson successfully? What
 pre-requisite skills must the students have to complete the lesson content? Include technology
skills. List any prerequisite skills a student should have in order to begin this lesson.

Instructional Procedures
There are a number of items to consider in the procedures section of the plan. Each lesson should
begin with a Lesson setwhich is an introduction to the lesson. In this segment, you should relate this
lesson to previous learning and to real life experiences. Explain the importance of the learning to the
students and determine what procedures you are going to use to teach the content. The set is followed
by the key questions that you plan to use to develop the lesson, motivate the students, facilitate
thinking or monitor the learning process.

Techniques and Activities include the teaching strategies that will be used. What instructional
strategies (instructional methods) will you use in this lesson? There should be a variety of strategies
(methods) used. There should also be time forguided practice and review to get feedback from the
students. How will you promote student participation in the lesson? This is referred to as learner
involvement while the environment of the classroom is referred to as learning environment. After you
determine these factors, you must determine how you are going to close the lesson.

Closure is the summation of the lesson, how it will relate to future lessons and can contain "one more
example". Write the instructional procedures for the lesson. Write the step-by-step procedures for
this activity. These steps should provide enough information for the activity to be replicated in another
classroom with the same/similar results. Remember to use present tense and active voice. Your lesson
should detail how you: Gain attention, Present objectives, Relate to present knowledge, Engage
students in learning, Provide for practice, Provide feedback, Close the lesson.

Supplemental Activities: Finally, you must determine supplemental activities. These may be the seatwork, homework, or
Extensions and remediation. enrichment activities that you want to use with this lesson. Extensions are additional activities to
expand learning on the lesson content. Remediation activities include methods to reteach the learning
for students who need more instruction/practice. Write the supplemental activities for the lesson.

Adaptations for Special How will you adapt the learning or the equipment for students with special needs? How can the content
Learners and the technology be modified for special learners? Write the adaptations that are appropriate for
the lesson.

Assessment How will you measure the student’s success? Formally or informally? Formal evaluation of student
work requires that a grade is taken while informal might be monitoring of work, or class discussion. This
section should contain a description of the assessment process, the criteria for achievement, and
performance levels. The criteria should directly align to objectives and instruction.Describe your plan for
providing feedback to your students. Write the assessment methods for the lesson.

Student Products Student products are the artifacts that are created by students during implementation of the lesson.
Such products might include a report, newsletter, diagram, slideshow, drawing, database, etc.), Write
the student artifact that will be an outcome of this lesson.

The lesson plan outline is designed as a guide for students to use when planning lessons. The plan may be adapted to specific subject areas and modified as

students gain experience in each practicum. The template is a basic outline that can be used directly as printed, copied in longhand, or expanded from the

electronic version. It is important that all areas required in the format are completed and that the lesson plan be sufficiently clear and detailed so that another

teacher could use the plan to teach the lesson.

Rationale: Why are you teaching this particular lesson (e.g. is it part of a complex skill? Is it an essential prereading skill in reading? Is it important that

the students hear good literature?) The rationale should be a brief sentence or two and stated in words that can be easily understood by the children in the

classroom.

Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) describe what students should be able to do in each curricular subject. Your

lesson should state one or more prescribed learning outcomes, from the curricula of British Columbia, on which the objectives of this specific lesson are

based.
Instructional Objective(s): What are the specific things students will be able to do as a result of this lesson. These objectives should be consistent with

your stated prescribed learning outcome(s) (e.g. the students will be able to identify the main idea in the story. The student will be able to describe the main

idea in a paragraph of four sentences). The objectives may also include things the teacher wants to observe in the course of the lesson (e.g. to identify the

potential leaders in group discussion). Students should ensure that the instructional objectives are measured by your assessment and evaluation strategies.

Preparation: What things do you need to do before the lesson begins? (e.g. prepare a word chart.) What things do the students need to do? (e.g. read a

chapter in the novel.)

Lesson Activities

Introduction: How will you get students interested in the topic? How will you find out what they already know about the topic? Will you use an

anticipatory set (link to their experience) or advance organizers?

Body: What sequence of activities will the student experience? What will you do? What will they do? What will children do who finish early? How much time

will each activity take?

Closure: How will you close the lesson? The closing should be linked to attaining your instructional objectives.

Assessment and Evaluation: Did the students learn what you taught them? The results of the assessment should be directly related to, and tell you if,

your students were able to do the things outlined in your instructional objectives and prescribed learning outcomes. Your assessment should be as accurate as

possible and should be built into your lesson. What rubrics or structures will you use to evaluate assessment data?

Materials and Resources: List all the materials and resources that you and the students will need. Include organizational and behavioural

management strategies for their use. (Including this aspect of the lesson in planning facilitates pro-active positive classroom management.)

Extensions: How might this lesson link to previous and/or future lessons within the same curriculum area? How might knowledge, skills or attitudes from

this lesson be integrated/infused into lessons in other subject areas?

Adaptations: How could you modify the lesson so that a child with special needs could be involved? What changes could you make to the lesson for children

from different cultural backgrounds? What activities might you add to the lesson to extend and/or enrich opportunities for 'gifted' students to be challenged?

Have you planned for a variety of ways for students to demonstrate their learning? What options are ready for students who finish assignments early, or for

those who do not complete the tasks given?

Reflections: Complete the reflections section as soon as possible after teaching the lesson. What revisions would you make to the lesson? What went well?
TRAINING CLIMATE

Simply stated, ‘climate’ is what it feels like to work somewhere, how motivating that is, and consists of six clear elements;

clarity, commitment, standards, responsibility, recognition and teamwork - all of which can be measured and managed.

MEANS

Various influences in an organization that can affect the effectiveness of the formal and informal training. Although many

variables may influence the effectiveness of the training and development efforts, the organization's training climate appears to

be playing an important role.

THE ELEMENTS WHICH MAKE THE TRAINING CLIMATE ARE 

Managerial Support (MS): 

1. Supervisors give recognition and credit to those who apply new knowledge and skills to

their work.

2. Supervisors match associates’ needs for personal and professional development with

opportunities to attend training.

3. Independent and innovative thinking are encouraged by supervisors.

4. Top management expects high levels of performance at all times.

5. Top management expects continuing technical excellence and competence.

Job Support (JS): 

1. Gaining new information about ways to perform work more effectively is important in

this organization.

2. Job assignments are designed to promote personal development.

3. Learning new ways of performing work is valued in this organization.

4. Work assignments include opportunities to learn new techniques and procedures for

improving performance.

5. There is a strong belief that continuous learning is important to successful job performance.

Organizational Support (OS): 

1. There is a performance appraisal system that ties financial rewards to use of newly

acquired knowledge and skills.

2. This organization offers excellent training  programs.

3. Employees are provided with resources necessary to acquire and use new knowledge

and skills.

4. There are rewards and incentives for acquiring and using new knowledge and skills in

one’s job.

5. This organization rewards employees for using newly acquired knowledge and skills on

the job.

IF YOU DESIRE TO IMPROVE THE TRAINING CLIMATE 

IN YOUR ORGANIZATION, YOU NEED TO WORK

ON SOME OF THESE ELEMENTS .

=====================================================

ANOTHER FACTOR, WHICH NEEDS TO BE CONSIDERED

IS

HOW TO CREATE A TRAINING CLIMATE IN THE

TRAINING ROOM.

HERE ARE SOME GUIDELINES. 

1.ENABLING OBJECTIVES 

 Identify characteristics of how people learn

 Explain how groups form and develop
 Use effective presentation skills
 Introduce a presentation
 Use questioning techniques
 Summarize a presentation

2.CHARACTERISTICS OF LEARNERS 

 Require learning to be relevant

 Are highly motivated if they believe learning is relevant
 Need participation and active involvement in the learning process
 Desire a variety of learning experiences
 Desire positive feedback
 Have personal concerns and need an atmosphere of safety
 Need to be recognized as individuals with unique backgrounds, experiences and learning needs
 Must maintain their self-esteem
 Have high expectations for themselves and their trainer
 Have personal needs that must be taken into consideration
3. INVOLVING PARTICIPANTS 

 Allowing participants to provide input regarding schedules, activities and other events
 Questioning and feedback
 Brainstorming and discussions
 Hands-on work
 Group and individual projects
 Classroom activities

4.USE A VARIETY OF METHODS 

 Audiovisual aids
 Illustrated lectures
 Demonstrations
 Brainstorming
 Small group activities
 Group discussions
 Role plays and case studies
 Guest speakers

5.USE THE POSITIVE FEEDBACK 

 Give verbal praise either in front of other participants or in private

 Use positive responses during questioning
 Recognize appropriate skills while coaching
 Let the participants know how they are progressing toward achieving learning objectives

6.TREAT PARTICIPANTS AS INDIVIDUALS 

 Use participant names as often as possible

 Involve all participants as often as possible
 Treat participants with respect
 Allow participants to share information with others

7.MAINTAIN SELF-ESTEEM 

 Reinforce those practices and beliefs embodied in the course content

 Provide corrective feedback in an appropriate manner
 Provide training that adds to their sense of competence and self-esteem
 Recognize participants’ own career accomplishments

8.INDIVIDUALS BECOME GROUP 

 They share a common purpose

 They share a common experience in attending the course
 Each member’s contributions and questions are valued and respected
 An open and trusting climate develops
 The members pay attention to how they work together

9.UNDERSTAND GROUP DYNAMICS 

 Observe
  Develop increased awareness
 Discuss observations with cotrainers
 Develop options to support the group

10.TO MOVE TOWARDS LEARNING GOALS 

 Structure
 Direction
 Leadership

11.EFFECTIVE PRESENTATION SKILLS 

 Follow a plan and use trainer’s notes

 Communicate in a way that is easy to understand
 Maintain eye contact with participants
 Project your voice
 Avoid the use of slang or repetitive words, phrases or gestures
 Display enthusiasm
 Move around the room
 Use appropriate audiovisuals
 Be sure to ask both simple and more challenging questions
 Provide positive feedback
 Use participant names
 Display a positive use of humor
 Provide smooth transitions between topics
 Be an effective role model

12.PURPOSE OF INTRODUCTION 

 Capture interest
 Make participants aware of the clinical trainer’s expectations
 Help foster a positive training climate

13.INTRODUCTION TECHNIQUES 

 Reviewing the objectives

 Asking a series of questions about the topic
 Relating the topic to previously covered content
 Sharing a personal experience
 Relating the topic to real-life experiences
 Using a case study or problem-solving activity
 Using a videotape or other audiovisual aid
 Using an imaginative transparency
 Making a provocative statement
 Giving a classroom demonstration
 Using a content expert
 Using a game, role play or simulation
 Relating the topic to future work experiences

14.QUESTIONING TECHNIQUES 

 Ask a question of the entire group

 Target the question to a specific participant
  State the question, pause and then direct the question to a specific participant
 The key in asking questions is to avoid a pattern
 Use participant names during questioning
 Repeat a participant’s correct response
 Provide positive reinforcement

15.PARTICIPANTS RESPONSES 

 Use participant names during questioning

 Repeat a participant’s correct response
 Provide positive reinforcement

16. AT THE END 

*SEEK FEEDBACK, BOTH FORMAL/INFORMAL.

PEDAGOGY

IT IS -- The strategies, techniques, and approaches that teachers /trainers can use to facilitate learning.

Pedagogy is the ART or SCIENCE of being a TEACHER OR TRAINER. This is the modern interpretation. The word "PEDA"
refers to CHILDREN , which is why some like to make the distinction between pedagogy (teaching children) and
ANDRAGOGY(teaching adults). The Latin-derived word for pedagogy, EDUCATION, is much more widely used, and often the
two are used interchangeably.

Pedagogy is also sometimes referred to as the correct use of teaching strategies.

Andragogy is the art and science of helping adults learn

Andragogy is based on four crucial assumptions about the characteristics of adult learners that are different from the
assumptions about child learners . As persons mature, their self concept moves from being a dependent personality toward one
of being a self-directing human being
they accumulate a growing reservoir of experience that becomes an increasing resource for learning their readiness to learn
becomes oriented increasingly to the developmental tasks of their social roles, and their time perspective changes from one of
postponed application of knowledge to immediacy of application.

PEDAGOGY-- WHY IT MATTERS 

Needs Assessment - What learning is needed?

We change learner performance by figuring out what each learner needs and which strategies will work to unlock patterns that
have not been working. Good teachers/trainers are very good at diagnosis and the customization of instruction. They keep
checking for understanding and they keep searching for the intervention that will enable each learner to succeed. They do
everything possible to give learners good reasons and they view each and every dropout as a personal failure. They don't shrug
off dropouts as a minor issue. .

Professional Growth - How can I improve my teaching/training?

Effective teachers/trainers cannot afford to rest or coast for very long because the learners have a way of bringing a remarkable
new set of challenges into the classroom each day. What worked with some learners last year may fail this year. A
teacher/trainer who stops adding to her or his repertoire of effective strategies is too much like a knife grown dull for lack of
sharpening.

Classroom Culture - How do I cultivate the class culture for learning?

While the importance of emotions and the social aspects of learning are rarely addressed by factory-style reformers, these
aspects of classroom life are crucial. If a teacher /trainer does not create a culture that is safe, comfortable, encouraging and
supportive, learning may not occur. The art of teaching/training includes the nurturing of group norms that allow learning to
thrive. The science of teaching/training is less effective at reducing fears, freeing dreams and inspiring even
disadvantaged students to reach for stars.

Strategy - How do I teach to maximize results?

Effective teachers/trainers possess rich repertoires of instructional moves and techniques. They devote time to matching
strategy to situation. But they also understand the trial-and-error aspects of helping learners untangle patterns of failure and
frustration. It is not a purely scientific process, as even great scientists like Marie Curie sometimes made great discoveries
partially by accident (serendipity) and partially by perseverance over thousands of trials and tries. Strong teachers/trainers
make sure their efforts to match technique to learners are guided by intuition, empathy and some of the softer aspects of human
knowing.

Resource Management - How do I make do with what we have?

Shortages of resources are endemic in many classrooms and are often worse in poorly performing institutions . Time is always
in short supply. But there are many other important resources that can frustrate a teacher's/trainer's good intentions. These
may range from decent, current texts to paper, chalk, adequate heat and insulation from noise. The institutions may be short on
leadership. Morale may be low because of outside threats, and bad local press coverage. But good teachers/trainers learn to
make good things happen for learners despite these shortages, distractions or threats.

Problem Solving - What could go wrong and how do I cope?

Life in classrooms is ripe with surprises, but not all of these surprises need to stall forward progress. Smart teachers/trainers try
to anticipate what might go wrong and have backup plans ready just in case. If the computer network suddenly freezes and a
lesson requiring Internet access is suddenly blocked, the teacher/trainer immediately asks learners to brainstorm questions to
pursue once the network recovers. No problem.

Orchestration - How do I orchestrate all the different aspects of pedagogy?

Some classrooms actually hum with a purposeful, productive energy. The teacher/trainer of such classes knows how to combine
all of the elements of pedagogy mentioned here so that harmony, resonance and synergy result. Sports psychologists write of the
ZONE champion athletes enter that makes remarkable performance possible. The same happens in classrooms when
teachers/trainers are well schooled in pedagogy. They create a classroom ZONE that makes remarkable performance likely.
Once you have a list of job tasks that can be taught and learned in 1/2 hour (see the
September Tip of the Month), you are ready to develop the content for the training
modules. Training modules are the heart and soul of a structured on-the-job
training (OJT) program. Without them, even the best trainers flounder. Training
modules have several purposes:

 serve as a guide for the trainer

 serve as a guide and later reference for trainees
 document procedures and best practices
 provide ready-made checklists for performance evaluation
 shorten the time to competency
 standardize task accomplishment
 represent employee input and ownership
 provide content for e-learning applications

The content for training modules should be developed by a team of employees who
do the job on a regular basis. Having teams create the material speeds up the
process dramatically and ensures buy-in from the people who will be most
affected. Ideally, the team should consist of employees who are subject matter
experts, those workers who are knowledgeable in the job but not experts yet, as
well as trainees or newcomers who do not know the job. Trainees play the vital
role of "devil's advocate" by asking questions - the meaning of acronyms that are
unfamiliar, names and location of equipment or tools, etc. With this diverse group,
you will be sure to develop the training at just the right level for trainees. When
subject matter experts alone develop the training material, it may be "over the
heads" of most trainees or may leave out important information that the trainee
might not feel comfortable questioning in a training situation.
A simple two-column format like the sample worksheet at the end of this document
works very well for most job tasks. Once you get the team organized, schedule a
meeting and get started. Meeting times of one to two hours are recommended.
Once up and running, teams can produce 2 to 4 modules per hour.

Training Module Design

Training Modules are:

 Individualized: 
Training Needs Assessments can be designed, administered and implemented to create the module for you!

 Congruent: 
Learning objectives are matched to organizational objectives and values.

 Integrative: 
Training is designed to have the highest potential for acceptance due to our goal of understanding the power of your
company culture and its impact on change.

 Flexible: 
Diverse learning styles are acknowledged and targeted.

 Respectful: 
Diversity is honored and integral to all our workshops.

 Accountable: 
Evaluative tools for all of our workshops are provided.

 Foresighted: 
Recommendations for continuing the learning process are provided since we know that workshop learning is easily
lost after participants leave a room.

Executive development

The Broad Advantage

Whether you are an organization looking to enhance your team's professional skills or an individual striving to gain a
competitive edge, look no further than Michigan State University. The executive education and corporate learning programs of
the Eli Broad Graduate School of Management provide immense, long-lasting value to more than 2,000 professionals each
year.

If you're ready to drive your career or your organization to the next level, the Broad School can help. Take a look at some of the
valuable benefits our powerful programs have to offer:
Thought leadership
Learn from influential leaders in management, leadership, strategy, entrepreneurship, marketing, sales engagement, decision-
making, finance, information systems and supply chain management across a large range of business sectors.
Instructional excellence
Engage in meaningful, masterfully-delivered discussions with our world class faculty in a challenging, yet non-threatening
environment.
Knowledge access
Tap into the power of a leading research university with a diverse portfolio of cutting-edge research and a first-rate faculty.
Global reach
Gain access to our global partners and resources to further enhance your learning experience.
Practical orientation
Learn how to apply your new-found knowledge to the real world through practical, hands-on activities and projects designed to
establish tangible take-aways for you and your organization.
Learning environment
Experience a superior learning environment where your every need and concern will be addressed.
Best of both worlds
We provide access to the vast resources you would expect from a major research university, yet we also create a close-knit
learning environment tailored to fit your needs. Whether you face individual or organizational challenges and opportunities, the
Broad School is the solution.

Executive development Program (EDP) is one such program. With Human resource making a
move from a welfare department to a strategic partner, more and more companies are
undertaking this program. We at Career Solutions provide you the opportunity of developing
a specific EDP for your company. There are four major steps to be covered during the EDP-
1) Problem Assessment: the experts along with the concerned employees and CEO shall
begin with an assessment of the company’s current problem and owner’s plans of the future.
2) Management Audit and Appraisal: there shall be regular feedback sessions to check as to
whether we are reaching where we are supposed to reach. 3) Analysis of Development
Needs: here the problem that has been uncovered shall be tried to and remedied via a
development program. 4) Identify Replacement needs: the assessment may uncover a need to
recruit and select new management talent. The format of EDP will vary with company’s size
and nature of operation so as to provide optimum result.

Succession Planning is a corporate favourite these days but to make it really beneficial and
not just a passing flavour, help of professionals is needed. Career Solutions also provides you
with the option of helping you, your company’s heir is a much more objective and rational
manner. A continuous interaction with our experts shall enable you to pick the Best Person
who then shall take the baton from your hands and march towards the Future. Performance
Planning and Development Process

Target Audience:
This program targets WSU executives (vice presidents, associate vice presidents, and
assistant vice presidents).
Program Focus:

Leading with Vision 

Achieving Alignment between university strategy and day-to-day activities of
schools/colleges/divisions 
Role of Leadership 
Overview of the Process 
Setting SMART Goals 
Making Vision a Reality 
Communicate and Support Vision 
Implement Vision 
Preparing for and Holding the Three Conversations 
Supporting the Process 
Coaching and Mentoring for Results
Duration:

Approximately 16 Hrs.
Delivery Method:

Blended (instructor-led and e-Learning).

Program Schedule:

Fall (Initial Planning) 

Winter (Interim Planning) 
Summer (Final Review Planning)

  

-Top-

 Navigating Through Change

Target Audience:
Executive leaders – will learn how to recognize their own reactions to change, as well as
develop strategies for moving themselves and others through the change.
Program Focus:
 How to Achieve Greater Focus (The onset of change can be disorienting. The skills of this
approach will help leaders and subsequently their employees gain focus by helping them to
sharpen their sense of direction and experience greater control). 
How to Heighten Trust (Almost always the first thing to suffer during change is the
employees’ trust in an organization. Leaders will learn how to foster trust and establish
credibility in the process). 
How to Increase Productivity (Change and low morale directly affect productivity. The
methods taught in this portion will illustrate the significance of focusing on key tasks and
demonstrate the best way to move the change forward). 
Achieving Greater Involvement (Change tends to foster the perception of helplessness,
which then translates into victimization. The outcomes of this process focus on teaching
leaders how to help their staff to build a sense of control). 
Renewed Sense of Direction (This portion will help leaders help their organizations regain a
sense of direction and movement toward their goals). 
Process Oriented (This approach to change focuses on key skills of change leadership and
provides processes to implement these skills). 
Duration:

Approximately 16 Hrs.  
Delivery Method:

 The format of the process allows flexibility of delivery, and will be tailored to focus
on WSU’s individual change situation.
Program Schedule:

 Annual-Fall Term

 
  

   

-Top-

Crucial Conversations

Target Audience:
 Executives (Vice Presidents, Associate Vice Presidents, Assistant Vice Presidents)
Program Focus:

The communication skills needed to handle difficult and important conversations 

How to say what's on your mind, and achieve positive outcomes. 
How to:

Make it safe to talk about just about anything 

Be persuasive, not abrasive 
Turn crucial conversations into the action and results wanted 
 
Duration:

 Approximately 16 Hrs.
Delivery Method:

Instructor-led 
Spaced learning (conducted over a two day period) 
Integrates the best of high-tech digital technology with high-touch group dynamics.
Program Schedule:

 Annual-Winter Term

 
  

-Top-

Crucial Confrontations: Tools for Resolving Broken Promises, Violated

Expectations and Bad Behavior

Target Audience:
Executives (Vice Presidents, Associate Vice Presidents, Assistant Vice Presidents) 
Program Focus:

Principles that are needed to handle crucial performance conversations - principles that if
practiced will yield major improvements in areas like productivity, quality, diversity, change
management, and personal relationships. 
Skills needed for addressing problems associated with unmet performance expectations
(broken rules, missed deadlines or when individuals fail to live up to commitments or
behaved badly or they do not perform). 

Note: Perquisite for this training is Crucial Conversations or as a stand alone course it is 16
hours of training.
Duration:

Approximately 8 Hours
Delivery Method:

Instructor-led 
Spaced learning (conducted over a two day period) 
Integrates the best of high-tech digital technology with high-touch group dynamics.
Program Schedule:

 Annual-Winter Term

   

-Top-

 Managing Within the Law

Target Audience:
 Executives (Vice Presidents, Associate Vice Presidents, Assistant Vice Presidents)
Program Focus:

Office of the General Counsel

When to seek legal help 

How to deal with attorneys 
The office of the General Counsel as advisor to individuals 
 What is “the Law” Which Applies to WSU?

 
Federal, State, Board of Governors 
constitution, legislation and common law 

The Law and Personnel

Compliance with Collective Bargaining Agreements 

Discharges Allegedly Not for Proper “Cause” and “Negligent Evaluation” 
Discrimination (including sexual harassment) 
Hiring 

Liability and Indemnification 

Technology: Patents, Copyright, Software

Creation 
Piracy 

Students

Academic Appeals, Academic Dishonesty, Discipline, Psychological Emergency 

Contractual Rights 
Affirmative Action 
Students with Disabilities 
Responsibilities of Students and Faculty 
Family Educational Rights and Privacy Act of 1974 (FERPA) 

Conflict of Interest and Consulting 

Contracts 
Negligence
Duration:

Approximately 2.5 Hours  

Delivery Method:

 Instructor-led
Program Schedule:

Fall 
Winter 

 
  

   

   

-Top-

 
 Luminary Series

Target Audience:
 Executives (Vice Presidents, Associate Vice Presidents, Assistant Vice Presidents)
Program Focus:

Leadership 
Maximizing Executive Impact Through Coaching 
Leadership and Management 
Talent Management 
Execution/Results-Driven Leader 
Duration:

 Approximately 8 Hours
Delivery Method:

 Multiple medias (lectures, teleconferencing, etc).

Program Schedule:

Fall 
Winter

   

-Top-
 

 Orientation Process

Target Audience:
 Executives (Vice Presidents, Associate Vice Presidents, Assistant Vice Presidents)
Program Focus:

Benefit Package 
Strategic Plan 
Organizational Structure 
Role and Responsibilities 
Elements of WSU Orientation Process 
Customer Service Plan 
Assigned Personnel 
Budget & Financial Responsibilities 
 WSU Policies 
Professional Development Plan 
Duration:

 Approximately one to three months 

Delivery Method:

WBT 
Instructor-led 
Assigned Mentor
Program Schedule:

Monthly (Element One) 

Element Two – TBD via S/C/D 
Element Three – Quarterly 
Element Four - Ongoing

 
  

    

-Top-

 Administrative Systems (Banner) 

Target Audience:
 Executives (Vice Presidents, Associate Vice Presidents, Assistant Vice Presidents)
Program Focus:

Overview of FMS, RAPP and System Reports 

Overview of HRMS and System Reports 
Overview of Student and System Reports 
Overview of Alumni and System Reports 
Overview of Pipeline and Self Service 
Overview of Web Time Entry 
Duration:

 One hour for each system

Delivery Method:

See Business Process Training 

Program Schedule:

TBD 

 
  

-Top-

 Workforce Planning

Target Audience:
Executives (Vice Presidents, Associate Vice Presidents, Assistant Vice Presidents) 
Program Focus:

TBD 
Duration:

TBD

Delivery Method:

TBD 
Program Schedule:

TBD 

Executive development is the whole of activities aimed at developing the skills and competencies of those that (will) have

executive positions in organisations. While "executive" and "manager" and "leader" are often used interchangeably, "executive"

is commonly used to signify the top 5% to 10% of the organization. Similarly, "development" and "training" and "education" are

often used as synonyms, however "development" is generally seen as the more encompassing of the three in terms of activities

that build skills and competencies.

While it is typical to find organizations that have dedicated corporate training & development people and processes, it is not

always the case that an organization will have a dedicated executive development set of activities. In some organizations
(typically large multi-nationals), there is a separate executive development team, in other organizations executive development

is handled as one of many activities by the larger corporate training group, and in yet other scenarios there is no executive

development activity to speak of.

In contrast to other corporate training & development activities, which have as their core purpose to build tactical skills for

employees, executive development plays a different role for the organization. Indeed some executive development is

conducted for the purpose of building tactical skills (sometimes referred to as "hard skills" such as business fundamentals-

finance, marketing, operations and also "soft skills" such as communication and team building), yet executive development is

also used to evaluate future potential future executives as well as a mechanism for the CEO and the executive team to cascade

their strategies, goals, and even elements of the culture to the rest of the management team and ultimately the organization. In

the best of cases, executive development not only helps an organization execute its key strategies, it can also help provide

input to the strategy creation process. In this way, executive development is much more strategic than typical corporate training

& development which is used for most employees of an organization.

Philosophies and Practices There is a wide range of practices in the field of executive development today. On one hand,

there are organizations that have for many years, if not decades, had very thorough executive development functions that

conduct a wide variety of high profile and highly regarded set of activities (GE’s Crotonville is the classic example). On the other

end of the spectrum, there are some organizations that have curtailed many of the executive development activities and

spending in the wake of the economic crisis of 2008/2009. As one looks across different companies, and against the backdrop

of different periods, there exists a wide variety of executive development activity.

As well, the main philosophy of executive development is quite different depending on the organization. For some, the

development process has and continues to play a very strategic role in the organization- is it with and through executive

development activities that organizational strategies are formed, communicated, and reinforced with senior management. In

other organizations, development of executives is seen as an inherently positive activity, which akin to insurance, is probably

better to have than not. In organizations where development has not had an opportunity to prove its value, it may be seen as a

waste of time and rarely something that the organization commits its leaders’ precious time toward.

Reporting & Structure Most often the executive development function reports into the head of Talent Management, the head

of HR, or into the Chief Learning Officer (CLO). In rare cases, it reports into an operating executive (i.e. COO). Executive

development can be very effective under any reporting structure – what is key is executive level sponsorship and access to

senior line leaders who can help ensure development is aligned with and supports the company’s strategy.

Most often, the head of executive development will have additional resources working along side him/her. These may be in the

form of direct reports, and/or HR business partners and shared resources in the Talent Management function. While the

majority of executive development professionals are the more senior talent management professionals in the organization

(based on expertise, education such as graduate degree, and tenure), in some cases and perhaps more frequently

organizations are putting “outsiders” in charge of executive development who have not spent the bulk of their career in Talent

Management or Human Resources (some examples include CBS Corporation and the U.S. Navy). Among the reasons for this

are to bring a fresh perspective into the role and to bring strategy and operational expertise into the function. On the supplier
side, there exists a rich ecosystem of development professionals; essentially any part of the executive development process

can be procured from an outside firm or set of individual consultants and coaches.

Primary Activities Executive Development activities generally fall into two broad categories: Assessment and Development as

outlined below.

Assessment:

• Capability Requirements – Provide input into the organization’s strategy formulation process by identifying what is required of

executives from a capability perspective

• Capability Assessment – Measure existing capabilities against required capabilities

• Gap Analysis – Identify gap between requirements and current assessment, with an eye toward what capabilities cab be

“built” (development) vs. “bought” external hiring

Development:

•Segment executive population– Create groupings of executives, by level, geography, business unit, or other affiliation (C-suite

track, high potential’s, critical roles etc.)

•Architect – Create development activities and experiences for the different segmentations

•Deliver – Coordinate across the ecosystem of internal and external partners to deliver development experiences and manage

execution of executive development initiatives, etc.

•Measure & Refine – Conduct post activity ROI (typically Kirkpatrick Level I-IV), make course corrections, summarize and

report results

Some of the adjacent Talent Management activities that executive development may have involvement with include the

succession planning process (typically not CEO or CEO -1, but below), executive onboarding (ideally both external hiring and

internal changes), structuring on the job developmental assignments, and working with alumni of development programs, and

alumni of the organization.

Developmental Options Executive development professionals have a wide variety of activities they can choose to deploy

including in order of most commonly found: •OTJ (On the job) stretch assignments, line and staff roles, rotational assignments

•Executive coaching •Mentoring •Custom workshops and activities •Action learning •Business school open enrollment courses

•Online courses and resources

Best Practices The following are a set of best practices most often found in organizations that have long standing

development activities which are highly regarded in and outside of the organization.
•Articulate a clear and compelling vision – Leaders have many competing priorities, and need a compelling set of reasons to

support development activities. The development team needs to build a compelling case and consistent themes across its

development strategy.

•Build support across key sponsors - Executive development professionals need to have a deep set of contacts both inside of

the organization and across many functions and outside with thought leaders and experts. Many organizations have found that

Advisory Boards, which seek to create a formal process of soliciting the input from stakeholders as highly effective.

Relationships with internal executives, who are increasingly used as “faculty” to delivery development, are important to nurture.

A strong professional network is the “currency” of the development professional.

•Ground development in business challenges – When in doubt, development that is rooted in solving current and significant

business challenges will always prevail over development that is designed to round out a leader or a group of professionals.

•Shorten the timeline – Especially in light of budget cutbacks that are all too common in organizations today, it is important that

development is focused on solving current operating cycle issues and challenges. Development plans that span many quarters

risk never being fully implemented.

•Market successes – Successful development professionals, like any other professionals in the organization, are quite good at

highlighting their impact for the organization and making sure to create “buzz” for their work and activities. Whether through

formal ROI studies or informal anecdotal reviews that are circulated to strategic individuals, it is key to promote success.

Executive Development 2.0 Below are key factors that are impacting the field of executive development:

•Time frame – The speed with which organizations need to revise strategies, launch new products and services, expand their

global footprint, etc. continues to accelerate; more rapid means of enabling the organization and its leaders to make these

changes are required from the development function.

•Share of mind – Executives are incredibly taxed with an increasing set of responsibilities; mid-level management has been

reduced and the number of stakeholders (community, environment, government, etc.) has increased, all putting incredible

pressure on leaders. Development that is not of immediate value risks elimination.

•Budget – The current economic situation has put great pressure on all expenses across the organization, executive

development is no exception. Centralized development budgets are all targets, while certain activities such as executive

coaching that may be paid out of a business unit budget may be more insulated from cutbacks.

•“Bottom line” HR – As many organizations have become more results oriented and quantitative for all support functions, there

is increased pressure for HR and all of its components to “raise its game” and prove in business terms its impact.

These factors are creating a new operating context for executive development professionals. In response to this new

environment, The Institute of Executive Development has articulated a vision of what Executive Development 2.0 will look like:

•The purpose of the function is to drive the organizational strategy (not solely build skills) •The content will be based on current

business imperatives •The timeline is focused on the immediate 12 months, not longer •The format will include more on the job
and action learning (vs. formal workshops and programs) •The audience will include stakeholders such as customers and

partners •The budget will be measured more in terms of investment of executive’s time (vs. funds)

While executive development continues to become enriched by many approaches, one approach, adult development and its

subfield Positive Adult Development is beginning to create opportunities for what has been essentially reserved for academic

research to become an increasing part of executive practices.