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Negative reinforcement also strengthen a behavior and refers to a situation whena negative condition is stopped or avoided as a consequence of the behavior.Punishment, on the other hand, weakens a behavior because a negative conditionis introduced or experienced as a consequence of the behavior and teaches theindividual not to repeat the behavior which was negatively reinforced. A set of

conditions is created which are designed to eliminate behaviorFacilitation theory (the humanist approach)

Carl Rogers and others have developed the theory of facilitative learning. The basic premise of this theory is that learning will occur by the educator acting as afacilitator, that is by establishing an atmosphere in which learners feelcomfortable to consider new ideas and are not threatened by external factors(Laird 1985.)

Other characteristics of this theory include:

a belief that human beings have a natural eagerness to learn, there is some resistance to, and unpleasant consequences of, giving up

what is currently held to be true, the most significant learning involves changing one's concept of oneself.

Learners:

are encouraged to take responsibility for their own learning, provide much of the input for the learning which occurs through their

insights and experiences, are encouraged to consider that the most valuable evaluation is self-

evaluation and that learning needs to focus on factors that contribute tosolving significant problems or achieving significant results.

Experiential learning

Kolb proposed a four-stage learning process with a model that is often referred toin describing experiential learning (McGill & Beaty 1995). The process can beginat any of the stages and is continuous, ie there is no limit to the number of cycles you can make in a learning situation. This theory asserts that without reflection we would simply continue to repeat our mistakes. The experiential learning cycle:

Kolb's research found that people learn in four ways with the likelihood of developing one mode of learning more than another. As shown in the'experiential learning cycle' model above, learning is:

through concrete experience through observation and reflection through abstract conceptualization through active experimentation

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Q. No. 01

(b) Discuss application of the learning cycle and learning styles with examples?

The learning cycle A three-part model of scientific inquiry that encourages students to develop theirown understanding of a scientific concept, explore and deepen thatunderstanding, and then apply the concept to new situations.

The learning cycle is a model of instruction based on scientific inquiry. Thismodel encourages students to develop their own understanding of a scientificconcept, explore and deepen that understanding, and then apply the concept tonew situations.

Exploration

In the first phase, students work on their own or in small groups to explorescientific phenomena, manipulate materials, and attempt to solve problems. Theteacher acts as facilitator, posing questions and providing assistance as needed.Students have the opportunity to develop their own hypotheses and to test themthrough a hands-on experiment or observation.

Concept development

In the second phase of the learning cycle, the teacher leads the students throughthe introduction and development of the scientific concepts central to the lesson.The students may begin by sharing their observations and ideas from theexploration phase. The teacher may then use written or audio-visual materials todevelop the concept and introduce relevant vocabulary.

Concept application

The teacher now poses a new problem or situation for the students to solve basedon their initial exploration and on the concepts they refined in the second phase. As in the first phase, the students work individually or in small groups while theteacher acts as facilitator. The learning cycle may then begin again, as thesehands-on activities become the starting point for the exploration anddevelopment of a related concept.

A. Engagement:Engagement is a time when the teacher is on center stage. The teacher poses theproblem, pre-assesses the students, helps students make connections, andinforms students about where they are heading.

The purpose of engagement is to:

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Focus students' attention on the topic. Pre-assess what students' prior knowledge. Inform the students about the lesson's objective(s).

B. Exploration:

Evaluation of Exploration: In this portion of the learning cycle the evaluationshould primarily focus on process, i.e., on the students' data collection, ratherthan the product of the students' data collection. Teachers ask themselvesquestions such as the following:

How well are the students collecting data? Are they carrying out the procedures correctly? How do they record the data? Is it in a logical form or is it haphazard?

C. Explanation:In this phase of the process, students use the data they have collected to solve theproblem and report what they did and try to figure out the answer to the problemthat was presented. The teacher also introduces new vocabulary, phrases orsentences to label what the students have already figured out.

Evaluation of Explanation: Evaluation here focuses on the process the studentsare using -- how well can students use the information they've collected, plus what they already knew to come up with new ideas? Using questions, the teachercan assess the students' comprehension of the new vocabulary and new concepts.

D. Elaboration: The teacher gives students new information that extends what they have beenlearning in the earlier parts of the learning cycle. At this stage the teacher alsoposes problems that students solve by applying what they have learned. Theproblems include both examples and non-examples.

Evaluation of Elaboration: The evaluation that occurs during elaboration is whatteachers usually think of as evaluation. Sometimes teachers equate evaluation with "the test at the end of the chapter." When teachers have the students do theapplication problems as part of elaboration, these application problems are "thetest."

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Overview of Learning Styles

Many people recognize that each personprefers different learning styles andtechniques. Learning styles group common

ways that people learn. Everyone has a mixof learning styles. Some people may find thatthey have a dominant style of learning, withfar less use of the other styles. Others may find that they use different styles in differentcircumstances. There is no right mix. Norare your styles fixed. You can develop ability in less dominant styles, as well as furtherdevelop styles that you already use well.

By recognizing and understanding our own learning styles, we can use techniques better suited to us. This improves the speed and quality of your learning.

The learning styles are:

Visual (spatial) . You prefer using pictures, images, and spatialunderstanding.

Aural (auditory-musical) . You prefer using sound and music. Verbal (linguistic) . You prefer using words, both in speech and writing. Physical (kinesthetic) . You prefer using your body, hands and sense of

touch. Logical (mathematical) . You prefer using logic, reasoning and systems. Social (interpersonal) . You prefer to learn in groups or with other

people. Solitary (intrapersonal) . You prefer to work alone and use self-study.

Why Learning Styles? Understand the basis of learning styles.

Your learning styles have more influence than you may realize. Your preferredstyles guide the way you learn. They also change the way you internally representexperiences, the way you recall information, and even the words you choose. Weexplore more of these features in this chapter.

Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn.Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. For example:

Visual. The occipital lobes at the back of the brain manage the visualsense. Both the occipital and parietal lobes manage spatial orientation.

Aural. The temporal lobes handle aural content. The right temporal lobeis especially important for music.

Verbal. The temporal and frontal lobes, especially two specialized areascalled Brocas and Wernickes areas (in the left hemisphere of these twolobes).

Physical. The cerebellum and the motor cortex (at the back of the frontallobe) handle much of our physical movement.

Logical. The parietal lobes, especially the left side, drive our logicalthinking.

Social. The frontal and temporal lobes handle much of our socialactivities. The limbic system (not shown apart from the hippocampus) alsoinfluences both the social and solitary styles. The limbic system has a lot todo with emotions, moods and aggression.

Solitary. The frontal and parietal lobes, and the limbic system, are alsoactive with this style.

Q. No. 02:

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(a) State the general concepts and dimensions for training needsassessment?

A needs assessment is a systematic investigation of an audience(s) to

identify aspects of individual knowledge, skill, interest, attitude and/or abilitiesrelevant to a particular issue, organizational goal, or objective.

Too often people consider only one solution (a want) and discuss it as a need, when in truth what they really need will not be addressed. Effective questioningcan reveal the need behind the want. However it is important to remember thatthe want is often the best solution. Two things to remember:

Needs are gaps the space between what currently exists and what shouldexist.

Wants are solutions a proposed means to filling the gap.

Examples of Wants

I want to hire a budget analyst

I want to learn more aboutsocial marketing

I want a tool to help me writemetadata

Examples of Needs

I need to do more accurate budget projections

I need to increase theeffectiveness of the educationprograms

I need to accurately documentmy scientific data

The objectives of a needs assessment define what the needs assessment willachieve and provide a more complete understanding of the problem to beaddressed. Examples of some appropriate objectives are listed below:

Identify existing degree of knowledge, skills, and the attitudinalcharacteristics surrounding a particular issue or topical area. In order todevelop a relevant program, it is critical to determine currentunderstanding of an issue from the participants perspective, not from what the participant is thought to believe, or to be able to do.

Identify motivations and conditions that contribute to an individualsdegree of interest in an issue and ability to access or purchase the finalproduct or training course.

Solicit opinions about content, functionality, etc. in order to draw participants into the design process, and build interest and activeparticipation in the product, service, or training.

Needs assessments can be either single organization or multi-individual. This isthe type of needs assessment done to discover the needs within your ownorganization. Examples of single organization assessments include new employeeorientation, safety issues, customer complaints, and new software needs.

Single Organization assessments:

Are often done through the human resource office although sometimescontracted out to training organizations

Focus on internal needs of an organization Focus on internal needs and are therefore not necessarily associated with

market analysis Are initiated in response to a change or perceived problem Are the most common type of needs assessment

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Multi-Individual assessments

Use results of market analysis to further refine training needs and wants of specific target audiences

Are a program development tool to guide development and design of

products and services Audiences are targeted based on needs perceived by organizationsproviding products, services, and training

Training Needs Assessment

Making sure your team is properly trained

So the members of your team haven't got the skills they need if they're to performat their best, and people are coming at you from all directions with courses they want to go on. How do you identify the training that people really need, make best use of a worryingly small training budget, and negotiate for more money where you need it? This is where a well-conducted Training Needs Assessmentcan be a useful tool.

When you're designing any training and development program, you really need toknow the fundamentals (who, what, why, how, where and when) before youarrange the training:

What training is needed? Who needs it? Why is the training important? How will the training be delivered?

A Training Needs Assessment or a Training Needs Analysis is a good, structured way of doing this. It identifies the training that will successfully address any identified skill deficits. It does this by surveying the skills that employees already have and those that they need, and it helps you think about how to deliver theright training at the right time.

By looking at existing skills and competencies compared to the skills required tomeet organizational needs, you make an informed estimate of the training thathas to be delivered. From that point you can confidently develop a trainingprogram that addresses organizational objectives, and ties into the strategicdirection of the company.

Understood in this way, you can see that Training Needs Assessment is muchmore than simple data gathering. Rather, it is a process that starts with gatheringdata and ends with a training plan.

Q. No. 02

(b) What are the major tools and techniques used fortraining needs assessment?

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Training needs assessment can be as simple as asking an employee what they'dlike to be able to do better to as complex as developing an individualized trainingplan for every employee. Learn how to select appropriate training needsassessment approaches and tools. Training needs assessment is a tool that helps

you create a superior workforce.Performing a Training Needs Assessment or Training Audit will help you

develop an overall plan and training programs to meet specific user needs.Objectives of a Training Needs Assessment can range from: 1) understanding how the training will be applied by users to 2) determining current skill levels to 3)learning users expectations of training outcomes. This knowledge will enable youto define attributes of the training program to meet specific user requirements. Attributes that need to be defined include:

Audience,Format,Length,Technical specifications,Cost, andPurpose or optimum use

Observation

A Needs Assessment can be an informal assessment based on observations. Forexample, observing how clients use a workstation in the Information Center andkeeping track of their requests for assistance with the product can be the firststep to understanding what training would make the product easier to use. If thequestions center around mechanics of the service, your approach to training will be different than if the questions are more focused on content.

Patterns observed with particular user groups or when retrieving certain types of information can also point out training needs. If persons in the marketing groupconsistently ask about retrieving certain types of information, there may be aneed for training in this application. The more you observe user interaction withan information product/service, the better you will be able to target training toneeds of the user.

Surveys

Needs Assessments can also take the form of written surveys or web-basedsurveys. Data about training needs collected from a structured, standardizedsurvey instrument can serve as justification for building a training program. Thesurvey data serves as a baseline from which to benchmark progress in the future,and may provide baseline data for measuring ROI (return on investment).

Training Needs Assessment surveys should always be developed around businessreasons for implementing the information service. Remember that information vendors are your partners, and you may be able to take advantage of their

experience with launching products in other companies. Some have trainingtemplates, including needs analysis surveys, which they will allow you to modify and use in your organization.

If an information service such as Dow Jones Interactive is being launched toprovide users with ready access to news on competitors, the following simplesurvey questions could be used to determine where to focus the training.

Searching for Company InformationSkills Checklist

Very Need to

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Application Proficient

Proficient

Know More

Finding a company using company nameFinding a company using ticker symbolsSearching for basic financials on a company

Tracking stock performance of a company Comparing a company to others in an industry Retrieving investment analyst reportsMonitoring news about a company Other:

Name: Department: Phone:

Focus Groups and Interviews

The advantage of conducting focus groups and/or interviews is that you will getqualitative feedback from users. These insights into how users would like to beable to use information products/services as well as real or perceived barriers touse can help you further shape the training program to bring the maximum benefit to persons being trained.

In preparation for leading a focus group, create a list of questions that you would like to have the participants discuss. Market researchers in yourorganization (or vendors or outside facilitators) can give you pointers aboutphrasing the questions to obtain the feedback you need, about capturing data,

and reporting outcomes.

Standard Nominal Group Technique

Orientation (5 minutes): Group leader welcomes participants and explains what each will be doing during the meeting. Leader also explains how theinformation gathered in the meeting will be used, and stresses the importance of everyone*s contribution.

Written individual responses (15 min): Leader reads the written needsassessment question that has been posted. Participants are asked to write each

idea on a 3 x 5 card in brief phrases or statements, working silently andindependently.

Individual feedback (transcriber/recorder uses newsprint on flipchart at thefront): Each participant gives the leader one card with one idea, with nodiscussion. The transcriber (or the leader) numbers each idea and writes it on theflipchart or newsprint. If a new idea occurs to participants they may write it on acard and turn in to the leader as part of the regular process. This continues untilall items have been written down, and there are no new ideas.

Group discussion of feedback (15 min.): The leader points to the first idea,reads it out loud, and asks the group if there are any questions, statements of clarification, or statements of agreement or disagreement anyone would like tomake. The object of this is to clarify, not persuade. Duplicates can be eliminated.If new ideas occur to someone, they can be added to the list. The leader makessure this entire process is done quickly so all items can be discussed.

Vote tally (5 min.): Leader collects all the cards. The transcriber uses a tally sheet to record and tabulate results. Recorder shares results with group.

Group discussion (10 min.): Discussion to clarify any questions. Members may change votes.

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Plenary session feedback (1 hr and 20 mm): All the small groups convene inone setting. Final votes from each group are reported to the entire audience.

(c) Techniques for assessing organizational needs.

Organizations today, stressed by enormous competitive pressures, often jumpinto action before stepping back and analyzing exactly what action is mostappropriate. This translates into programs and human resource systems designedand delivered by crisis management, often without integration with otherorganizational activities.

In each of these examples, a needs assessment is a cost-effective approachto minimize the likelihood of misspent resources and of inappropriate solutions.It also tends to expand the number of techniques used to gather information andreduce dependence on one or two favorite strategies. Thus, it is essential to use a variety of diagnostic tools for assessing organizational development or trainingand development needs.

The ProcessUnderstanding the Situation Defining objectives, people impacted, and tasks Developing agendas, sample questions

Collecting informationUsing information from only a few sources may restrict the range of alternativesconsidered as well as mislead. For this reason we generally use a variety of methods, often including: Identification of sources of data Review of existing data Data collection techniques, such as interviews, questionnaires, small and largegroup meetings, committees, focus groups, and observations

Analyzing the Data A variety of quantitative methods are generally used in data collection andanalysis. Forexample, data can be rank-ordered in terms of priority, interest, etc. so theresponses between participating groups (such as departments or divisions) can be compared. In determining organizational priorities, for example, there may beareas of common need as well as areas of disparate need, even within a singledivision.

Planning the ImplementationOften, recommendations coming out of a needs analysis process form the basis of botha short- and long-term plan. The data collected is analyzed to prioritize needs andcreate an implementation plan. Generally, we do this prioritization in severalsteps:1. Rank ordering data by importance, desirability, frequency selected, etc.2. Presentation of ranked data and preliminary conclusions to one or more

representative groups able to weigh all the information, assess relativeimportance and priority, and come to consensus. This process is a . ne-tuning of the results and leads to step three.

3. Incorporating recommended modifications and revisions.

Q. No. 03

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(a) Describe the main elements of program design withexamples.

Several basic Needs Assessment techniques include:

direct observation questionnaires consultation with persons in key positions, and/or with specific knowledge review of relevant literature interviews focus groups tests records & report studies work samples

Learning Needs Analysis

Learning needs analyses are undertaken in industry and business to determinethe gap between the existing skills, knowledge and abilities of staff and those thatare needed for the organization to function at the desired level. Once this gap isdetermined, decisions can be taken as to the type of training required (if this isthe preferred action) and the form of delivery

Why conduct a learning needs analysis?

A learning needs analysis will help:

Identify what skills and knowledge the learners already haveHighlight skills/knowledge/competencies that need developing

Identify clearly what students wish to achieve

Outline and define expectations and goals

Establish need and demand for the course you have in mind

Determine what can realistically be achieved given the available resources

Identify any obstacles or difficulties which may arise

Increase the sense of ownership and involvement of the studentsProvide information about your student group - know your audience

Achieve a correct fit between the provider and student, i.e., the course matchesstudent needs and expectations

Identify the content that best suits students needs

Determine what is the most appropriate delivery format - class based, online ora mix of these and other formats

Determine what skill set and knowledge base is required of the tutor

Develop a budget and cost benefit analysisEstablish when is the most suitable time to deliver the programme and over what time frame

Ascertain the most suitable evaluation mechanisms

Outline what results can be expected and if/how these can be measured

Program objective

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Definition

A program objective is a specific and usually quantifiable statement of programachievement. It is a statement of measurable outcome which can be used todetermine program progress towards the program goal. Collectively, objectives

represent a quantification of the program goal. At first glance, the list of 20 high level objectives may seem daunting. However,in the same way an organization focuses its compliance activities on areas thataffect financial reporting, it also concentrates most of its effort on the areas thathave the greatest impact on ensuring integrity and passing an audit. Of the high-level objectives, organizations working to comply spend much of their effort onthe following:

Managing configuration controls on systems and applications Managing system and application security including authentication, user

provisioning, system accreditation Managing business continuity plans and measures

Here are examples of COBIT detailed control objectives involving user accountmanagement and configuration management that are critical in meeting SOXrequirements:

User Account ManagementCONTROL OBJECTIVE Management should establish procedures to ensure timely action relating torequesting, establishing, issuing, suspending and closing of user accounts. A formal approval procedure outlining the data or system owner granting theaccess privileges should be included. The security of third-party access should bedefined contractually and address administration and non-disclosurerequirements. Outsourcing arrangements should address the risks, security controls and procedures for information systems and networks in the contract between the parties.

5.5 Management Review of User AccountsCONTROL OBJECTIVE Management should have a control process in place to review and confirm accessrights periodically. Periodic comparison of resources with recordedaccountability should be made to help reduce the risk of errors, fraud, misuse orunauthorized alteration.

Configuration RecordingCONTROL OBJECTIVE Procedures should be in place to ensure that only authorized and identifiableconfiguration items are recorded in inventory upon acquisition. These proceduresshould also provide for the authorized disposal and consequential sale of configuration items. Moreover, procedures should be in place to keep track of changes to the configuration (e.g., new item, status change from development toprototype). Logging and control should be an integrated part of the configurationrecording system including reviews of changed records.

Configuration Management ProceduresCONTROL OBJECTIVE Configuration management procedures should be established to ensure thatcritical components of the organization's IT resources have been appropriately identified and are maintained. There should be an integrated process whereby current and future processing demands are measured and provide input to the ITresource acquisitions process.

Curriculum Design and Development

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The participants will beable to:

1. use a needs assessmenttool

2. set rigorous learningobjectives

3. design a course to thecomponent level and

4. create evaluation tools.

This course is delivered using a combination of methods includingconversations, lectures, demonstrations, workshops, seminars, exercises andpractice opportunities.

The Basic Training of Trainers and Training Tools are pre-requisites toCurriculum Design.

Curriculum Design and Development

Day 1 Day 2 Day 3 Day 4 Day 5

TrainingNeeds Assessment

CurriculumDesign

SessionDesign Evaluation

Procedure Writing

LearningObjectives

SelectingTraining

Tools

SessionDesign Evaluation

Implementation

Training objectives are one of the most important parts of training program. While some people think of training objective as a waste of valuable time. Thecounterargument here is that resources are always limited and the training

objectives actually lead the design of training. It provides the clear guidelines anddevelops the training program in less time because objectives focus specifically on needs. It helps in adhering to a plan.

Training objective tell the trainee that what is expected out of him at the endof the training program. Training objectives are of great significance from anumber of stakeholder perspectives,

1. Trainer2. Trainee3. Designer4. Evaluator

Trainer The training objective is also beneficial to trainer because it helpsthe trainer to measure the progress of trainees and make the requiredadjustments. Also, trainer comes in a position to establish a relationship between objectives and particular segments of training.

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Trainee The training objective is beneficial to the trainee because it helps inreducing the anxiety of the trainee up to some extent. Not knowing anythingor going to a place which is unknown creates anxiety that can negatively affectlearning. Therefore, it is important to keep the participants aware of thehappenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor tomake the training successful. The objectives create an image of the trainingprogram in trainees mind that actually helps in gaining attention.

Thirdly, if the goal is set to be challenging and motivating, then the likelihoodof achieving those goals is much higher than the situation in which no goal isset. Therefore, training objectives helps in increasing the probability thatthe participants will be successful in training.

Evaluator It becomes easy for the training evaluator to measure theprogress of the trainees because the objectives define the expectedperformance of trainees. Training objective is an important to tool to judgethe performance of participants.

Q. No. 03(b) How to plan program implementation? Discuss .

Program implementation consists of three main objectives. Planning program implementation Preparing and organizing program activities Executing the program

PLANNING PROGRAMME IMPLEMENTATIONPlanning program implementation consists of two major activities. Identifying the inputs or information necessary for the planning

process Planning program outputs, or what is expected from program

implementation.

(a) Inputs for planning

Planning program implementation cannot be done without essentialinformation, or inputs.

The first planning input is the curriculum which is actually an output fromthe program design. A curriculum should contain a description of the target

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population, the objectives to be achieved, the pre requisites for entering theprogram, the description and evaluating the results.

Program implementation planning should take into considerationcompany management development policy, which could be collected fromcompany documents or by interviewing top management. The policy should

indicate the most important procedures, for example, whether trainingshould:

Be implemented by company trainers or by outsiders. Take place during or outside working hours. Be residential or non residential. Be subcontracted to a specialized institution Be charged to participants.

(B) Planning outputsThere are two major outputs of planning. Both the master plan and the

budget are required by the organizers for preparing program activities.

1) the master plan Whatever training events are going to be planned (a conference, seminar

workshop or meeting), they all have the following in common: An objective, curriculum, subject-matter, etc Participants (target group); Trainers (resource person); A time A place Mean and facilities An organizer

(2) The curriculumThis the central reference point for planning activities.

A description of the target population and of the necessary pre requisitiesis required in order to get the right participants for the program.

A description of the objectives and content will be required to select themost experienced trainers, to set the time frame for programs schedule,printing the handout, etc

A description of methods and means will help in organizing appropriateplaces and facilities.Participants how will potential participants be identified ? what mans should be used to inform them? How much advance notice should they be given? How should participants be selected (if applicable)?Trainers How will competent, qualified trainers be obtained within the budget

limits? How will trainers be briefed about the objectives, target population,

timing and availability of resources.Place where are participants coming from? Where should the training event take place? Where should program material be printed?

(3) Budget An approved training budget is another major output of the

planning phase. It is based on the resources requirements identified during thepreparation of the master plan. In most cases, a management training program isorganized as a separate economic activity with its own budget. A training unit with in an enterprise may also charge for its training services. It is therefore good

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practice to accompany the master plan with a training budget. Such a budgetcontains training costs and participant cost.

Training costs Cost of trainers: salary, travel and allowances

Cost of training support staff or services: course secretariat audio visualand technician, translation, interpretation, printing etc, Tuition fees to be paid to other institutions. Rental of training facilities and equipment.

Participants costs Main travel and daily local transport. Excess baggage allowance (for training materials) Transport for study/tours Subsistence allowance (for accommodation, meals, and incidental

expenses) Board and lodging, if no subsistence allowance is paid Allowances for books Social events, receptions

PREPARING AND ORGANIZING PROGRAM ACTIVITIESThe curriculum together with the master plan and the approved budget, is thestarting point for preparing and organizing program implementation. On the basis of the three inputs, the organizer will prepare all information outputsrequired for the successful execution of the program as shown in figure below.

ManagementProgram Directorthe nominated program director is responsible for all preparatory

activities, program execution, and for expenditure within the budget. He or shedirects the secretariat and staff involved in preparation and organization, selects briefs and monitors the trainers, prepares the program schedule.

Secretariat dutiesthe secretariat supports the program director and professional staff in alladministrative matters. Participants needs should be the first concern of thesecretariat.

b) Trainerstrainers should be selected on the basis of their professional reputation.

Some audiences find it difficult to accept lessons from a management trainer whois junior to them, if that person is not a reputed genius. If we cannot afford to pay a management consultants high training fee, look for a successful manager who would appreciate sharing experience with others managers, perhaps free of

charge.

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Budget CurriculumMaster plan

ORGANIZING

Social

services

Training

support

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Briefing of trainers A trainer needs to know for example:

The number of participants, their position, their experience in the subjectmatter.

The general objective of the training event. The subject to be taught, breadth and depth of coverage, skills to bedeveloped, level to be attained. The teaching provided by the other trainers. Date, time, place ,arrangements for travel, accommodation, training

facilities. Contract conditions if any.

c) promotionprinting of program

program description or publicity pamphlets should contain thefollowing essential information.

The title, dates and place of the training event; The general objective; To whom it is addressed; The content, hand-outs, methods; Names, qualifications and jobs of speakers; Fees and /or allowances

Press/radio/ Tv briefingDepending on the location of the target audience, daily press, radio and

television networks may be more efficient than mailing program for spreadinginformation about the training event.

EXECUTING THE PROGRAM When all preparatory work has been completed with the help of the master

plan and Questionnaire 1 the training program is off to a good start.

The secretariat is organized; trainers are briefed and ready; the promotioncampaign has resulted in the enrolment of participants; the training support staff has prepared the required facilities and printed the necessary materials;accommodation, catering, transport and social services are ready to receive theparticipants. These are the required inputs for program execution which producethe three final outputs illustrated in figure below.

Program execution includes three main activities. The starting up activities; The actual training operation; The concluding activities.

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Reports(evaluation )

Trained participants

Trainingmaterials

ORGANIZING

Socialservices

Trainingsupport

ParticipantsPromotionTrainersSecretariat

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To avoid last minute improvisation and accidents which disturb the smoothrunning of training activities. it is recommended to use checklists to monitor eachof the three main activities mentioned above.

The startup checklist should be distributed to trainers as well as to support

staff at least one day before the course begins. Persons responsible for eachactivity are indicated by the training director. The checklists for trainingoperations should be handed to all responsible persons indicated on the list, atthe latest on the opening day of the event.

Q. No. 04(a) How self development is defined? Give appropriate examples in

support of answer.

Self development has two main characteristics development of the self anddevelopment by the self.

At first we will describe a process, and by doing this we will in fact be usingtwo important principles of self development, which are that:

It involves the developer working things out for him or herself; The developer can be helped to do this by some one else providing an

appropriate process.Therefore, in order to start this first process, take a piece of paper and write downsix or seven key development events in our life (e.g things that have happened,experiences we have had, that in our opinion have led us to develop in some way).These events- which can be from our working life, our private life, or a misture of both- may have been very short or long. As long as we can identify them asdefinite, separate happenings then that is fine.

(A) the outcomes of self development: Development of the self I can give illustrations from a number of self development workshops, forexample

A new sense of confidence; Understanding yourself; Feeling good about your self or a positive self image; Understanding new skills Acquiring new skills Learning to speak up for what we believed in; or Deciding what we wanted to do with our self in the near future.

This is the first characteristics of self development. It leads to personalchange, to something new or different in the way we are .this is what we calldevelopment of the self.

(B) The process of self development: Development by the self Some examples of self development are:

Thinking, sorting out new ideas; Trying up old ideas; Taking a risk Stepping into the unknown Thinking about something that happened Trying to achieve a goal

Although different from each other, these are all quite active. The person isinvolved- mentally, physically emotionally in what is going on. It is through thisinvolvement that they acquire the changes in themselves that lead todevelopment of the self.

This active involvement, then, is the second chief characteristics of self development. We call this development by the self. In summary, the activeinvolvement of development by the self leads to changes that make updevelopment of the self.

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Above figure although simple, is very important because it shows that forsomeone to experience development of the self. We must be allowed, encouragedand helped to undertake processes of development by the self. This means that if the trainer does too much- prevents the learners from having to do some of the work by themselves- then they will not benefit from development of themselves.

Few trainers, of course deliberately set out to prevent self development. But it is very easy to get drawn into being too helpful, for example by:

Giving the answer rather than letting the learners find out for themselves. Stepping in when the learners have difficulties, solving a problem for

them, rather that proving them with just enough guidance and structure tosolve it them selves or doing the dirty work for the learner for example by going to see the

learner boss on their behalf rather that coaching, persuading andencouraging them to take the risk and present their own case.

It was a realization of this danger, in fact, that led to the growth of managementself development in the 1980s.

Development of the self

(A) What do we mean by the self?The idea of self is actually quite hard to define. The self, then can be seen

as a complex cluster of attributes. Development of the self involves exploringquestions about these attributes and our relationship to them, it is up to eachindividual to decide on what to work on- which aspect of their self to develop.

Elements of self 1. Gender: what does it mean to be a woman/man

2. Race, nationality, place of birth:Questions as for gender, above

3. Age, married or single; education; ambitions; career Where am I in my overall life development? What have Iachieved so far at home and at work? What do I still want toachieve?

4. Skills, inner qualities and characteristics What skills/inner qualities do I possesses/have I acquired? What do I want to acquire in the immediate future? Why?

5. Hobbies and interest What sort of hobbies and interests do I have? Are thy

sufficient to provide a balance between work and leisure? Where in my life do Iget a sense of creativity, fulfillment?

(C) Modes of managingThere are seven modes of managing.

Mode 1. AdheringIn this mode my basic sense of self is one of self protection. I am looking

for safety and security in this world, so that I may be defended from itsuncertainties and dangers.

I operate from memory, thing in terms of rules, checklists, procedures,

recipes. I strive to operate these automatically, swiftly, correctly to letter. I try todo thing by the book.

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Mode 2. Adapting

To do this I can string together a number of simple routines acquired IMode i. I am also prepared to bend rules and adapt procedures to make them

work better. In so doing, I am making simple and hoc experiments. As a skilfuladapter, I thus generate quite a repertoire of gimmicks, twists tricks of the trade,street skills.

Mode 3. Relatingi seek to find out what is acceptable; I try to tune into the norms,

conventions, OK ways of doing things. I want to demonstrate that I belong, by behaving in the appropriate way, by showing that I understand and agree withestablished explanations, theories, ideas; that I share the predominant values,that I have a repertoire of useful praiseworthy skills.

Mode 4. ExperiencingTo begin the process of knowing, being and valuing my inner self, I seek

and participate in a variety of situations and experiences. More importantly,reflect on these and make my own meaning from them. I am prepared to cope with the ambiguity of not having a source of right answers to call on. I am open toexperience, prepared to learn from it.

Mode 5. ExperimentingI am now committed to deepening my expertise in a given field. To do so I

am prepared to explore that field systematically, rationally, carrying outexperiments in the sense of scientific (i-e knowing) method. I thus take activesteps to seek further insights, to find out more, to increase my understanding.

Mode 6. ConnectingIn mode 06 I sense my self as part of a much larger whole. To be myself, I

need to achieve wholeness, balance, unity. I feel connected to other people, otherdepartments, other groups, other societies. I see my ideas as connected to otherfields of learning. I see connections between past, present and future. I see how what were opposites- male and female; good and bad; teacher and learner;mass and energy; matter and spirit are, in fact, essentially linked. They areparts of same whole.

Mode 7. DedicatingSo now in Mode 7 I have recognized my purpose in life, and the task I want

to achieve. Hopefully this task is not just for myself, but in some way make adefinite, identifiable, conscious contribution to the development of my field,specialization, art, craft, organization, area of expertise, hobby, community,affinity group of whatever I choose to commit myself to.

Although the modes appear in sequence, it is important to recognize thatonce a new one appear, earlier ones are still available. Thus as I develop I have alarger repertoire or collection of modes available to me. Part of managing myself is being aware of choice of modes open tome, and making that choice inconsciousness of the advantages and disadvantages of each, bearing in mind theneeds, opportunities and constraints presented by the situation in which I find

myself.

Q. No. 4(b) Define the process of experiential and action learning ?

Experiential Learning Cycles are models for understanding how the process of learning works. They are distinct from other models of learning, such as behavioral models or social learning models, in two notable ways:

Experiential Learning Cycles treat the learner's subjective experience as of critical importance in the learning process.

Experiential Learning Cycles propose an iterative series of processes which

underlies learning. Depending on the model, there is anywhere between

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one stage (experience alone) through to six stages of learning to beconsidered.

Experiential Learning Cycles are commonly used to help structure experience- based training and education programs. For example, Experiential LearningCycle models are amongst the most important pieces of theory used in many

outdoor education programs.

Kolb (1984) provides one of the most useful (but contestable) descriptive modelsavailable of the adult learning process, inspired by the work of Kurt Lewin .

This suggests that there are four stages in learning which follow from each other:Concrete Experience is followed by Reflection on that experience on apersonal basis. This may then be followed by the derivation of general rulesdescribing the experience, or the application of known theories to it ( AbstractConceptualization ), and hence to the construction of ways of modifying thenext occurrence of the experience ( Active Experimentation ), leading in turnto the next Concrete Experience . All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be a "wheels within wheels" process at the same time.

(A) the intuitive approach:

With intuition we designate the

instinctive and unconscious knowing without deduction or reasoning.

Intuition is receiving input and ideas without knowing exactly how and where you got them from. You simply know it is not from yourself. Like creativity,intuitive inspiration often happens when someone virtually fuses in an activity,

when one is highly focused on the respective activity in a state of joy andfulfillment. Intuition can be trained and in its highest level leads into a consciouscontact with non-incarnated beings, a process usually called channeling.

Most of us are used to making intuitive decisions in our daily life: As soonas subjective judgment is involved, rational reasoning is very difficult to apply.Typical examples where intuition can play an important role in making decisionsare: Choosing your life partner, selecting the right car to buy, evaluation of a job,decision about an education, selecting a meal when eating out, selecting the next book to read, decide how to dress for today, and so on.

Intuitive decision making is far more than using common sense because itinvolves additional sensors to perceive and get aware of the information from

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outside. Sometimes it is referred to as gut feeling, sixth sense, inner sense,instinct, inner voice, spiritual guide, etc. Many pages on this site are devoted toencourage and help people to use these sensors for decision processes. It isrelated to developing a higher consciousness in order to train these sensors andto make the process of receiving information intuitively a more conscious one.

People who can't accept the existence of such sensors may instead call it tappinginto collective intelligence" or collective unconscious".

Incidental learning is some form of indirect / additional / unplannedlearning within an informal or formal learning situation.

Sometimes, incidental learning is also used to describe informal learning , butthat should be avoided

(C) the retrospective approachThis involves learning from experience by looking back over what

happened wand reaching conclusions about ina more structured way. Theretrospective approach reviews mishaps and mistakes, but in addition lessons aredrawn from routine events and successes. Learning is extrated from a diverserange of small and large, positive and negative experiences.People using the retrospective approach conduct reviews, sometimes in theirheads, sometimes in conversion and sometimes on paper. The sequence lookslike this:

Something conclusions areHas happened it is reviewed reached

The outcome in the retrospective approach is that considered conclusionsare knowingly reached. An individual, by reviewing, acquires knowledge, skillsand insights or has them confirmed and reinforced.

(D) the prospective approachThis involves all the retrospective elements, but includes an additional

dimensions. Whereas retrospections concentrates on reviewing what happenedafter an experiences, the prospective approach includes planning to learn beforean experience, future events are seen not merely as things to be done, which areimportant in their own right, but also as opportunities to learn. The sequence inprospective learning is:

Plan to implement it is conclusionsLearn the plan reviewed are reached

Action Learning

Action Learning is a process for bringing together a group of people with variedlevels of skills and experience to analyze an actual work problem and develop anaction plan. The group continues to meet as actions are implemented, learningfrom the implementation and making mid-course corrections. Action Learning isa form of learning by doing.

To address problems and issues that are complex and not easily resolved.

To find solutions to underlying root causes of problems.

To determine a new strategic direction or to maximize new opportunities.

Clarify the objective of the Action Learning group.

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Convene a cross-section of people with a complementary mix of skills andexpertise to participate in the Action Learning group.

Hold initial meetings to analyze the issues and identify actions for resolvingthem.

Return the group to the work place to take action.Use subgroups to work on specific aspects of the problem if necessary.

After a period of time, reconvene the group to discuss progress, lessonslearned, and next steps.

Repeat the cycle of action and learning until the problem is resolved or new directions are determined.

Document the learning process for future reference. Record lessons learnedafter each phase of learning.

Steps in the Action Learning Process:

Discipline-Specific

Each team elects a project manager after openly discussing each othersstrengths

In collaboration with instructor, each team identifies a problem in society

that they would like to proactively create a step of social or organizationalchange

Each team analyzes the issues involved in completing the project withinthe given time frame: scope, collaborative partners, resources available,etc.

Team generates their own objectives & goals for project via reflectiveinquiry & dialogue

Team identifies specific timeline strategies for meeting objective andgoals

Teams take action

teams present their work to the larger group, sharing what they learnedregarding making a difference, what went well, what they would changeand why

Instructor shares how to highlight project on their resume, with specificskills used

What is an Action Learning Set?

An action learning set is a group of usually 4 - 7 people who get together (on aregular basis) to discuss issues of personal or mutual importance. They aredesigned to deal with the specific needs of the set members and require agreedaction by the end of each meeting. Sets may, or may not, be facilitated, or may start with a facilitator and later become self-facilitating. Whichever the case, it isimportant for some ground rules to be negotiated at the outset.

Action Learning Sets can enable participants to make commitments to action

which they would not necessarily be in a position to do after having listened to a

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lecture or seminar, or as an individual working in isolation. There are usually three stages: identifying and clarifying the problem; listing possible actions; andselecting which specific action to take.

How will the Action Learning Set sessions be Organised?

Participants will be organized into small groups on day 1, and will begin to build up relationships with other participants in their group. Action learning will form part of these sessions on days 2 and 3;

Each participant will bring a real issue or problem to the set, but due to timeconstraints only one or two issues will be covered each day

The facilitator will help the group to set up explicit ground rules for the set; The whole set will look at each issue in turn; The person who has described the issue will decide on at least three action

points to address after the module.

Action Learning Sets outside of the Modules

Groups will be encouraged to meet up at times and places organised by themselves, or organise themselves into self-help groups with communication by e-mail. The project will be able to cover travel costs for the action learning sets, aslong as meetings are confirmed with the Project Manager in advance.Participants will also be asked to report on their experiences of this mode of professional development.

The Role of ParticipantParticipants will work together on their chosen topics, listening and supportingtheir colleagues, and helping them to decide on courses of action. Participants will help individuals to understand the problem better and to challenge theirunderlying assumptions, rather than to offer advice. Each participant will beinvited in turn to share their problem. Their peers will look at the problem fromtheir own perspective, and through pertinent questions, discussion and sharing of experience, participants will be helped to move on in their understanding of anissue or problem, and to come to see possible ways forward. Participants will beencouraged to show empathy rather than be judgemental, to listen and providesupport for each other.

The Role of Facilitator

The facilitator will help to develop the ground rules for the operation of the set.This will include allocation of time, confidentiality, attendance etc

Q. no. 05 (a) What is criterion of successful simulations? Also discuss themerits and demerits of using simulation?

two main sets of criteria permit the success of simulations to be judged.The first has to do with the way the simulation relates to participants needs andattitudes and to the training program. These criteria are made up of the followingfour components:

Challenges the degree to which the simulation encourages the participants toapply their skills, creativity and intuition actively in solving problem;

Relevance the degree to which the topic of the simulation is relevant to theneeds of the participants and their organizations;

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Realism the extents to which behavior, tasks and environment arerecognized by the participants are realistic to their kind of problem;

Objectives fit the extent to which the simulation contributes to theattainment of the overall training objectives.

The second set of success criteria relate to the trainers ability to keep thecomponents of the first set in balance with each other.

(A) challengeThe simulation should challenge the participants to apply themselves,

make them want to seek new and innovative solutions, create a desire to use skillsthat they have not sued before or to use them differently. For example, in asimulation for owners of small enterprises where the theme is personnelmanagement and where the general tendency among them has been to treatpersonnel in an autocratic way, a simulation where they can apply human insight will challenge them to take a different view of dealing with people.

(B) Relevance A game of Monopoly can be fun, especially when in good company.

However, it may not reflect the needs of a manager who is constantly facing amixture of operational, strategic and interpersonal problems. A relevantsimulation is one where the theme reflects the needs and interests of theparticipants. The degree of relevance is important in motivating participants to become actively involved.

The overall concern and needs of the participants should be reflected inthe needs analysis. If the analysis does not provide sufficient information todesign the simulation, the attitude does not provide sufficient information todesign the simulation, the attitude of the participants while taking part shouldindicate to the trainer whether the simulation is relevant or not. Moreover theneeds and concerns of the participants are not necessarily the same.

(C) RealismThe realism of a simulation may sometimes be difficult to distinguish from

its relevance. Whereas the relevance of the simulation reflects the relationship between its content and the participants needs and concerns, its realism isaddressed to the organization being simulated and the extent to whichparticipants are able to recognize their work situation reflected in the simulation.

The trainer may find the following points useful for attaining realism insimulations:

The task should be a recognizable action of managerial work; The environment should produce effects that are readily understandable

and recognizable by the managers; Participants should be able to see clearly the cause effect relationships of

their actions; The reward system of the simulation should be compatible with those

used in real life.

(D) Objective fitSince simulation is normally part of a program, its purpose is to contribute

to the overall training objectives. Unfortunately, when it comes to designing theprogram, simulations are sometimes suggested because they are good, not because they contribute to attaining the broader training objectives.

In setting simulation objectives it is important to make sure that they arerealistic, attainable and concisely formulated. It should also be clear how they contribute to the attainment of the overall objectives.

Advantages of Simulation

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One of the primary advantages of simulators is that they are able to provide users with practical feedback when designing real world systems. This allows thedesigner to determine the correctness and efficiency of a design before the systemis actually constructed. Consequently, the user may explore the merits of alternative designs without actually physically building the systems. By

investigating the effects of specific design decisions during the design phaserather than the construction phase, the overall cost of building the systemdiminishes significantly. As an example, consider the design and fabrication of integrated circuits. During the design phase, the designer is presented with amyriad of decisions regarding such things as the placement of components andthe routing of the connecting wires.

Another benefit of simulators is that they permit system designers to study a problem at several different levels of abstraction. By approaching a system at ahigher level of abstraction, the designer is better able to understand the behaviorsand interactions of all the high level components within the system and istherefore better equipped to counteract the complexity of the overall system. Thiscomplexity may simply overwhelm the designer if the problem had beenapproached from a lower level. As the designer better understands the operationof the higher level components through the use of the simulator, the lower levelcomponents may then be designed and subsequently simulated for verificationand performance evaluation. The entire system may be built based upon this``top-down'' technique. This approach is often referred to as hierarchical decomposition and is essential in any design tool and simulator which deals withthe construction of complex systems.

Thirdly, simulators can be used as an effective means for teaching ordemonstrating concepts to students. This is particularly true of simulators thatmake intelligent use of computer graphics and animation. Such simulatorsdynamically show the behavior and relationship of all the simulated system'scomponents, thereby providing the user with a meaningful understanding of thesystem's nature. Consider again, for example, a circuit simulator. During thepresentation of the design and implementation of the simulator in this report, it will be shown how the above positive attributes have been or can be incorporated both in the simulator engine and its user interface.

Disadvantages of Simulation

Despite the advantages of simulation presented above, simulators, like mosttools, do have their drawbacks. Many of these problems can be attributed to thecomputationally intensive processing required by some simulators. As aconsequence, the results of the simulation may not be readily available after thesimulation has started -- an event that may occur instantaneously in the real world may actually take hours to mimic in a simulated environment. The delaysmay be due to an exceedingly large number of entities being simulated or due tothe complex interactions that occur between the entities within the system beingsimulated. Consequently, these simulators are restricted by limited hardwareplatforms which cannot meet the computational demands of the simulator.However, as more powerful platforms and improved simulation techniques become available, this problem is becoming less of a concern.

One of the ways of combating the aforementioned complexity is to introducesimplifying assumptions or heuristics into the simulator engine. While thistechnique can dramatically reduce the simulation time, it may also give its users afalse sense of security regarding the accuracy of the simulation results. Forexample, consider a circuit simulator which makes the simplifying assumptionthat a current passing through one wire does not adversely affect current flowingin an adjacent wire. Such an assumption may indeed reduce the time required forthe circuit simulator to generate results. However, if the user places two wires of a circuit too close together during the design, the circuit, when fabricated may failto operate correctly due to electromagnetic interference between the two wires.

Even though the simulation may have shown no anomalies in a design, the circuitmay still have flaws.

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Another means of dealing with the computational complexity is to employ thehierarchical approach to design and simulation so as to permit the designer tooperate at a higher level of design. However, this technique may introduce itsown problems as well. By operating at too high an abstraction level, the designermay tend to oversimplify or even omit some of the lower level details of the

system. If the level of abstraction is too high, then it may be impossible to actually build the device physically due to the lack of sufficiently detailed information within the design.

Q . No. 05(b) What are the main objectives of simulations? Also

describe different aspects of simulations withexamples?

There are three main objectives in suing simulations: To change attitudes, To develop skills To identify needs and problems

Any training intervention, whether reality based or theoretical, will have aminimal impact if the participants are not ready to change, are unable toappreciate new ways of tackling problems

If organizational factors are conductive to change, simulation can be auseful means of making this happen. Prior to designing an intervention, it isimportant for the trainer to analyze exactly hat is preventing attitudes fromchanging- for example, interpersonal conflicts, a managers short termorientation, or the failure of previous attempts to solve similar problems.

Simulations can also help to develop a range of different skills. In thisregard, it is useful to distinguish between the various behavioral skills- forexample, interpersonal, problem analysis, decision making and specializedoperations.

If the objective is immediate performance improvement, behavioral skillsare not readily developed through simulations alone. However, they do providean opportunity to develop and test skills in a modeled situation where failuredoes not have serious consequences. For example, role play results in feedback from someone who is objective and open, and thus allows different ways of interacting with people to be tried out and objectively evaluated.

Fro specialized operational skills, which include the use of managementinformation systems, budgeting, troubleshooting systems, application of staff regulations, etc, simulations provide an excellent approach allowing theparticipants to acquire skills through trial and error without serious economicand/or safety consequences for the organizations.

Needs identification is the third objective of using simulation. The

simulations provide reliable data on training needs as a by product of the trainingprocess, and hence at a low cost. They also suggest that during simulation,participants tend to be open about their knowledge and skill gaps, readily askingfor help and advice. Thus, simulations can provide the trainer with valuablequalitative information on where and how to focus future training efforts.

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