Training & Developments Systems & Practices (MBHS3)

I.

Explain Management Development. Discuss the various approaches to

Management Development?

Ans- INTRODUCTION:
Any organizational development expert will tell you that the effectiveness of management holds
a direct correlation to the organization's overall success. By taking the time to invest in good
Management Development, the economic benefit to the organization can be increased. The better
trained the staff is, the less likelihood there will be costly errors or oversights, efficiencies will be
improved, sales and marketing campaigns will run smoother, and overall company positioning
will be improved. It all boils down to training and leadership at all levels.
MANAGEMENT:
Simply it is the art of getting work done through people, the way you would have done it
yourself and with the available resources. Optimum utilization of resources is the first rule of
management. Making the best out of whatever is available with you is a management art. It
involves four major functions viz planning, organizing, staffing and controlling / coordinating.
DEVELOPMENT:
As the word suggests, it is progress i.e. a growth or success over a period of time. For a
business, it can be expansion and diversification and for an individual may be a promotion or a
salary hike.
MANAGEMENT DEVELOPMENT:
If we put the two together, it simple means one's improved abilities to manage businesses or self.
It is a conscious effort, planned in nature, which makes a person capable and increases their
capacity to manage an organization, its people and also their own self. Best explained, it is the
process by which managers discover as well as improve their abilities and skills, which would
not only be advantageous to them but also to the organizations for which they work.
WHY IS IT NEEDED?
* It is acknowledged as one of the determinants for organizational success having a direct impact
on its economical benefits.
* For organizations, making available such techniques to their managers helps the company to

hold on to their prized employees.

* It also helps the organization to serve their customers better.
* The productivity of the managers as well as employees increases.
* Leadership and risk taking ability of the manager is enhanced, making the overall working
environment of an organization, challenging.
* It helps in exploring skills of a manager and the employees which were till now not active or
unresponsive.
Management Development is best described as the process from which managers learn and
improve their skills not only to benefit themselves but also their employing organizations.
In organizational development (OD), the effectiveness of management is recognized as one of
the determinants of organizational success. Therefore, investment in management development
can have a direct economic benefit to the organization. Managers are exposed to learning
opportunities whilst doing their jobs, if this informal learning is used as a formal process then it
is regarded as management development.
MODERN APPROACHES TO MANAGEMENT DEVELOPMENT
1. DYSFUNCTION ANALYSIS
Simply put, this is a sort of test carried out in order to check a person's mental stability and
whether or not he has any psychological disorder. This can also help in assessing a person's
mental strength and ultimately also guides us whether or not the individual needs to undergo a
psychological training program.
2. MENTORING
Mentorship is a personal developmental relationship in which a more experienced or more
knowledgeable person helps to guide a less experienced or less knowledgeable person. However,
true mentoring is more than just answering occasional questions or providing ad hoc help. It is
about an ongoing relationship of learning, dialog, and challenge.
The person in receipt of mentorship may be referred to as a protg (male), a protge (female),
and an apprentice or, in recent years, a mentee.

3. COACHING:

Coaching, when referring to getting coached by a professional coach, is a teaching, training or

development process in which an individual gets support while learning to achieve a specific
personal or professional result or goal. The individual receiving coaching may be referred to as
the client or coachee, or they may be in an intern or apprenticeship relationship with the person
coaching them.
4. JOB ROTATION:
Job rotation is a management technique that assigns trainees to various jobs and departments
over a period of a few years. Surveys show that an increasing number of companies are using job
rotation to train employees. There are both positive and negative effects involved with job
rotation that need to be taken into consideration when a company makes the decision to use this
technique.
5. PROFESSIONAL DEVELOPMENT:
Professional development refers to skills and knowledge attained for both personal
development and career advancement. Professional development encompasses all types of
facilitated learning opportunities, ranging from college degrees to formal coursework,
conferences and informal learning opportunities situated in practice
6. BUSINESS WORKFLOW ANALYSIS:
Business Workflow Analysis (BWA), aka Business management systems p2p, is a management
tool that streamlines, automates and improves the efficiency of business procedures. As part of
the move towards the paperless office, BWA is a method allowing businesses to better
comprehend their current needs and to establish future goals
7. UPWARD FEEDBACK:
Upward feedback is the process by which superiors or management are rated by employees or
subordinates, while downward feedback is the flow of information from superiors or
management to employees or subordinates.
8. EXECUTIVE EDUCATION:
Executive education (Exec. Ed) refers to academic programs at graduate-level business schools
worldwide for executives, business leaders and functional managers. These programs are
generally non-credit and non-degree-granting, but sometimes lead to certificates
9. SUPERVISORY TRAINING:

Programs providing information related to rules/regulations, interpersonal skills, as well as the

acquisition of skills enhancing supervisory effectiveness. Examples: Hiring Procedures for
Classified Positions; Position Description Development.

II.

What is the importance of evaluation of training Programmes? What are the

problems in evaluation?

Ans- A vital aspect of any sort of evaluation is its effect on the person being evaluated.

Feedback is essential for people to know how they are progressing, and also, evaluation is
crucial to the learner's confidence too.
And since people's commitment to learning relies so heavily on confidence and a belief
that the learning is achievable, the way that tests and assessments are designed and
managed, and results presented back to the learners, is a very important part of the
learning and development process.
People can be switched off the whole idea of learning and development very quickly
if they receive only negative critical test results and feedback. Always look for
positives in negative results. Encourage and support - don't criticize without adding some
positives, and certainly never focus on failure, or that's just what you'll produce.
This is a much overlooked factor in all sorts of evaluation and testing, and since this
element is not typically included within evaluation and assessment tools the point is
emphasised point loud and clear here.
So always remember - evaluation is not just for the trainer or teacher or organisation
or policy-makers - evaluation is absolutely vital for the learner too, which is perhaps
the most important reason of all for evaluating people properly, fairly, and with as much
encouragement as the situation allows.
evaluation of training
There are the two principal factors which need to be resolved:
Who is responsible for the validation and evaluation processes?
What resources of time, people and money are available for validation/evaluation
purposes? (Within this, consider the effect of variation to these, for instance an
unexpected cut in budget or manpower. In other words anticipate and plan
contingency to deal with variation.)
responsibility for the evaluation of training
Traditionally, in the main, any evaluation or other assessment has been left to the trainers
"because that is their job..." My (Rae's) contention is that a 'Training Evaluation Quintet'

should exist, each member of the Quintet having roles and responsibilities in the process
(see 'Assessing the Value of Your Training', Leslie Rae, Gower, 2002). Considerable lip
service appears to be paid to this, but the actual practice tends to be a lot less.
The 'Training Evaluation Quintet' advocated consists of:
senior management
the trainer
line management
the training manager
the trainee
Each has their own responsibilities, which are detailed next.
senior management - training evaluation responsibilities
Awareness of the need and value of training to the organization.
The necessity of involving the Training Manager (or equivalent) in senior
management meetings where decisions are made about future changes when
training will be essential.
Knowledge of and support of training plans.
Active participation in events.
Requirement for evaluation to be performed and require regular summary report.
Policy and strategic decisions based on results and ROI data.
the trainer - training evaluation responsibilities
Provision of any necessary pre-programme work etc and programme planning.
Identification at the start of the programme of the knowledge and skills level of the
trainees/learners.

 Provision of training and learning resources to enable the learners to learn within
the objectives of the programme and the learners' own objectives.
Monitoring the learning as the programme progresses.
At the end of the programme, assessment of and receipt of reports from the
learners of the learning levels achieved.
Ensuring the production by the learners of an action plan to reinforce, practise and
implement learning.
the line manager - training evaluation responsibilities
Work-needs and people identification.
Involvement in training programme and evaluation development.
Support of pre-event preparation and holding briefing meetings with the learner.
Giving ongoing, and practical, support to the training programme.
Holding a debriefing meeting with the learner on their return to work to discuss,
agree or help to modify and agree action for their action plan.
Reviewing the progress of learning implementation.
Final review of implementation success and assessment, where possible, of
the ROI.
the training manager - training evaluation responsibilities
Management of the training department and agreeing the training needs and the
programme application
Maintenance of interest and support in the planning and implementation of the
programmes, including a practical involvement where required
The introduction and maintenance of evaluation systems, and production of
regular reports for senior management

 Frequent, relevant contact with senior management

Liaison with the learners' line managers and arrangement of learning
implementation responsibility learning programmes for the managers
Liaison with line managers, where necessary, in the assessment of the
training ROI.
the trainee or learner - training evaluation responsibilities
Involvement in the planning and design of the training programme where possible
Involvement in the planning and design of the evaluation process where possible
Obviously, to take interest and an active part in the training programme or activity.
To complete a personal action plan during and at the end of the training for
implementation on return to work, and to put this into practice, with support from
the line manager.
Take interest and support the evaluation processes.

IV. What is training Needs Analysis? What is the role

of individual motivation in Training?
Ans- A Training Needs Analysis (TNA) is used to assess an organization's training needs.

The root of the TNA is the gap analysis. This is an assessment of the gap between the
knowledge, skills and attitudes that the people in the organization currently possess and
the knowledge, skills and attitudes that they require to meet the organization's objectives.
The training needs assessment is best conducted up front, before training solutions are
budgeted, designed and delivered. The output of the needs analysis will be a document
that specifies why, what, who, when, where and how. More specifically, the document
will need to answer these questions:

why do people need the training?

what skills need imparting?
who needs the training?

when will they need the new skills?

where may the training be conducted? and
how may the new skills be imparted?

There are so many ways for conducting a Training Needs Analysis, depending on your
situation. One size does not fit all. Is the purpose of the needs assessment to:

lead in to a design of a specific purpose improvement initiative (e.g., customer

complaint reduction)

enable the design of the organization's training calendar

identify training and development needs of individual staff during the performance
appraisal cycle
and so on and so on.
In clarifying the purpose of the TNA, consider the scope of the TNA. Is it to determine
training needs:

at the organization level?

at the project level for a specific project? or
at the department level for specific employees?

Your answer to these questions will dictate:

who will conduct the TNA

how the TNA will be conducted, and
what data sources will be used

Training Needs Analysis Method

Below are three scenarios in which you may find yourself wanting to conduct a Training
Needs Analysis. This is not an exhaustive treatment, however, it will give you some tips
on what to do.
Employee Performance Appraisal
In many organizations, each employee's manager discusses training and development
needs during the final part of the performance appraisal discussion. This method suits
where training needs are highly varied amongst individual employees. Typically, the

manager constructs an employee Performance Development Plan in collaboration with

the employee being appraised. The Plan takes into consideration:

the organization's strategies and plans

agreed employee goals and targets
the employee's performance results
the employee's role description
feedback from internal/external customers and stakeholders, and
the employee's stated career aspirations

The employee's completed Performance Development Plan should document the area
that requires improvement, the actual development activity, resource requirements,
expected outcomes and an agreed time frame in which the development outcome will be
achieved.
Check out our Training Management Template Pack for a customizable Performance
Development Plan and instructions for use.
Improvement Project
Most, if not all, improvement projects have some employee training associated with
them. Examples of improvement projects include planned and structured attempts to
reduce the incidence of product defects, increase sales volume and decrease the number
of customer complaints. Here, the Training Needs Analysis begins by clarifying the
measurable organizational improvement targets and the employee behaviors required to
meet these targets. For example, the organization might set a target of a 50 percent
reduction in customer complaints by the end of the year. Employee behaviors required to
achieve this target might be:

empathetic listening to customer complaints

regular follow up of complaint resolution

... and so on.

V.

Enumerate the role of coaching, counseling and

mentoring in Empowering People at work.

Ans- Coaching and mentoring serve as learning tools in the workplace that can lead to
empowering your employees. The employees who are coached and mentored often
receive the greatest benefit, but the coach or mentor also benefits and may feel a sense of
empowerment from the relationship. Understanding the dynamics and outcomes of this
type of workplace learning strategy helps you evaluate the need for a coaching program
in your small business.
Hands-On Learning
Coaching and mentoring gives new employees a hands-on training program to learn job
expectations. Instead of throwing a new employee right into the position, he gets a
support system and an interactive learning situation that may engender more on-the-job
confidence. Mentored employees may often feel a greater sense of understanding of what
is required of them in their jobs because they get one-on-one job training, support and the
advice of an experienced employee. When an employee receives this kind of personalized
training, he may feel empowered to fully perform his job duties.
Goal Setting
Coaching and mentoring often includes goal setting for the employee. The mentor helps
the new employee set specific goals related to the job. The two work together to create a
plan to reach those goals. Mentors can customize objectives and support that that
employee needs for his particular role. The mentor is also available as a resource if the
new employee needs support along the way to be successful. Having a set of challenging
goals is motivating and empowers the employee to work beyond the minimum
requirements.
Independence
A mentor provides support for a new employee, but the ultimate goal is to empower the
employee to work independently with the skills she has learned. The ability to work
successfully on her own brings a sense of empowerment as she gains independence in the
workplace. While employees feel confident to work independently, the mentoring
program creates a sense of teamwork and often boosts morale for your employees. This
positive work environment continues to empower employees in their work.
Coach or Mentor Empowerment
The experienced employee who serves as the coach or mentor is able to show his
knowledge and skill in the industry. This added challenge can boost his confidence and

give him a sense of empowerment in his own work. In some cases, the employee he
mentors pushes him to learn new skills in the industry. The collaboration between coach
and mentor can lead to new ideas and achievements to aid them both in succeeding.
Employee Growth and Development
Coaching and mentoring programs provide the mentee with real-world knowledge that
bridges the gap between educational theory and actual business practices. Mentors also
grow in a mentoring position by honing leadership skills and remaining in touch with
other professionals. In an ideal coaching relationship, both parties learn from one another.
Professional Satisfaction
Mentoring programs help new employees adjust to the organizational structure and
culture, which helps the business by bringing new hires up to speed. Those serving as
coaches and mentors within an organization gain personal and professional satisfaction
by sharing their expertise with other employees.