The document discusses training and learning in organizations. It addresses how changes in policies, people, or technology create a need for learning to avoid negative consequences. It distinguishes between learning and training, and outlines the process of designing and implementing training through needs analysis, objectives setting, learning events, and performance assessment. Key knowledge types are also defined. Appreciative inquiry is presented as a method for needs analysis that focuses on an organization's strengths to envision better performance through support and challenge.

2.  What happen when there is change in ?
 Organization
 Policy
 People
 Technology

3.  There emerges need to learn…..or…..consequences…

4.  “Learning” and “Training”
 Is there difference …..

5.  Need s
 TNA
 Analysis of organization
 Analysis of job
 Analysis of Task

6.  Design
 There are constraints ….
 Implementing…..
 Assess

7.  The process where by individuals acquire ksa(
behaviour) through LE
 Reflection
 Study
 Instruction

8.  Writing objectives
 Evaluating entry behaviour
 Learning event
 Performance assessment

9.  K
 Facts – Laws of Demand and Supply
 Procedure – Purchase Procedure, Accounting Procedure
 Concepts – Consumption, Production, Cost, Revenue
 Meta cognition.
 U
 A
 A
 S
 E

10.  The best objectives are written so that they are clear-
cut and easy to understand. The use of certain "action"
words to describe the action or task to be observed or
evaluated is vital in developing good objectives. The
use of certain types of words should be avoided
because their meanings are open to a wide range of
interpretations.
 Words To Avoid Using In an Objective
 to learnto respectto masterto really appreciateto
understandto knowto appreciate

11.  Words To Use In an Objective
 to adjust
 to administer
 to align
 to analyze
 to ascertain
 To assemble
 to calculate
 to calibrate
 to Change
 to charge
 to check
 to clean
 to compare
 to complete
 to compute
 to connect
 to construct

12.  to process
 to reassemble
 to recite
 to regulate
 to relate
 to remove
 to repair
 to repeat
 to replace
 to restore
 to select
 to service
 to set
 to show
 to signal
 to state
 to store
 to test

13.  Clause 17 Of RTE.

14.  Here is change in policy……
 Discipline ……without punishment…..

15.  Its an area where we need to build capacity ….TNA
suggests ….
 New policy impacts….

16.  For TNA
 One suggested method is -Appreciative Inquiry
 Its different yet useful…
 Its supportive and challenging simultaneously ;
 Support and challenge are conflicting ideas.
 Support;-accept /affirm where they are /appreciate
what they have /build on it.
 Challenge :-thinking out of box/envisioning better
future/asking for better and different.

17.  Have clear vision what you want- appreciate what you
have-ignite and imagine what might be …….
 Sustaining that vision …is challenge and training has
a role to play…..
building on existing strengths…….needs
continuous inquiry what works and what does not..
What works ..train more and more….

18.  Four steps of appreciative inquiry;-
Appreciating best of what is
Exploring ideals of what might be
Agreeing on what should be
Innovating what can be

19. 4 D cycle
Discover
Dream
Dialogue
Deliver

20.  Appreciation
 Anticipation
 Participation
 Innovation
 Translation

21.  Beyond appreciative Inquiry
 There is SEARCH STRATEGY by Weibord 1987
 Organization learning Theory (Senge 1990)
 Action learning (Noel 1998)
 Transformational development
 Finding common ground 1992
 These are some approaches in