The document discusses the fundamentals of training and development, including establishing objectives, assessing training needs, designing training programs, and evaluating training. It covers analyzing organizations, jobs, and individuals to identify training needs. The key aspects of designing a training program are determining objectives, content, activities, selecting trainers and participants, duration, location, and required resources. The goal is to address needs identified in the needs assessment to improve performance.

1. FUNDAMENTALS OF TRAINING AND
DEVELOPMENT

2. 2
MODULE II
• Establishing objectives,
• training need assessment,
• designing the programs,
• administrative aspects of training program,
• Participation of management in Training,
• Actual and after Training Activities,
• Budgeting of Training trainers and training styles Designing And
Implementing A Training Program: Trainer Identification,
• Methods and Techniques Of Training,
• Designing A Training Module , Handling absenteeism in training,
• Linking ROI concepts to organizational requirements

3. 3
TRAINING PROGRAMME
ASSESSING TRAINING NEEDS
JOB
Present performance Desired performance
GAP
DESIGN (TRAINING OBJECTIVE & POLICY)
DEVELOPING TRAINING PROGRAMME
IMPLEMENTING THE TRAINING
EVALUATION & FOLLOW-UP
Evaluation
Criteria
Feedback
&
Revision
PERFORMANCE TRY OUT

4. • PART I : TNA
4

5. 5
Phase 1: Needs Assessment for Training
• Training needs can be identified from the following:
a) Underperformance by subordinates
b) Low Output
c) Lack of initiativeness and bad decisions
d) Introduction of new working methods
e) Any change related to the organisation.
• Training needs are identified on the basis of organizational
analysis, job analysis and person analysis. Training
programme, training methods and course content are to be
planned on the basis of training needs.

6. 6
Need Assessment
• ORGANIZATIONAL
ANALYSIS
• TASK(Job) ANALYSIS
• PERSON ANALYSIS
Detailed analysis of the structure,
objectives, environment, strategies, and
resources to determine the needs of the
organisation.
…Detailed examination of operations,
duties , responsibilities , kind and type of
job.
Focus on individual's abilities,
performance, knowledge, and skills in
order to determine who needs training.
Mc Ghee and Thayer has proposed a model for
identifying Training needs

7. 7
Determining if Training Is Needed

8. 8
Training Need Analysis
TNA provides a benchmark (pre-measure)
of the skills trainees possess prior to
training. This benchmark can be compared
to a measure of the skills acquired in
training (post-measure).
With pre and post measures, it is possible
to demonstrate the cost savings or value
added as a result of training.

9. 9
A TNA is important because it helps to determine
whether a deficiency can be corrected through
training. There are other benefits:
• Trainers may be informed about the broader
needs of trainees;
• Trainers can pitch their course inputs closer to
the specific needs of the trainees
• Assessment makes training department more
accountable and more clearly linked to other
human resource activities.

10. 10
Consequences of absence of
training need assessment
• Loss of business
• Constraints on business development
• Higher labour turnover
• Poorer quality
• Increased overtime working
• Higher rates of pay-overtime premiums etc.
• Higher recruitment costs, including advertising,
time and incentives

11. 11
• Pressure on job evaluation schemes,
grading structures, payment systems and
career structures
• Additional retention costs in terms of
flexible working time, job sharing, part time
working, shift working etc.
• Need for job redesign and revision of job
specifications
• Higher training costs.

12. 12
Initiatives when performance
discrepancy is identified
Performance discrepancy
Is it worth fixing
KSA
deficiency
Reward/punishment
incongruence
Inadequate
feedback
Obstacles in
the system
Choose
Appropriate
remedy
Change
contingencies
Proper
feedback
Remove
obstacles
Job aid
Training

13. 13
Sources for locating performance
discrepancies
1. Organizational goals, objectives and budgets
2. Labour inventory
3. Organizational climate
• Labor management data (strikes, lockouts)
• Grievances
• Turnover
• Absenteeism
• Productivity
• Accidents
• Employee behaviour

14. 14
4. Analysis of efficiency
• Costs of labor
• Costs of material
• Quality of product
• Equipment utilization
• Costs of distribution
• Waste
• Late deliveries
• repairs

15. 15
5. Changes in the system
6. Exit interviews
7. MBO or work planning and review
systems

16. 16
Phase 2: Designing the training programme
Who are the
Trainees
Who are the
Trainers
Duration of the
Training Prog.
What Should be
the level of
training
Where to conduct
the programme
Method of
Training
(on the job/off the job)
Who are the
Trainees
Who are the
Trainers
What Should
be the level of
training
Where to
conduct
the programme
After identifying training needs , Training Programme should
be prepared to meet those needs. It is a type of a plan which
contains
Type & no.
of employees
to be trained

17. Conceptualizing and Designing the
Training Programme
Using the results of the training needs analysis, we should be able
to carefully design a training programme in consultation with
resource persons. In designing the programme, our collaboration
and discussion should result in a programme that has realistic
objectives and outcomes leading to the satisfaction of the trainees’
needs that we have identified. The training design should include
the following:
• Overall and specific objectives
• The title of the training programme
• Topical areas or content
• Activities/strategies/processes
• Selection of resource persons
• Target participants
• Duration and venue of training
• Resources needed (human, financial, materials and equipment,
facilities)

18. 2.1 Objectives of the training
• The overall objectives of the training should state what we
expect the training programme to achieve in terms of the
final outcomes.
• These overall objectives can be broken down into more
specific ones. The latter provide a sense of direction for
the attainment of the expected outcomes.
• The specific objectives should be stated clearly and
according to order of priority. They should also be stated in
the form of learning objectives that match the expected
competencies to be acquired by participants.
• These objectives must be specific, measurable,
achievable, results-oriented and time-bound (SMART).

19. 2.2 The title of the training programme
The title of the training programme should
be catchy and easy to translate and to
remember. It should be clear, simple and
short, but at the same time cover all the
essential parts of the training programme.
19

20. 2.3 Topical areas or content
The content or the topical areas to be included in the training
programme should be based on the results of the training
needs assessment. These topics should reflect the
knowledge, attitudes, values and skills needed for a person to
function effectively and efficiently in his/her job or in areas
where these competencies will be used. The content areas
should be able to bridge the gap between what is and what
ought to be.

21. 2.4 Activities/strategies/processes
The activities and training strategies
specified in the training design should be
flexible and easily adaptable to suit the
various learning styles of the participants.
Some effective training strategies include
brainstorming, group discussion, and role-
play
21

22. 2.5 Selection of resource persons
The selection of resource persons should be based on
criteria developed specifically for the training
programme. These criteria should specify
• area of expertise,
• degree of experience,
• availability,
• interpersonal skills,
• and willingness to conform to the terms and conditions
stipulated in the resource person’s contract.
22

23. 2.6 Selection of target participants
In most cases, the participants in training programmes
have already been selected because they were the
subjects of the pre-training needs assessment exercise.
The reason for the training programme is to address the
identified needs of these particular individuals. In cases
where training programmes are conducted to comply
with the requirements of a special community project, the
selection of trainees should be based on criteria These
criteria should specify entry level in terms of prior
knowledge, exposure and experience, age, gender, state
of health, and willingness to participate. developed for
the specific training programme. Selection of trainees
should be done collaboratively with the organizations
that will use the services of the trainees.

24. 2.7 Duration of the training programme
In deciding the length or duration of the training
programme, we need to consider the following:
• objectives of the training
• nature and number of topics to be covered
• number of participants
• time required for presentations, group work and field
visits
• travel time and weather conditions
• cultural and religious factors
• time required for discussions, interaction, reflection and
relaxation 24

25. 2.8 Selection of venue
The place for training is crucial for the achievement of the training
programme’s objectives.
• The price charged is reasonable.
• The site is accessible to everyone.
• There are adequate chairs and tables, which can be arranged in a suitable
• manner.
• Equipment and facilities (multimedia projector, overhead projector, flip
• charts, microphones, telephones and other technology) are sufficient and
• functioning.
• There are enough spacious, clean and well-ventilated rooms for both the
• There are clean washrooms and drinking facilities.
It is important that after the selection of a training venue we make proper
arrangements with the management to finalize a contract or agreement..

26. 2.9 Resources needed
In conducting a training programme, we must make sure that we have
the
right kinds of resources: human resources, financial resources,
materials/
equipment and facilities. Before beginning training, we have to
ask ourselves
the following questions: Do I have the right people? Do I have adequate
funding?
Do I have the appropriate facilities and equipment? If the answer to all
these
questions is “yes,” and if resources have been specified in the training
design,
then we can undertake the training as planned.

27. 2.10 Expected outcomes
Before any training programme begins, we have to
clearly define the expected outcomes of the training. In
general, expected outcomes are stated in terms of the
attainment of learning objectives indicating the
acquisition of the necessary knowledge, skills, attitudes
and values imparted by the training programme. In
addition, we also have to decide beforehand on the
mechanisms for measuring these outcomes, which are
part of the evaluation of training.
27

28. Phase 3. Other Administrative Aspects
3.1 Sending invitations
• Invitations to the participants and resource persons should be sent
at least one month in advance. This gives them time to prepare and
make the necessary arrangements.
• The invitation should contain important information such as the title
of the training programme, objectives, dates, venue (with a site map
or directions), and what participants can expect.
• If possible, the tentative programme of activities should be provided
to the participants in advance.
• The invitation should also indicate who bears the costs of
transportation, food, lodging and other incidental expenses.
• The invitation should also request confirmation by the participants
and resource persons. Thus if a resource person cannot come, can
look for a replacement or take some alternative action.

29. 3.2 Training materials
• Printed materials for the training programme should be
reproduced ahead of time.
• If possible, should coordinate with the resource persons
and ask if they have handouts for their sessions. If they
do, these materials should be reproduced for
dissemination during the training.
• Try to prepare a press release to provide information to
the public. The contents of the press release should
highlight the objectives of the programme and the
benefits that trainees will obtain from participation.
29

30. 3.3 Field visit
a field trip for the participants can be
organised, so that they have an opportunity to
observe activities related to the training they
are receiving. However, planning such a visit
should be well in advance and collaborated
with hosts in the planning so that the trainees
receive the utmost benefit from the event.

31. 3.4 Planning financial and physical
resources and materials
estimate the amount of money needed to cover the expenses
related to the operation of the training programme. The budget is
usually broken down into different items to ensure the all possible
expenditures is taken into account:
• Fees/honoraria for trainers, resource persons
• Travel expenses
• Board and lodging (venue and food)
• Communication costs
• Translation /interpreting fees (if necessary)
• Cost of supplies and materials
• Contingencies
31

32. 3.5 Planning for cultural diversity
In planning the training programme we should take into
consideration the cultural, religious and gender
characteristics of the prospective participants. These
factors may have a bearing on the success of the
programme (for example, the type of food to be served).
We might want to use certain forms of cultural
expression to enrich the content of the training workshop
(e.g., songs, dances, skits). We also have to be aware of
gender issues. There should always be a balance
between men and women in the training activities, both
in terms of facilitators and participants. This process can
promote gender equality.

33. PART II. Conducting Training

34. Phase 1. Management
In conducting a training programme, there should always be
proper and systematic management to ensure the
attainment of its objectives.
1.1 Registration
This activity is used to keep a record of the persons who
participated in the training. It also helps us to identify who
attended the training, where they are from, and how they
can be contacted. If participants receive certificates after
completing training, the registration form can be used for
putting the correct participant names on the certificates.
The record is also useful for contacting people in regard to
follow-up activities in the future.

35. 1.2 Logistics
Necessary information about the
training programme site and
environments, including available services,
food and travel arrangements, should be
provided for the convenience of resource
persons and trainees. Training materials,
resource handouts, folders, notebooks and
pencils should also be prepared and
distributed to participants at registration. 35

36. 1.3 Documentation
To keep record of the highlights of the
training, we should assign reporters to
document the training proceedings,
particularly the points raised by resource
persons and participants. These notes can
later be printed and distributed to the
participants. If possible, a draft of the
entire training process should be
distributed to the participants at the end of
the training programme.

37. 1.4 Certificates of participation
To make the training participants feel that
they have accomplished something of
significance, we should prepare a
certificate for each participant that
authenticates his/her achievement. If
possible, the participants should receive
their certificates directly from the hands of
a high-ranking official or representative.
37

38. Phase 2. Actual Training Activities
2.1 Opening session
• The opening session marks the official beginning
of the training programme.
• However, not all training programmes have
opening ceremonies. Whether there is such a
session or not depends on the purpose of the
programme, the target participants and the size of
the group being trained.
• Sometimes we can have a short informal opening
to avoid the formal ritual procedures that may
unnecessarily delay the commencement of actual
training.

39. 2.2 Orientation and objectives of the
training
This introductory session is meant to
provide the participants with clear
understanding of the training objectives,
the training procedures and approaches.
The information provided will let trainees
know what to expect from training and
what kinds of activities they will be
involved in. 39

40. 2.3 Introducing participants
A resource person or trainer sometimes finds that
knowing something about each trainee’s
background is helpful for conducting the training
effectively. If the number of trainees is small, the
participants can introduce themselves to the group.
However, if the training group is large, this activity
will take too much time and should be avoided.
.

41. 2.4 Understanding the background of the
participants
Nevertheless, it is useful for the trainers
to understand the background and
capability of the participants. During the
training, the trainers may need to assign
some more competent trainees to assist
the others. The registration form is a very
good tool to generate information about
the participants 41

42. 2.5 Time management
• Most of the training, experience at least one training
session whose length exceeds the time designated in
the prepared schedule.
• Management should inform resource persons and
trainers of the time allocated for each session.
• Time management is necessary to avoid problems
resulting from events falling behind schedule and out of
sequence.
• Perhaps a trainer or staff member can be assigned to
be “facilitator” or “officer of the day” specifically to
manage the time.
42

43. 2.6 Training facilitation
• This activity consists of providing assistance to the
resource persons and trainers to make sure
events flow smoothly and occur on time.
• Thus materials must always be available when
needed and equipment must work at all times.
• The resource persons and trainers are ultimately
responsible for facilitating their sessions properly
by providing the necessary inputs.
• They should not simply lecture but provide
opportunities for the trainees to participate and
interact during the sessions.
• They should also be responsive to trainees’ needs
and requests throughout training.

44. 2.7 Time to recap and to reflect
• At times trainees may not be able to comprehend or
internalize the content of a training session during the
actual period that it occurs.
• Thus it is recommended that the trainer assign groups
of participants to take turns in briefly summarizing the
highlights of the material covered during the previous
day or session.
• Trainer should also allow the participants some time to
reflect on what they have learned from the training.
44

45. 2.8 Icebreaking and energizing activities
• At training programmes where trainees are
mostly strangers to one another, sometimes the
participants may be rather reserved and unwilling
to actively participate.
• To break the ice, the trainer needs to organize
some activities to make the trainees feel more
relaxed and comfortable with their fellow
participants.
• Similarly, sometimes the participants may feel
sleepy and inactive, especially right after lunch. In
such cases, the trainer should organize a
movement activity (energizer) to keep them
awake and at the same time relaxed

46. 2.9 Team-building activities
• In a training session where the trainees have to work
together in order to complete a task, the trainer may
consider organizing a team-building activity.
• This activity will help make them feel comfortable with
each other so that they can work together as a team.
• Such activities may be in the form of games, songs or
skits that require the trainees to form a group and work
together in order to get something done.
46

47. 2.10 Field visit
• So that trainees can see examples of some of the things
they are learning about during training, a field visit to a
relevant site should be arranged such as a community
learning center or farm.
• Trainees should also be briefed with information about
the places they will visit and persons they will meet.
• It is a good idea for the trainer to prepare some key
questions or issues to guide the observations of the
participants.
• After the field trip, there should be a short session for
trainees to discuss and reflect on what they have
observed and learned. 47

48. 2.11 Preparation of action plans
• To ensure that in the future trainees will
apply what they have learned from training,
the trainer may request them to form small
groups in order to prepare sample action
plans.
• Usually trainees who come from the same
country, region or district form groups in order
to complete this task.
• Each action plan should be photocopied so
that both the training organizers and the
participants have copies.

49. 2.12 Training evaluation
• There are many ways to evaluate the
effectiveness of a training programme. The most
common is to use an evaluation instrument that
we prepare ourselves.
• It should provide an opportunity for participants
to make additional comments, remarks or
suggestions that they consider useful for the
training organization or participants.
• The results of the evaluation can serve as a
basis for further improving the design of future
training programmes.
49

50. 2.13 Closing
• The training programme may close
formally or informally depending on the
type of programme and number of
participants.
• During the closing session the participants
can receive their certificates.
• They can also pledge their commitment to
put into practice what they have learned
once they return home.
50

51. Part III. After Training

52. 1. Debriefing the Trainer or Training Team
• Here a meeting should be done to discuss the overall
outcomes, strengths and weaknesses of the training
programme and to share the insights arising from the
experience.
• conclusions may serve as a basis for improving future
training programmes in regard to the following areas:
o Content
o Strategies
o Performance of training staff and resource persons
o Venue and time frame
o Equipment and facilities

53. 2. Publication and Dissemination of the
Training Report to All Concerned
All key persons and participants (organizers,
funders, trainers, resource persons) who are
responsible directly or indirectly for the
organization and conducting of training
programmes should be provided with a
comprehensive report of the training workshop
that just occurred. This document can serve as a
basis for future decision and policy making
53

54. The report may include the following:
• executive summary
• training objectives
• number and type of participants
• highlights, along with photographs
• issues/concerns/problems
• recommendations/suggestions
• recapitulation (summary)
• evaluation results
A separate document that summarizes the training activities and processes,
daily recapitulation, issues/concerns/problems, and future actions should be
distributed to all participants. In addition, they should receive all of the
training materials (handouts, etc.) and a directory of participants, if these
were not available during the training period.
3. Financial Report
This document provides comprehensive information regarding the actual
expenses incurred by the training programme. We need to make sure that
we also include the official receipts along with the report.

55. 4. “Thank you” Letters
The letters should acknowledge the valuable inputs and contributions made by
the resource persons and other very important personages (VIPs) invited to
grace the training programme.
5. Follow-up Activities
Training is not an end in itself. We should undertake the following activities to
ensure that the people receiving training have really benefited from what they
have learned:
• Monitor the implementation of action plans prepared by the trainees during
training:
(a) require a periodic report from trainees about what they are doing
(b) gather feedback from their direct supervisors and other stakeholders
(c) conduct spot checks or site visits to validate information provided by the trainees
and official feedback
• Provide refresher courses to further strengthen the capabilities of the trainees.
• Coordinate with local officials to get their commitment to and support for
post-training activities (if necessary).
• Use information communication technology (ICT) for coordinating/
networking with local officials and other stakeholders. This activity can
also facilitate the sharing and updating of information regarding new trends
and developments in the field of non-formal education and literacy.

56. 56
Preparation of Training Design
Who
• The designer’s knowledge and skills
related to instructional design
• The designer’s knowledge of the training
subject matter
• The size and complexity of the target
training group
• The designer’s and client’s track record for
sticking to plans

57. 57
What
• The number of instruction modules
• The elements included in the training
materials
• The client’s or organization’s expectations
regarding packaging
• What is considered final product

58. 58
How
• Data collection
• The designer’s interaction with the client
• The client’s level of involvement
• The program’s degree of interactivity

59. 59
Trainers
• Preparation – as a trainer one needs to
arrive early enough to make it sure
everything is in order (seating
arrangements, materials).
• The beginning of training – small talk with
individual trainees before the session
helps make them comfortable, starting on
time.

60. 60
• Setting the tone – the podium, dress.
• Listening and questioning – what
differentiates the good from the average or
poor trainer are their listening and
questioning skills.
• Providing instructions – it is important to
provide clear instructions with each
exercise you plan to use.

61. 61
Dealing with different trainees
A successful trainer needs to understand
how to deal with the various types of
trainees s/he might encounter.
• Quiet trainee
• Talkative trainee
• Angry trainee

62. 62
Who are the trainers
• Immediate supervisors
• Co workers
• Members of the personnel staff
• Specialists in other parts of the company
• Outside consultants
• Industry associations
• Faculty members at university

63. 63
Management Development
Programme
“Any activity designed to improve the
performance of existing managers and to
provide for a planned growth of managers
to meet future organizational requirements
is management development.”

64. 64
Assumptions
• Management development is a continuous
process as there is no limit for learning to
occur.
• It is based on the assumption that there,
always exist a gap between an individual’s
performance and his potential for the
performance.
• Development involves stresses and
strains.

65. 65
• It requires clear setting of goals i.e., what,
how, and the time frame.
• Management development requires
conducive environment which should be
encouraging and stimulating with
continuous feedback.

66. 66
Management Development
Process
Identifying
Development
Needs
Defining
Parameters to
Development
Designing
Development
Programmes
Conducting
Development
Programmes
Evaluating
Development
Programmes

67. Training Methods

68. 1. On-the-job Methods: refer to methods that are
applied in the workplace where the employee is
actually working.
It can either be within the organization itself or in the
field. The individual train him/herself through
firsthand experience of carrying out the assigned
tasks and coping with problems and difficulties.
Almost all employees are exposed to some form of
on the job training after an initial job orientation.

69. 2. Off-the-job Methods: off the job
methods are used away from
workplaces.
Training techniques represent the
medium of imparting skills and
knowledge to employees.

70. Factors affecting the choice of a
training method :
 Age, gender, or level of education of
the trainees
 Learning styles of the trainees
 Number of trainees
 Budget
 Trainer's skills and training style

71. 71
METHODS OF TRAINING
ON-THE JOB
• ORIENTATION TRG.
• JOB-INSTRUCTION
• PROGRAMMED
INSTRUCTIONS/CAI
• APPRENTICESHIP
• JOB ROTATION
• COACHING
• MENTORING/UNDERSTUDY
• INTERNSHIP AND
ASSISTANTSHIP
• COMMITTEE ASSIGNMENTS
OFF-THE JOB
• VESTIBULE
• LECTURES
• AUDIO-VISUALS
• CONFERENCE
• DISCUSSION
• CASE STUDY
• ROLE PLAY
• SIMULATION
• LABORATORY
TRG./SENSITIVITY TRG./T-
GROUPS.
• E-LEARNING.

72. 72
1. Job Instruction Training: The JIT method is a four-step
instructional process:
a. The trainee receives an overview of the job, its purpose
and its desired outcomes, with a clear focus on the
relevance of training.
b. The trainer demonstrate the job in order to give the
employee a model to copy. The trainer show a right way to
handle the job.
c . Next, the employee is permitted to copy the trainer’s
way. Demonstrations by the trainer and practice by the
trainee are repeated until the trainee masters the right
way to handle the job.
d. Finally, the employee does the job independently
without supervision.

73. 73
Programmed Instruction (PI)
• This is a method where training is offered without the
intervention of a trainer. PI involves:
a. Presenting questions, facts, or problems to the learner in a
book form .
b. Allowing the person to respond.
c. Providing feedback on the accuracy of his/her answers.
d. If the answers are correct, the learner proceeds to the next
block. If not, she/he repeats the same.

74. 74
Apprenticeship Training:
• It is a method of training in crafts, trades and technical
areas. Theory and practicals are combined. Technicians
and Craft workers such as plumbers, carpenters,
electricians, machinists etc. are trained through formal
apprenticeship programmes.
• During this period ,each trainee is paid certain amount of
stipend and he is assigned job for a schedule which is
predetermined.
.

75. • Assistantship and internship are similar
to apprenticeship because they also
demand high level of participation from
the trainee.
• An Internship is a kind of on-the-job
training that combines job training with
classroom instruction in schools,
colleges or universities 75

76. 76
Coaching
Coaching is a kind of daily training and feedback
given to employees by immediate supervisors.
In Coaching, the supervisor
• explains things and answers questions;
• he throws light on why things are done the way they
are;
• he offers a model for trainees to copy;
• conducts lot of decision making meetings with trainees;
• procedures are agreed upon and the trainee is given
enough authority to make decisions and even commit
mistakes.

77. Mentoring /Understudy
• It is a relationship in which a senior
manager in an organisation assumes
responsibility for grooming a junior person.
• Technical, Interpersonal and political skills
are conveyed from a more experienced
person.
• The Junior person can be promoted or
given authority and responsibility to work
like his senior in his absence /leaving the
organisation 77

78. Job Rotation
• The kind of training involves the movement
of trainee from one job to another.
• This will help him to have general
understanding of how the Organisation
functions.
• Greater understanding of different
functional areas
• Relieves boredom and monotony of work
• The cross trained employee provide great
amount of flexibility to the organisation
78

79. Committee Assignments
• In this method the trainees are asked to
solve an actual Organisational problem
• The trainees have to work together and
offer solution to the problem
• Develop team spirit and work unitedly
towards common goal
79

80. 80
OFF-THE-JOB METHODS
1. Simulation
• It is an attempt to create a realistic decision-making
environment for the trainee.
• Simulations present likely problem situations and
decision alternatives to the trainees.
• A simulator is any kind of equipment or technique that
duplicates nearly as possible the actual conditions
encountered on the job.
• Activities in the organisation may be simulated and the
trainee may be asked to make a decision in support to
those activities.

81. 81
• The most common methods of Simulations are :
Vestibule, Case study, Role playing, Management
Games, and In-basket exercises
I. Vestibule Training: utilizes equipment which closely
resemble the actual ones used on the job. The training
takes place away from the workplace. A special area of
room is set aside from the main production area and is
equipped with similar furnishings and machineries and
trainee is permitted to learn
II. Case Study: is a written description of an actual
situation in business which provokes, in the reader, the
need to decide what is going on, what the situation
really is or what the problems are, and what can and
should be done. Taken from the actual experiences of
organizations, cases represent attempts to describe, as
accurately as possible, real problems that managers
have faced.

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III) Role Playing: Generally focuses on emotional (mainly
human relations) issues rather than actual ones. It is
defined as a method of human interaction that
involves realistic behavior in imaginary situations.
• The essence of role playing is to create a realistic
situation, and then have the trainees assume the
parts of specific personalities in the situation.
• This method is mostly used for developing
interpersonal interactions and relations and also for
attitude change.

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IV. Behavior Simulation games: These focus
primarily on the processes of interpersonal
relations, on how decisions are made, and with
what consequences, rather than on the
substance of the decisions. Business games,
cases, incidents, GD and short assignments are
a part of it.
IV. In-Basket Exercises: The trainee is offered with
a basket full of cases and problems , which they
have to pick and find a solution and problem
solve it.

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2. Lecture Method
• This method is a traditional and direct method of
instruction. The instructor organizes the material
and gives it to a group of trainees in the form of
talk.
3. Conference/discussion approach
• Trainer delivers a lecture and involves the trainee
in a discussion so that his doubts about the job
get clarified.
• Trainer may use audio-visual aids such as
blackboards, slides, video tap or audio tap.

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4. Sensitivity Training
• It uses small number of trainees, usually fewer than 12 in a
group. They meet with a passive trainer and gain insight into
their own and others’ behavior.
• Meetings have no agenda, are held away from workplaces,
and questions deal with the ‘here and now’ of the group
process. Discussion focus on “why participants behave as
they do, how they perceive one another, and the feelings
and emotions generated in the interaction process.”
• The objectives of this training are to provide the participants
with increased awareness of their own behaviour and how
others perceive them – greater sensitivity to the behaviour of
others and increased understanding of group processes.