Emerging Role of CLO in Organisations

Maximizing the capacity of each individual through targeted learning and development over time and space is crucial to excellence and this defines the role of the Chief Learning Officer (CLO). With a seat at the strategy table, there is a requirement that learning creation and execution are linked specifically and intentionally to the business goals of the organization, and that the language of business is spoken.

The challenges are mounting for the Chief Learning Officer (CLO) as they work strategically to support success for their companies and people.

The upcoming retirement of the generation of baby boomers will bring significant knowledge gaps in organizations, and the entering generation of employees has a very different learning style, more technology-enabled and team-oriented than previous generations. Most enterprises will expect people to develop new competences at a faster pace than ever before, as product life cycles are getting shorter, and organizations are becoming flatter, more knowledge-driven, complex and global.

Executives in all industries are seeking to leverage the untapped talent of their people, and they are turning to the CLO to ensure that this talent is energized and engaged through sophisticated, advanced learning systems and approaches. No longer on automatic pilot, it is not enough to engage in delivering traditional classroom learning in isolation. Too much is at stake and the 21st century offers exceptional opportunities to deliver learning through cutting-edge channels, resources and tools. Learning must be integrated into the execution of strategy, developed collaboratively, extended through both time and geographies in a rapid, seamless execution, and must demonstrate valuable bottom-line results.

A new CLO role has emerged and involves strategic performance in a number of significant areas including:

1. Establishing Learning Governance Structure.
   It is critical to engage business leaders and Information Technology, Human Resource and Learning leaders to develop and shape a vision for learning and jointly make decisions. This support will optimize the implementation and adoption of new initiatives in today’s complex enterprises.
2. Building an Employer Brand through Investments in Learning.
   A company brand is one of the most import assets of an organization. Investments in people learning and development can help to enhance the employer brand, and position the organization as an Employer of Choice. The CLO must to play an active role in making this a reality.
3. Integrating Learning with Performance Management Practices.
   Performance management has emerged as strong area of focus for most enterprises. The Learning function must be involved in a number of areas including: developing competency frameworks, mapping courses to competences, and the design of individual knowledge assessments. This enables employees to build their personal learning plans and keep track of learning completions, gaining certifications, and building critical competencies in their desired career path.
4. Creating and Supporting an Enterprise-Wide Learning and Collaboration Platform.
   An enterprise-wide learning and collaboration platform provides the foundation for access to knowledge and learning, the capacity to track and report learning activities, and the opportunity for people to share knowledge through communities of practice and expert netwoks.
5. Providing Decentralized Capabilities to Create and Share Knowledge.
   Previously, learning programs were for the most part centrally developed and delivered to people throughout the organization. In today’s world, it is expected that information and knowledge flows through the entire enterprise bottom-up, horizontally, and top-down. Universal access to the tools and applications that enable distribution of knowledge and sharing of expertise within the organization is mandatory. Examples of these technology supported tools include: collaboration platforms, virtual classrooms, and rapid e-Learning development platforms, among others.
6. Designing Blended Learning Solutions.
   New learning solution designs provide people with the most efficient and effective way to acquire and share knowledge and develop skills. True blended learning solutions include one or more of the following components: classroom, online learning, coaching and mentoring, online referenceware, communities of practice, expert networks and information repositories.
7. Developing the Value Proposition and Measurement of Learning.
   Enhancing learning capabilities requires significant investments which can only be approved if a sound business case is communicated. In order to retain investment levels year-over-year, it is important to show the business impact that investments have achieved in enabling the talent to perform effectively and efficiently to achieve strategic goals.
   

The good news is that the CLO can leverage and blend a broad portfolio of learning methods and tools to support business and people development including:

• Classroom programs – facilitated sessions, classroom simulations, workshops, and seminars.
• Self-paced e-Learning courses and live virtual classroom sessions. Podcasts, webinars and TVonline.
• PDA and mobile-based learning. Online job aids and performance support tools.
• Process Embedded Learning.
• Online books and executive summaries. Access to rich knowledge repositories.
• Coaching and mentoring (both live and online). Communities-of-Practice.
• Expert networks. Online skill and competency assessments and feedback tools.
• Learning and career development planning tools.

The primary resource to be engaged in the execution of strategy is the skills, knowledge and energy of the people. Maximizing the capacity of each individual through targeted learning and development over time and space is crucial to excellence and this defines the new role of the CLO. With a seat at the strategy table, there is a requirement that learning creation and execution are linked specifically and intentionally to the business goals of the organization, and that the CLO speaks the language of business.

Competency Mapping

‘Competence’ means a skill and the standard of performance reached while ‘competency’ refers to the behavior by which it is achieved.

Competence ------->> Competency
Skill based------------->>Behaviour based
Standard attained ----->>Manner of behaviour
What is measured----->> How the standard is achieved

Competency leads to demonstration of skills and abilities, which results in effective performance within an occupational area. It also embodies the capacity to transfer skills and abilities from one area to another. Competencies are components of a job which is reflected in bahaviour that are observable in the workplace.

The common elements most frequently mentioned are knowledge, skills, abilities, aptitudes, personal suitability behaviour and impact on performance at work.

Five types of competency characteristics
Motives : Self development focuses on client success, preserve firm/personal integrity (Drive, direct or select behaviour towards certain action or goals)

Traits : Learns quickly, projects self-confidence, team player, handles ambiguity well, demonstrates initiatives (Physical characteristics and consistent response to situation or information)

Self-concepts : Person’s attitude, values or self-image
Skills : Communicates well, demonstrates leadership (Ability to perform certain physical or mental task)

Knowledge : Job related (Information a person has in certain specific area)

Personal Competency Framework

Personal

1. Adaptability
2. Independence
3. Integrity
4. Stress
5. Tolerance
6. Resilience
7. Detail consciousness
8. Self management
9. Change orientation

Intellectual

1. Information Collection
2. Problem Analysis
3. Numerical Interpretation
4. Judgment
5. Creativity
6. Planning
7. Perspective
8. Organisational Awareness
9. Environmental Awareness
10. Learning Oriented
11. Technical expertisemmunication
    

Communication

1. Reading
2. Written communication
3. Listening
4. Oral expression
5. Oral presentation

Interpersonal

1. Impact
2. Persuasiveness
3. Sensitivity
4. Flexibility
5. Ascendancy
6. Negotiating

Leadership

1. Organising
2. Empowering
3. Appraising
4. Motivating others
5. Developing others
6. Leading

Result Oriented

1. Risk taking
2. Decisiveness
3. Busnes sense
4. Energy
5. Concern for excellence
6. Teancity
7. Initiative
8. Customer oriented

The competencies, areas of expertise, and roles identified provide a model for understanding the requirements of the profession. Although this is important, the real value of the model is its application to enhance and elevate the profession. Among other things, the competency model can be used to :

• Attract people into the profession
• Evaluate individuals for selection or promotion
• Guide career-planning decisions
• Assess job performance
• Establish a foundation for credentialing programs

Issues related to development of competencies
1. Is the organization serious about it?
2. What is the goal – Quality or excellence?
3. Is the development effort periodic or continuous?
4. Is the assessment a continuous process or is it a one-time endeavour?
5. Are the competencies reflecting current activities or future activities?
6. What should be the time frame for the project?
7. How will the organization use the results?
8. What is the value addition for the organization?
9. What is the value addition for employees?
10. How will the determinants of success be measured?
11. What are the desired outcomes?
12. Who is the owner of the process?
13. Who all be targeted?
14. Who will be involved in development?
15. Who will be assessed and by whom?
16. How to validate the assessments?
17. How will the competency project be communicated to the employees+


Competencies-based HR applications

Position requirements
1. Process Design
2. Job Design
Position Fulfillment
3. Recruitment
4. Qualification
5. Selection
6. Orientation
7. Induction training
Performance Management
8. Measurement
9. Development
Promotion
10. Training
11. Succession

Are you ready for e-Learning?

e-Learning can help people learn better, faster and cheaper, and can provide a real return on investment when used properly and developed effectively. In general, it seems to work rather well to increase the learner's ability to retain and use information, to save money, and time and to have an impact on an organization's effectiveness. Organizations are often faced with a situation where they have to make a decision regarding whether to develop e-Learning solutions or to continue to utilize traditional classroom training.
Many organizations are turning to e-Learning to train their ever-growing sales forces on variety of topics that may include: selling strategy, product attributes, customer management, communication skill, etc. While making a decision regarding the development of e-Learning courseware, practical matters such as time, talent, technology, and budget play a major role. Before you go ahead and start developing your next e-Learning courseware asks yourself the following questions:

• How many people need training and when?
• What specific skills, knowledge, and attitudes they must learn?
• How much impact could the training have on the company's performance?
• Who would have to travel where, when and how often?
• What facilities and materials are needed?

The answers to these questions should be evaluated in light of questions related to the e-Learning experience:

• Does the subject lend itself to e-Learning training?
• Would retention be higher?
• Would travel time and costs decrease?
• Would the new courseware have any other uses?
• Would account managers use the new courseware as a just-in-time reference source?

Answers to these questions would point out differences between the types of training options that are available. You would also be able to see where costs would differ and could approximate a return-on-investment from different types of training.

Organizational Approach

Training managers often use a broader, overall system approach in which they look over the entire curriculum and ask themselves the following: “if we invest in e-Learning in one area, where else will it match? Where else can it significantly improve my results?” In most cases, more than one audience and subject matter area can use the e-Learning platform, thus leveraging cost and impact over a wider spectrum. Some key questions you need to ask yourself at this point are:

• Which of all my current and future subjects matter areas lend themselves more readily to e-Learning?
• Where do I have more than 100 people who need to learn or perform in the same general area?
• Where is learning retention and transfer extremely critical?
• Where is there a need for a constant refresher or update training?
• Where do I need to improve training consistency across wide geographic area and/or large audience?
• Where am I spending large amounts on travel and/or opportunity costs?

Answering these questions can enable you to focus on several key areas across the curricula where e-Learning may help. By taking this broader view, it may be easier to obtain the up-front financing required to begin an effective e-Learning strategy.

Meaningful goals

Traditional instructional objectives remain important. All training must have specific and measurable statements of desired learning outcomes. These training outcomes must be attainable and meaningful to the learner.

· Learning by doing (the power of simulation): Learning often requires more direct immersion in a problem or situation. Building hands-on experience by putting learners into situational involvement makes the online learning real from the start.

· Learning from Mistakes: Challenging learners through simulated events and allowing them to make mistakes is an important component of learning. Within the confines of an educational game we can allow learners to experience all types of challenges. In such scenarios, failures are often beneficial because they occur within the safe confines of simulated educational event.
· Robust Coaching and Feedback: Online training programs run the gamut in the quality of the coaching and feedback they provide. It is amazing how many fail to let the learner know if they made the decision and why. This feedback is very important in enforcing the educational message.
· Expert Modeling and Stories: Every field has its sets of experts. Experts are often charismatic and speak with authority that has a lasting impact on the audience. By bringing experts and peers (or customers into an online program to model a behavior or tell of their own experiences, we reinforce learning bin ways that are both powerful and long lasting.
· Authenticity: Online courseware must be up-to-date and relevant to current practices. It would be disastrous for a training program to be based on outdated situations.
· Reuse After Learning: A successful online courseware is one that allows users to easily refer back to it because it was designed to support the trainee on the job. Search engines and logical organization of the content can facilitate ongoing use of the courseware.

Building great online courseware that encompasses these key features is certainly more complex, challenging and often expensive. That's why it is important to have a training strategy that looks at the options of build-or-buy in the context of potential return on investment.

Benefits of e-Learning

Why are so many companies including e-Learning in their learning solution? e-Learning has a number of unique characteristics that make it a superior choice to meet certain training objectives:

• Consistent – Unlike instructor-led training (ILT), the content and delivery of e-Learning does not vary by trainer or event. This is important for both skills training and proprietary training when the uniformity of message and delivery is critical to keep everyone on the same page.
• Flexible – e-Learning may be rolled-out to people in multiple geographies simultaneously. There is less concern about tying training schedules to employee schedules because courses are available 24x7. And courses remain available after they are rolled-out, to be used for reference and reinforcement.
• Cost Effective – e-Learning reduces the total cost of training – including travel cost and the financial impact from lost productivity during training events. There will always be costs associated with the development of training materials regardless of modality, but the costs to deliver training to large numbers of people are diminished by e-Learning and its enabling technologies.

e-Learning is not a panacea for all training challenges. There are times when face-to-face instruction is the only logical conclusion. But as technology becomes more pervasive and the quality of online instruction becomes better and better, e-Learning is increasingly viewed as a key element of the learning solutions mix.

When to Use e-Learning

There are several special situations where e-Learning is particularly effective. Consider online training when you want to:

• Enhance classroom learning
• Reinforce classroom training after the event through online courses, reference materials, and "practice” labs
• Launch a new product or service - train sales reps, tech support, and even customers quickly and easily
• Bring new employees up to speed on software - immediately! through simulation
• Ensure that everyone receives consistent information and training
• Access assessment tools that tell you where students need to sharpen their skills
• Produce thorough reports on who is taking a particular course and how well they're doing -- including meeting regulatory reporting requirements
• Spend training dollars on actual training - not on airfare and hotels
• Induction programme
• Convert monotonus subject such as rules regulations, manuals into highly interactive tool

TYPES OF e-Learning

We are at a critical moment in the evolution of e-Learning. After many years of development, e- learning has become an important business process for corporations. Companies around the world are now exploring how to better educate and manage their employees who rely on fresh knowledge to perform.

How e-Learning Can Increase Retention Rates

Learning requires attention. In order to be effective, training has to grab and retain attention. This requires interweaving different types of information and using different areas of the brain in order to create a true learning experience. Training should also incorporate other elements such as interaction, imagery, and feedback. e-Learning can incorporate many elements that make learning new material, a new process, or a new program more fun. Making learning more fun -- or interesting -- is what makes it more effective. If you aren't pulled into the material, you really aren't learning as well as you could be. This is what makes e-Learning so great for so many types of learning. Obviously, every type of training can't be turned into e-training, but many can with excellent results. The keys to successful e-Learning include:

• Varying the types of content - Images, sounds, and text work together to build memory in several areas of the brain and result in better retention of the material.
• Creating interaction that engages the attention - Games, quizzes and even just required manipulation of something on the screen creates more interest, which in turn builds better retention.
• Providing immediate feedback - e-Learning courses can build in immediate feedback to correct misunderstood material. The more immediate the feedback, the better because each step of learning builds upon the previous step. If no feedback is given, then the next step may be building upon an incorrect interpretation.
• Encouraging interaction with other e- learners and an e-instructor - Chat rooms, discussion boards, instant messaging and e-mail all offer effective interaction for e-learners and do a good job of taking the place of classroom discussion. Building an online community significantly influences the success of online programs.

Types of e-Learning

e-Learning falls into four categories, from the very basic to the very advanced.

• Knowledge databases - While not necessarily seen as actual training, these databases are the most basic form of e- learning. You've probably seen knowledge databases on software sites offering indexed explanations and guidance for software questions, along with step-by-step instructions for performing specific tasks. These are usually moderately interactive-meaning that you can either type in a key word or phrase to search the database, or make a selection from an alphabetical list.
• Online support - Online support is also a form of e-Learning and functions in a similar manner to knowledge databases. Online support comes in the form of forums, chat rooms, online bulletin boards, e-mail, or live instant-messaging support. Slightly more interactive than knowledge databases, online support offers the opportunity for more specific questions and answers, as well as more immediate answers.
• Asynchronous training - This is e-Learning in the more traditional sense of the word. It involves self-paced learning, CD-ROM-based, Network-based, Intranet-based or Internet-based. It may include access to instructors through online bulletin boards, online discussion groups, and e- mail. It may also be totally self- contained with links to reference materials in place of a live instructor.
• Synchronous training - Synchronous training is done in real-time with a live instructor facilitating the training. Everyone logs in at a set time and can communicate directly with the instructor and with each other. You can raise your cyber hand and even view the cyber whiteboard. It lasts for a set amount of time -- from a single session to several weeks, months, or even years. This type of training usually takes place via Internet Web sites, audio- or video- conferencing, Internet telephony, or even two-way live broadcasts to students in a classroom.

Implementing e-Learning can be challenging. You could experience setbacks, even failure. To succeed you need to think critically about the ability of your organization to implement e- learning successfully. You need to make sure that your e-Learning initiatives achieve the intended learning objectives. This often requires an on-going evaluation process that enables you to continuously identify existing learning gaps.

Interviewer's Reference List

Check List for Interviewer's:
1. Tell me about your greatest strength. What's the greatest asset you'll bring to our company?
2. What's your greatest weakness?
3. What was your favorite position, and what role did your boss play in making it so unique?
4. What was your least favorite position? What role did your boss play in your career at that point?
5. Where do you see yourself in five years?
6. What makes you stand out among your peers?
7. What have you done on your present/last position to increase your organization's top-line revenues?
8. What have you done to reduce your department's operational costs or to save time?
9. What has been your most creative achievement at work?
10. What would your current supervisors say makes you most valuable to them?
11. What are the broad responsibilities of a job title?
12. What aspects of your job do you consider most crucial?
13. How many hours a week do you find it necessary to work in order to get your job done?
14. How does your position relate to the overall goals of your department or company?
15. What area of your skills do you need to improve upon in the next year?
16. How many employees were laid off simultaneously?
17. How many people survived the cut?
18. How many waves of layoffs did you survive before you were let go yourself?
19. What does growth mean to you?
20. What will you do differently at your present company if you don't get this position?
21. Describe how you've progressed through the ranks and landed in your current position at ABC Company.
22. How have you added value to your job over time?
23. How have you had to reinvent or redefine your job to meet your company's changing needs? What proactive steps did you have to take to increase the output of your position?
24. Distinguish between your vertical progression through the ranks at your last/present company and your lateral assumption of broader responsibilities.
25. What would be your next logical move in progression at your present company?
26. What kind of mentoring and training style do you have? Do you naturally delegate responsibilities, or do you expect your direct reports to come to you for added responsibilities?
27. Every company has its own quirks—its "dysfunctionality quotient," so to speak. How dysfunctional was your last company, and how much tolerance do you have for dealing with a company's shortcomings and inconsistencies?
28. How would you describe the amount of structure, direction, and feedback that you need to excel?
29. In terms of managing your staff, do you "expect" more than you "inspect," or vice versa?
30. How do you approach your work from the stand-point of balancing your career with your personal life?
31. Paint a picture of the corporate culture you'll create if we hire you. Do you operate under a more centralized and paternalistic agenda with power centralized in the hands of a few, or do you constantly push responsibility and accountability down the line?
32. Why did you choose your [college/major]?
33. How does your degree prepare you (a) for a career in [industry] or (b) to excel as a [job title]?
34. What qualifications do you have beyond academics that qualify you to make a successful transition into business?
35. Do you think your grades are a good indicator of your ability to succeed in business?
36. What other types of positions and companies are you considering right now?
37. How would you grade your ability to predict needs before they arise?In other words, how would you evaluate your intuition, timeliness, and proactive business style?
38. Do you consider your technical abilities basic, intermediate, or advanced? What types of projects did you complete with each software program?
39. In what areas do you typically have the least amount of patience at work?
40. How would you grade your ability to communicate with upper-level management, customers, and peers?
41. What pace do you typically work at?
42. How do you competitively rank among other account executives in terms of your production?
43. What are the two most common objections you face, and how do you deal with them?
44. Role-play with me, if you will, presenting yourself to me over the phone as if you were a headhunter. Convince me that this "product" you're selling is worth my time.
45. How do you define your closing style?
46. All salespeople need to find equilibrium between (a) high-volume production numbers and (b) quality. Which philosophy drives your sales style more?
47. Tell me about the last time you failed to meet quota. How many times did that happen over the past year, and what plan of action did you take to get back on track?
48. With no undue flattery, if you will, grade me on how well I'm conducting this interview: What can you tell me about my sales and management style on the basis of the questions I'm asking you?
49. How important is the base salary component to you? Would you prefer a straight commission if it offered you the potential for an additional 35 percent in aggregate earnings over the base salary?
50. Tell me about your quality ratios: How many prospects do you typically see before closing a sale?
51. How much does production vary from desk to desk in your office?
52. Give me an example of your ability to facilitate progressive change within your organization.
53. Tell me about the last time you inherited a problem unit—one suffering from poor productivity or low morale. What was the scope of the project, and how were your direct reports affected?
54. Did you create a culture of open information sharing and increased accountability by giving responsibility to your subordinates, or did you focus more on establishing their parameters and controlling the decision-making process?
55. How do you typically stay in the information loop and monitor your staff's performance?
56. How do you typically confront subordinates when results are unacceptable?
57. Tell me about your last performance appraisal. In which area were you most disappointed?
58. In hindsight, how could you have improved your performance at your last position?
59. Where do you disagree with your boss most often? How did you handle the last time she was wrong and you were right?
60. How would your supervisor grade your ability to cope with last-minute change without breaking stride?
61. Why do you want to work here?
62. What do you know about our company?
63. Tell me about your understanding of the job you're applying for.
64. What can you do for us if we hire you, and when should we expect to see concrete results?
65. How structured an environment would you say this individual needs to reach her maximum potential?
66. Does this individual typically adhere strictly to job duties, or does he assume responsibilities beyond the basic, written job description?
67. Please comment on this person's ability to accept constructive criticism.
68. How much do outside influences play a role in her job performance?
69. Would you consider this individual more of a task-oriented or project-oriented worker?
70. How does he handle interruptions, breaks in routine and last-minute changes?
71. How would you grade her commitment to project completion?
72. How would you grade this candidate's capacity for analytical thinking and problem solving?
73. Does this individual need close supervision to excel, or does she take more of an autonomous, independent approach to her work?
74. How global a perspective does he have? Do you see him eventually making the transition from a tactical and operational career path to the strategic level necessary for a career in senior management?
75. How would you grade this candidate's listening skills?
76. How effective is the candidate at delivering bad news? Will he typically assume responsibility for things gone wrong?
77. Please grade the individual's capacity for initiative and taking action. Does she have a tendency to get bogged down in "analysis paralysis?"
78. Is this candidate's management style more autocratic and paternalistic or is it geared toward a more participative and consensus-building approach?
79. In terms of this individual's energy level, how would you grade his capacity for hustle?
80. How does this individual approach taking action without getting prior approval?
81. Is it this person's natural inclination to report to someone else for sign-off, or does she operates better with independent responsibility and authority?
82. After so many years in the business, is this candidate still on a career track for which she can sustain enthusiasm?
83. How effective is this person at orchestrating a corporate ensemble of functional areas?
84. Please address the candidate's ability to cope with the significant pressures associated with senior management.
85. Does this person ever delay the inevitable in terms of disciplining or dismissing employees?
86. Is this individual inclined to maintain smooth and amicable relations at all costs, or is she more likely to show her teeth when faced with adversity?
87. Does the candidate stay open to all sides of an argument before reaching a decision, or does he get personally involved in conflicts?
88. Tell me again why you feel the position you're applying for meets your career needs or why working for our company is so important for you.
89. On a scale of 1 to 10 (10 being you're really excited about accepting our offer, 1 being there's no interest), where do you stand?
90. What would have to change at your present position for you to continue working there?
91. Tell me about the counteroffer they'll make you once you give notice. If you gave notice to your boss right now, what would he say to keep you?
92. What's changed since the last time we spoke?
93. If you had to choose among three factors—(1) the company, (2) the position you're applying for, or (3) the people you'd be working with—which would you say plays the most significant role in your decision to accept our offer?
94. If we were to make you an offer, tell me ideally when you'd like to start. How much notice would you need to give your present employer?
95. Share with me what final questions I can answer for you to help you come to an informed career decision.
96. At what dollar level would you accept our job offer, and at what dollar level would you reject it?

Budget Highlights for Financial Year 2007-2008

Direct Taxes
• No change in rate personal income tax
• No new direct tax imposed
• 1/6 criteria for filing income tax returns abolished
• No change in corporate tax
• Minimum Alternate Tax increased from 7.5% to 10%
• MAT credit period increased to 7 years
• Rate of STT rate increased by 25%
• Cash Withdrawal Tax to continue
• Bank FDs of over 5 years brought under tax exemption under section 80C of IT Act
• 10,000 rupee ceiling on pension contribution removed
• Open, close-end equity MFs on par for div distribution tax
• PAN needed for more transactions
• To continue with cash withdrawal tax
• Hopes debate on FBT ends; FBT is justified
• Announce changes in computation of fringe benefit tax
• Lauds cash withdrawal tax role in curbing money laundering
• Retirement contribution cap of 100,000 rupees for FBT
• To issue statement of revenue foregone
• Include LPG under declared goods for CST
• States taxing LPG at high rates
• Direct tax proposals to yield 40 bln rupees more FY-07

Fringe Benefit Tax
• FBT justified, but changes to be brought in computation
• Value benefit on tour and travel cut to 5% from 20%
• Value the benefit in the form of hospitality and use of hotel boarding and lodging facilities in the case of airlines companies and shipping industry at 5% instead of 20%
• Expenses on free sample of medicines and of medical equipment distributed to doctors excluded
• Brand Endorsement excluded
• Announce changes in computation of fringe benefit tax
• Superannuation in excess of Rs 1 lakh per year per employee to attract FBT

Economy
• Growth is antidote to poverty
• FM attributes success to CMP and vision of PM
• FY05 GDP growth was 7.5% with manufacturing growing at 8.1%
• GDP to grow at 8.1% in 2006-07
• Govt determined to achieve 10% growth rate
• Gross saving up at 21.9%

Fiscal
• Gross Tax: GDP ratio increased to 10.5% Vs 9.8% year ago, will increase to 11.2% in FY-07
• Fiscal deficit at 4.1% Vs 4.3%; to be further lowered to 3.8%
• FY-06 Revenue deficit revised to 2.6 % Vs 2.7%
• Gross capital formation at 30% in FY-05
• Non-food credit growing at 25%
• Govt provided interim relief for calamities & drought. Money for relief & rehabilitation
• Investment rate up from 25.3% in FY-03 to 30.1% in FY-05
• Manufacturing at 9.4% in FY 07
• Agriculture bounced back at 2.3%
• Rs 1,72,700 crore budget support for plan, up 20.4% in FY-07
• Support to Central Plan at 1,31,285 crore
• Increased allocation for North-East at Rs 12041 crore
• Outcome Budget to be presented on March 17
• Provide Rs 16901 crore equity support to Central PSUs
• Public sector outlay at Rs 1.23 lakh crore
• Rs 10000 crore corpus for RIDF-XII in FY07
• Separate window for rural roads under RIDF
• To unwind special securities by converting to SLR papers
• Rs 89000 crore for Defence up from Rs 83000 crore
• VAT a resounding success
• Next stage of reforms depends on all states implementing VAT
• To provide Rs 3000 crore as VAT compensation to states
• States revenue share up at Rs 94400 crore for FY-07
• Gross fiscal deficit lower than gross budgetary support plan
• Non plan expenditure at Rs 391000 crore
• Total expenditure for FY-07 pegged at Rs 563900 crore

Agriculture
• Food grain output up at 209.5 mt up 5 mn tonnes over last year
• Farm credit increased to Rs 1,75,000 crore in FY-07
• Special sops for farms
• Banks asked to add 50 lakh more farmers to credit portfolio
• Interest subsidy of 2% for farm loans taken in FY-06
• To provide Rs 1700 crore for farmers relief
• Farmers to receive short-term credit at 7% with an upper limit of Rs 3 lakh w.e.f. Kharif 2006-07
• New NABARD credit lines for self help groups
• Central Institute of Horticulture to be set up in Nagaland
• Food Processing to be priority sector for bank credit
• NABARD to set up Rs 1000 crore centre for food processing

Industry
• All sectors improve performance barring mining
• Special purpose tea fund formed with corpus of Rs 100 crore in 2005-06
• National Fisheries Board to be constituted soon
• Rs 535 crore in FY-07 for textile upgradation scheme
• Rs 189 crore for textile parks
• Jute Technology Mission to be set up
• National Jute Board to be set up
• Govt proposes Handlooom Mark
• To develop 3 investment regions for oil sector in FY-07
• 180 SSI items to be de-reserved
• To recognize small, medium enterprises in services sector • For cut in SSI credit guarantee fee to 1.5% Vs 2.5%

Infrastructure
• Highway schemes progressing at 4.4 km/day
• 96% of GQ project to be completed by June 2006
• Plans of 1000 km of access control highway on BOT basis
• 5083 MW capacity to be added in FY06
• Govt determined to execute Bharat Nirman programme
• To increase budgetary provision for Bharat Nirman to Rs 18,696 crore in FY-07
• 8,70,000 rural houses built under Bharat Nirman
• 71,182 villages got telephones under Bharat Nirman
• Education allocation increased by 31.5% to Rs 24,154 crore
• Rs 10,041 crore for Sarva Siksha Abhiyan
• Mid-Day meal allocation at Rs 4813 crore
• Rural Employment to cost Rs 11700 crore in FY07
• FY07 Drinking Water outlay at Rs 4680 crore Vs Rs 3645 crore
• Rs 4595 crore outlay for National Urban Mission in FY-07
• 20,000 water bodies to be covered under renewal plan
• India Infrastructure Investment Company to be set up
• 3.92 million foreign tourist arrived
• Four new hotel management institutes Chhatisgarh, Jharkhand, Haryana and Uttaranchal
• Allocation for Tourism at Rs 830 cr for FY-07
• 15 tourism sites to be developed
• Empowered Ministers Group on Cluster Development Sectors
• Committed to strong, efficient public sector
• Expert body to look into gems, jewellery sector taxation
• 2000 crore tonne coal to be de-blocked for power sector by 2012
• 45 coal blocks allocated for power, coal and steel sectors
• 22000 crore rupee investment expected in refinery sector
• To introduce comprehensive bill on insurance in FY-07

Debt Markets
• Cap on FII in gilts raised to USD 2 billion
• Cap on FII investment in corp debt raised to USD 1.5 billion
• To remove 10% cap on overseas investment by mutual funds
• NDS-OM to be extended to some MFS, PFs, pension funds
• To create unified exchange traded market for corporate bonds

Social Sector
• To eliminate polio by December 2007
• Leprosy to be eliminated by December 2006
• 4595 crore rupee outlay for National Urban Mission in FY07
• To raise old age pension to Rs 200 per month Vs Rs 75
• Allocation for SC/STs raised 14.5% to Rs 2902 crore
• 20,000 merit scholarships for minority students
• Rs 16.4 crore for National Minorities Development Corporation
• Rs 50 crore to 3 Universities to begin with; on conclusion another grant of Rs 50 crore
• New grants to Calcutta, Madras, Mumbai universities
• To allocate 970 mln rupees for upgrading ITIs in FY07
• 50 bln rupees for new fund under Panchayati Raj in FY07
• 13 bln rupees special aid to J&K for power reforms
• Rs 100 crore for Punjab Agriculture University in Ludhiana
• Rs 8207 crore for Rural Health

External Sector
• FDI estimated at USD 4 billion till Nov 2005
• Confident of more FDI, especially in infrastructure
• To double world export share to 1.5% by FY09

Taxation
• Tax rates should be moderate • Tax revenue increased 19.9%

Indirect Taxes

Customs Duty
• Peak rate on non-agri imports reduced from 15% to 12.5%
• Customs duty on ferrous alloy reduced to 7.5% from 10%
• Customs on steel melting scrap raised to 5%
• Import duty on ores, concentrates cut to 2% from 5%
• Customs duty on inorganic chemicals cut to 10% from 15%
• Customs on steel melting scrap raised to 5%
• Import duty on ores, concentrates cut to 2% from 5%
• Customs on mineral products cut to 5% Vs 15%
• Duty on catalysts cut to 7% from 7.5%
• Customs duty on inorganic chemicals cut to 10% from 15%
• Customs duty on anti-AIDS, anti-cancer drugs cut to 5%
• Customs on packaging machines cut to 5% Vs 15%
• To impose countervailing duty of 4% on oil imports
• Customs duty on vanaspati raised to 18%
• Import duty on man-made fibre yarn cut to 8% Vs 18%
• Basic Plastics reduced to 5%
• Duty on Naphtha reduced to Nil

Excise Duty
• Aerated Drinks reduced to 16% from 24%
• Small Cars excise cut to 16% from 24%
• Ice Cream, Condensed Milk, Chocolates, Yeast, Pasta reduced to Nil
• Instant Food cut to 8%
• Compact fluorescent lamps cut to 8%
• 16% Excise on STBs but Customs Duty reduced to NIL
• Excise on Cigarettes increased by 5%
• Footwear cut to 8%

Service Tax
• Service Sector to contribute 54% to GDP in FY-06
• Service tax raised to 12% from 10%
• More services brought under service tax net
• ATM operation, maintenance and management to come under service tax
• Registrars, share transfer agents and bankers to an issue to come under service tax net
• Sale of space and time other than in print media for advertisement to come under service tax net
• Sponsorship of Events other than Sports by companies included under service tax
• International Air Travel barring Economy Class to come under service tax
• Container Services on Rail excluding the Railway Free Charges to come under service tax
• Business support services, Auctioneering, Recovery Agents, Ship Management Services,
• Travel on Cruise ships and Public Relations brought under service tax
• Apr 1, 2010 deadline for national level goods, services tax

Approach to E-Learning Need Analysis

E-Learning Needs Analysis
This process can be broken down into the following steps:

• Determine the objectives of the training program
• Conduct an audience analysis and analyse the data gathered
• Develop a high-level course outline
• Develop a recommendations document
• Present the needs analysis findings and recommendations to management
  

Determine Objectives of Training Program

• Determine key internal players on the project,
• Create an initial contact log capturing the necessary e-mail, phone, and other information you will need to arrange meetings with other players identified,
• Set and agree on program objectives, and
• Talk openly with your sponsor about what their vision is for the curriculum

Create an action plan that contains items like:

• Names of vendors or consulting firms to follow up with,
• Ideal start and end dates for the project,
• A range of budgets, to work within, or
• Ideas of what the sponsor would like to see and would like NOT to see happen on the project.
  
  Return on Investment: You need to make sure the objectives you agree on with the sponsor are measurable items that can be used to indicate the success or failure of the curriculum.
  It is very important for the executive team to understand the difference between direct ROI measurements and indirect ROI measurements. Direct ROI can be correlated back to the e-learning curriculum itself. Another way to directly examine the impact or effectiveness of e-learning is by examining statistics related to user participation or completion of training. There are several ways to measure this, including:
• Number of people registered to take the training
• Number of people who completed the curriculum
• Number of people who were able to pass assessment tests and receive certificates as a result of the training
  Items such as increased revenue that are based on "bottom line" factors are indirect measurements of ROI.

Audience analysis
The process of gathering information, creating profiles, and analyzing data specific to the needs of your learners is referred to as an audience analysis. The audience analysis is the most critical phase of any needs analysis. The data you gather during this phase is used to create the foundation upon which your recommendations for the curriculum will be built. To ensure your audience analysis is successful, you are going to need to know:
What to ask: This information can be grouped into several categories including:
· Background information,
· Technology,
· Existing training delivery, and
· Current knowledge of content.

Whom to ask: You will need to gather information from a well-rounded blend of individuals with different perspectives and needs related to your e-learning curriculum. These individuals should include:
· Managers,
· Subject Matter Experts (SMEs), and
· Learners.

How to ask it: Your surveys can be distributed using a variety of formats, including:
· Word document via e-mail,
· HTML-based Web surveys accessed via a URL, and
· Web-based survey-assessment software.

For an e-learning needs analysis, you should focus on the information you need to determine:

• If an e-learning curriculum is appropriate for your audience,
• How you should deploy it,
• What content you should develop your curriculum around,
• How the content should be designed, and
• What the profile is of the average learner within your audience.
  

Develop High Level Course Outline
Based on the information gathered from SMEs and learners during the audience analysis, you should be able to develop a basic outline that contains:

• A list of Modules for the curriculum
• A list of lessons for each module
• A list of Learning Objectives(Los) for each lesson
• Ideas related to instructional activities for each module
• An assessment approach for each Module
• Ideas related to interactivity and activities within each Module
• An estimate of how many screens each Module will contain
  

This outline is also critical from a scoping and planning perspective. As you create the project plan and budget for the development phase of your project, you will need to identify the total number of hours that will be necessary for development.

Develop a recommendation document
The recommendations document is the primary deliverable you should present to the managers and corporate sponsors of your program. It should contain easy-to-read, high-level information about your findings during the needs analysis, and should include your recommendations, and strategy for moving forward.
The recommendations document contains the following sections:

• Executive Summary
• Background
• Audience Analysis
• Recommendation Overview
• Instructional Strategy
• Design Strategy
• Assessment Strategy
• Delivery Strategy
• Communication Strategy
• Maintenance Strategy
• Project Plan
• Budget