Training Needs Analysis

Simple Six Steps for Training Needs Analysis 

Training needs analysis is the process by which the instructional needs of the organisation are identified and interpreted prior to the training delivery.  

STEP 1: Organizational analysis 
Indicators:

·Organizational goals and objectives

·Work force measurements

o   Analysis of labour turnover, 

o   Age profiles and expected retirements, etc.

o   Skills inventories

o   Measurements of organisational climate and industrial disputes

o   Labour turnover

o   Absenteeism

o   Productivity

o   Accident rates, etc.

·Measurements of efficiency:

o   Labour costs

o   Material costs 

o   Product quality

o   Downtime

o   Waste 

STEP 2: Operational analysis

The focus of this level of analysis is on a job or group of jobs. Organizations routinely undertake this sort of activity for reasons other than training.

Indicators:

·Job evaluation and organisation design:

o   Organisational Structure

o   Job Descriptions

o   Job Specifications

o   Performance Standards and KPIs

STEP 3: Individual analysis
Indicators:

This level of analysis is focused on measuring how well the incumbent is performing the job under review. These include the review of: 

·Performance appraisal data

·Job observation

·Interviews

·Questionnaires

·Job tests

·Critical incidents

·Attitudes surveys 

STEP 4: Occupational analysis

Indicators:

This level of analysis is measured by evaluating the competency of the individual mapped with his roles and responsibilities assigned to the resource with respect to his job efficiency and effectiveness. These include the review of: 

·         Job Competencies

o   Surface or refractory competency:

·Interpersonal skills

·Problem solving

·Communication skills

o   Conventional competency

STEP 5: Analyse the result

Indicators:

Based on the above analysis, the list of desired outcome need to be prepared. This may include the following:
· List down all the organizational constraints and assumptions
§  Budget
§  Time
§  Training material
§  Trainer
§  Attitude of participants
· Desired behavior required
· Desired level of Knowledge, Skill and Attitude required by each level and position

STEP 6: Define the learning outcomes
Indicators:

After analyzing the results and keeping the organizational constraints in mind, the training plan is outlined which necessarily covers:

Lessons and topic areas required to be covered for different types of trainees
Total time required for training
Learning Objectives
Training methodology
Allocation of time for each set of lecture and activities
Types of assessment suitable for the defined learning objectives
 Kind of training material required
Kind of trainer required

Instructional technologies with schools of thought

We need to first understand the following five adult learning orientations or schools has proponents who define the principles of instructional design for that theory and identify forms of evaluation (assessment of whether learning has occurred):


1. Cognitivist (Cg): It focuses on how humans learn using internal processes of acquiring, understanding, and retaining knowledge. Cognitivists believe that learning occurs when humans reorganize experiences, making sense of input from the environment.
2. Behaviourist (B): They concentrate on learning through control of the external environment. Their emphasis is on changing behavior through processes such as operant conditioning and positive reinforcement.
3. Humanist (H): They believe that learning must be geared to the development of the whole person; they place emphasis on learner motivation, attitudes, perceptions, and values. Members of this school embrace self-directed learning.
4. Social /collaborative (S): It focuses on the social context in which people learn, focusing on how they learn through interacting with and observing other people.

5. Constructivist (Cn): They stresses that the learner rather than the teacher develops knowledge and asserts that creating opportunities for knowledge construction by the learner eclipses any direct instruction provided by a teacher. Constructivism is best suited to content that is fluid and flexible, with no “right” answer.

Example of Instructional technology:

1. Classroom learning: Cg, B

2. Computer Based Training(CBT): Cg, B

3. Threaded Discussion: Cg, H, S, Cn

4. Electronic Performance Support System (EPSS): Cg, Cn

5. Learning Content Management System (LCMS): Cg, B, H, S, Cn

6. Synchronous communication through Chat, texting: Cg

7. PPT and Video as training material: B

8. CD/DVD ROM/ Mobile learning (Palm held devices): B

9. Audio (postcad): B

10. Video files: B

11. Instructor and student networked computer: H, Cn

12. Simulation: Cn

Why continuous process of mentoring required within organisation?

1. Upgrade knowledge and skill of employee.

2. Nurture leadership talent.

3. Attract and retain high performers.

4. Promote diversity of thought and style.

5. Develop a line of succession.

6. Preserve institutional memory.

7. Inculcate the sense of inclusion.

8. Foster a collaborative environment.

9. Ease the transition to new assignments.

10. Strengthen the competitive advantage of organisation.

Human Development Interventions @ Workplace

Human Resource Management team may use one of the following interventions from the given below list to overall effectiveness and efficiency of resources at the workplace:


1. Job Redesign: This can be achieved by observation, in-depth study of discrepancies between what assigned and his interest level, modification of job elements and responsibilities, hence amendments in the job description and finally reshuffling tasks and duties.

2. Job Enlargement: Adding responsibilities without altering the challenges, that is horizontal loading with new responsibilities and duties which makes the employee more motivated. It gives more satisfaction for being responsible for greater freedom.

3. Job Enrichment: Additional responsibilities are given to en employee followed by change in scope and challenges as work. This is vertical loading mechanism by which responsibilities of versatile nature is assigned to the employee.

4. Job Rotation: Employees are shifted from one function/ division/ department to another based on his competencies and career succession to give him better insight of the operations and organizational set-up for a defined period.

5. Career Counseling: This helps to recognize the root cause of dissatisfaction, failure to achieve targets assigned and achieve desired results, mapping employee competency with respect to organisation’s operating systems, internal and external dynamics. This also helps to overcome ole and work stress of employees.

6. Training: Providing regular training whether on-the-job, in-house or external training programme to the resources to equip them with new skill and expertise required accomplishing the desired expectations of the organization.

7. Suggestion schemes: Providing an environment where employees are encouraged to come forward with their open and frank suggestion / ideas / feedback for the overall growth, efficiency and effectiveness of the organization, division, department, team, etc.

8. HR Survey: HR should regularly conduct surveys such as job satisfaction survey, culture / climate survey, employee engagement survey, etc to enhance the moral and motivation of resources.

9. HR Audit: It is comprehensive evaluation of human resource development strategies, structure, systems, styles and skills in the context of the short term and long term business plan of organization. This gives insight and direction for further human development requirements.

Emerging roles of HR professionals

Key HR Role:
• Human capital developer;
• Strategic partner;
• Functional expert;
• Employee advocate;
• HR leader.

Other Responsibilities:
• Recruitment, working with the business and providers to find the right quality of staff, attracting Talent;
• Induction, Engaging, Retaining Staff;
• Ongoing Performance Management;
• Ongoing Succession Planning;
• Development and Assessment centres;
• Brokering Training, Learning and Development solutions, including blended learning;
• Employee R, Remuneration and Benefits, Pensions, Community Investment;
• Acting as an internal Consultant

Categorization of Competencies

CATEGORIZATION OF COMPETENCIES
GENERALIZED LEVELS IN INDIAN COMPANIES
Level – 1 – Graduate Trainees / Fresher / New Entrants
Level – 2 – Junior Management
Level – 3 – Middle Management / Senior Management
Level – 4 – Top Management

LEVEL WISE SPECIFIC COMPETENCIES

LEVEL – 1 – GRADUATE TRAINEES / FRESHER / NEW ENTRANTS

1. Functional Knowledge - Sound fundamental concepts and good academic record.
2. Statistical Mindset - Identify and diagnose key issues, seek relevant information, draw accurate conclusions / inferences in order to find the appropriate solution.
3. Self Motivated - Is committed, resilient and energetic and has a clear sense of what needs to be done
4. Optimism - Enthusiastic in accepting new initiatives / challenges and demonstrates a feeling of optimism and energy.
5. Interpersonal Skills - Involves other, team mate, shares information and ideas and seeks to resolve conflicts.
6. Adaptability - Accepts change willingly and changes accordingly.
7. Kaizen – Can think, think, think of innovative (think out of box), multiple options.

LEVEL – 2 – EXECUTIVE / JUNIOR MANAGEMENT

1. Managing Self – Personally organized and systematic, optimizes resource allocation, anticipates resistances, work scheduling to achieve the targets/goals.
2. Systematic Problem Solving Skills – Overcomes problems and obstacles through systematic analysis and balanced decision- making. Seeks all relevant information and finds the optimal solution.
3. Team Mate - Understands other people and relates effectively to them. Shares information and ideas and seeks to resolve conflicts.
4. Action Oriented - Assumes ownership and responsibility for his job confidently.
5. Flexibility - Is open and adaptable. Looks at situations creatively and moulds accordingly.

LEVEL – 3 – MIDDLE / SENIOR MANAGEMENT

1. Networking and Concluding - Interacts, liaises and builds relationships with diversified communities both internal and external to the organisation.
2. Personal Touch Shows genuine concern and respect and are sensitive to employees’ needs. Is committed to supporting and protecting staff.
3. Development of Subordinates - Analyses ongoing feedback from employees and development and helps team to realise its full potential through appropriate involvements.
4. Improvement Orientation – Combination of knowledge and skills and is proactive in ensuring the implementation of new and better ways of achieving desired objectives.
Ensures that learning is shared and that quality is maintained and improved upon.
5. Integrity - completely internalizes the organizations focus of doing business and acts as a role model inspiring others and sets example.
6. Specialized Competence – Sound fundamental, technical and operational issues. Updated on research oriented New Product Development
7. Influencing & Persuading – Clearly communicates ideas and views across the team. Establishes credibility, gains acceptance and converts resistance to acceptance.

LEVEL – 4 – TOP MANAGEMENT / CEO / VP

1. Business Vision
2. Has a complete overview of the operation and business area. Understands the specific operational components and diverse functional responsibilities and ensures their smooth integration with a long term vision
3. Work Process Orientation – Plans for effective utilization of resources, optimizes the workflow and ensures effective integration and alignment with other related processes.
Sets goals and objectives, monitors progress and responds rapidly when required
4. Influencing - Is able to impact upon, gain the acceptance of, and effect behavior changes in individuals, groups and large audiences
5. People Management Seeks to improve and optimize man-management processes and the working environment.
6. Leadership by Example - Motivates, inspires, influences and pushes people to attain organizational and project goals. Leads by example and delegates effectively
7. Organization Development Orientation - Initiates and supports a continuous process of increasing the skill base and systems and process improvement, effective recruiting skills, reward and development.
8. Reliability - Does whatever he/she believes to be right in spite of pressures to the contrary.

GENERIC COMPETENCIES APPLICABLE TO ALL LEVELS

1. Adaptability (Instances where individual had changed his/her behavior to meet other's expectations)
2. Communication (Confidence, Clarity and fluency in expression)
3. Customer Service Orientation (Understands Client Needs and Goes to reasonable lengths to uphold commitments to customers)
4. Functional Knowledge (Partially understands, synthesizes and applies technical information related to own area)
5. Planning & Execution (Has a basic understanding of project cycles, time frames and sequencing issues)
6. Improvement Orientation (generated innovative idea for the benefit of the organization)
7. Positive Attitude (Is reasonably involved in seeing through the task completion)

Competencies Characteristics

Five types of competency characteristics
1. Motives : Self development focuses on client success, preserve firm/personal Integrity (Drive, direct or select behaviour towards certain action or goals)
2. Traits : Learns quickly, projects self-confidence, team player, handles ambiguities well, demonstrates initiatives
(Physical characteristics and consistent response to situation or information)
3. Self-concepts : Person’s attitude, values or self-image
4. Skills : Communicates well, demonstrates leadership (Ability to perform certain physical or mental task)
5. Knowledge : Job related (Information a person has in certain specific area)

Balance Sheet

Balance Sheet

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Post-Training Evaluation and Measurements of Effectiveness

This is one of the biggest challenges faced by the trainers. I am starting this discussion to note and gather your experiences in evaluating training effectiveness. You all are requested to share if you have used any of the models and how successful you were in accomplishing it and also challenges faced.

Key Objectives for Evaluation of Training Effectiveness:
1. To decide whether to continue offering a particular training program
2. To improve future programs
3. To validate your existence and job as a training professional

The indicators of Training effectiveness could be many, some of the below listed are indicatives:
1. Better production levels
2. Improved quality, lower wastages, failures, non-conformities, higher quality rating
3. Staff turnover and attrition rates
4. Lower costs
5. Higher sales
7. Increased turnover and growth, higher return on investment
6. Higher customer satisfaction or lesser customer complaints

The most popular models of Evaluation of Training Evaluations are listed below:
1. Kirkpatrick's Four Levels of Training Evaluation
2. Jack Phillips' Five Level ROI Model
3. Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)
4. Robert Stake's Responsive Evaluation Model
5. Robert Stake's Congruence-Contingency Model
6. Kaufman's Five Levels of Evaluation
7. CIRO (Context, Input, Reaction, Outcome)
8. PERT (Program Evaluation and Review Technique)
9. Alkins' UCLA Model
10. Michael Scriven's Goal-Free Evaluation Approach
11. Provus's Discrepancy Model
12. Eisner's Connoisseurship Evaluation Models
13. Illuminative Evaluation Model
14. Portraiture Model

Post-Training Evaluation and Measurements of Effectiveness

This is one of the biggest challenges faced by the trainers. I am starting this discussion to note and gather your experiences in evaluating training effectiveness. You all are requested to share if you have used any of the models and how successful you were in accomplishing it and also challenges faced.

Key Objectives for Evaluation of Training Effectiveness:
1. To decide whether to continue offering a particular training program
2. To improve future programs
3. To validate your existence and job as a training professional

The indicators of Training effectiveness could be many, some of the below listed are indicatives:
1. Better production levels
2. Improved quality, lower wastages, failures, non-conformities, higher quality rating
3. Staff turnover and attrition rates
4. Lower costs
5. Higher sales
7. Increased turnover and growth, higher return on investment
6. Higher customer satisfaction or lesser customer complaints

The most popular models of Evaluation of Training Evaluations are listed below:
1. Kirkpatrick's Four Levels of Training Evaluation
2. Jack Phillips' Five Level ROI Model
3. Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)
4. Robert Stake's Responsive Evaluation Model
5. Robert Stake's Congruence-Contingency Model
6. Kaufman's Five Levels of Evaluation
7. CIRO (Context, Input, Reaction, Outcome)
8. PERT (Program Evaluation and Review Technique)
9. Alkins' UCLA Model
10. Michael Scriven's Goal-Free Evaluation Approach
11. Provus's Discrepancy Model
12. Eisner's Connoisseurship Evaluation Models
13. Illuminative Evaluation Model
14. Portraiture Model

Kirkpatrick's Four Levels of Training Evaluation

Kirkpatrick's Four Levels of Training Evaluation

Donald Kickpatrick prescribed methods to evaluate the effectiveness of training. He proposed four levels of evaluation starting from Level 1 to 4. . Information from each previous level serves as the foundation for the next level's evaluation, offering, in stages, an accurate reading of the effectiveness of the training program.

Level 1: REACTION: This level measures the reaction of trainees to the training programme.
The main purpose of measuring reaction of trainees is to gauge their motivation and interest level in learning.
Measurement Guidelines:
1. Determine what you want to find out.
2. Design a form that will quantify reactions such as:

• Did they like the training program?
• Was the training material relevant?
• Was the method of delivery effective?
• Did they consider the training relevant?
• Perceived practicability and potential for applying the learning

3. Encourage written comments and suggestions.
4. Attain an immediate response rate of 100%.
5. Seek honest reactions.
6. Develop acceptable standards.
7. Measure reactions against the standards and take appropriate action.
8. Communicate the reactions as appropriate.

Evaluation Tools and methods:
The evaluation tools and methods used in this stage are 'happy sheets', feedback forms, post-training surveys, questionnaires, verbal feedback, etc which are quick and easy to gather, and non-expensive to analyse.

Level 2: LEARNING: This level measures the knowledge acquired, skills improved, or attitudes changed to trainees as a result of the training.
Measurement Guidelines:

1. Use a control group, if feasible.
2. Evaluate knowledge, skills, or attitudes (KSAs) both before and after training. Use a paper and pencil test to measure knowledge and skills. Use a performance test to measure attitudes.
3. Attain a response rate of 100%.
4. Use the results of the evaluation to take appropriate action.

Evaluation tools and methods

This stage calls for more rigorous procedures, ranging from formal to informal testing to team assessment and self-assessment. The most common learning evaluation tools are assessments, interviews, observation and tests conducted before and after the training. The questions could be:

• Did the trainees learn what what intended to be taught?
• Did the trainee experience what was intended for them to experience?
• What is the extent of advancement or change in the trainees after the training, in the direction or area that was intended?

Level 3: BEHAVIOUR: This level measures the transfer of training or if trainees are applying new knowledge, skills, or attitudes on the job.
Measurement Guidelines:
1. Allow enough time for a change in behavior to take place.
2. Survey or interview one or more of the following groups: trainees, their bosses, their subordinates, and others who often observe trainees' behavior on the job. Evaluation focus on questions like:

Are the newly acquired skills, knowledge, or attitude being used by the learners in their everyday work arena?

• Did the trainees use the relevant skills and knowledge?
• Was there significant and measurable change in performance of the trainees when back to their jobs?
• Was the transfer in behaviour retained?
• Would the trainee successfully be able to transfer knowledge to someone else?
• Did the trainees put their learning into effect when back on the job?
• Were the relevant skills and knowledge used?
• Was there noticeable and measurable change in the activity and performance of the trainees when back in their roles?
• Was the change in behaviour and new level of knowledge sustained?
• Would the trainee be able to transfer their learning to another person?
• Is the trainee aware of their change in behaviour, knowledge, skill level?

3. Choose 100 trainees or an appropriate sampling.
4. Repeat the evaluation at appropriate times.
5. Consider the cost of evaluation versus the potential benefits.

Evaluation Tools and methods

During level three, observation and interview over a period of time are required to measure change, its relevance, and sustainability. Evaluation in this area is challenging and is possible only through support and involvement of both line managers and trainees.

Level 4: RESULTS: This level measures the result of training as it relates to factors such as sales, productivity, profit, costs, employee turnover, and product/service quality.
Measurement Guidelines:

1. Use a control group, if feasible.
2. Allow enough time for results to be achieved.
3. Measure both before and after training, if feasible.
4. Repeat the measurement at appropriate times.
5. Consider the cost of evaluation versus the potential benefits.
6. Be satisfied with the evidence if absolute proof isn't possible to attain.

Evaluation tools and methods:

The level four evaluation measures how successful a training program is in a context that is easily understood by managers and executives such as

• Better production levels,
• Improved quality,
• Lower costs,
• Higher sales,
• Staff turnover,
• Attrition rates,
• Failures,
• Wastage,
• Non-compliance,
• Customer complaints
• Quality ratings,
• Growth,
• Retention,
• Increased profits
• Return on investment
• Staff turnover
• Organisational performance

Ref: Kickpatric publications, Businessballs, etc

How companies got their names!

Adobe - came from name of the river Adobe Creek that ran behind the house of founder John Warnock.
Apple Computers - favorite fruit of founder Steve Jobs. He was three months late in filing a name for the business, and he threatened to call his company Apple Computers if the other colleagues didn't suggest a better name by 5 o'clock.
CISCO - it s not an acronym but the short for San Francisco.
Compaq - using COMp, for computer, and PAQ to denote a small integral object.
Corel - from the founder's name Dr. Michael Cowpland. It stands for COwpland REsearch Laboratory.
Google - the name started as a jokey boast about the amount of information the search-engine would be able to search. It was originally named 'Googol', a word for the number represented by 1 followed by 100 zeros. After founders - Stanford grad students Sergey Brin and Larry Page presented their project to an angel investor; they received a cheque made out to Google!
HCL - Hindustan Computers Ltd. started by Shiv Nadar.
Hotmail - Founder Jack Smith got the idea of accessing e-mail via the web from a computer anywhere in the world. When Sabeer Bhatia came up with the business plan for the mail service, he tried all kinds of names ending in 'mail' and finally settled for hotmail as it included the letters "html" - the programming language used to write web pages. It was initially referred to as HoTMaiL with selective upper casing.
HP - Bill Hewlett and Dave Packard tossed a coin to decide whether the company they founded would be called Hewlett-Packard or Packard-Hewlett.
Intel - Bob Noyce and Gordon Moore wanted to name their new company 'Moore Noyce' but a hotel chain already trademarked that, so they had to settle for an acronym of INTegrated ELectronics.
Java - Originally called Oak by creator James Gosling, from the tree that stood outside his window, the programming team had to look for a substitute, as there was another language with the same name. Java was selected from a list of suggestions. It came from the name of the coffee that the programmers drank.
LG - combination of two popular Korean brands Lucky and Goldstar.
Linux - Linus Torvalds originally used the Minix OS on his system, which he replaced by his OS. Hence the working name was Linux (Linus' Minix). He thought the name to be too egotistical and planned to name it Freax (free + freak + x).
Microsoft - coined by Bill Gates to represent the company that was devoted to MICROcomputer SOFTware. Originally christened Micro-Soft, the '-' was removed later on.
Motorola - Founder Paul Galvin came up with this name when his company started manufacturing radios for cars. The popular radio company at the time was called Victrola. Mozilla - When Marc Andreesen, founder of Netscape, created a broswer to replace Mosaic (also developed by him), it was named Mozilla (Mosaic-Killer, Godzilla). The marketing guys didn't like the name however and it was re-christened Netscape Navigator.
ORACLE - Larry Ellison and Bob Oats were working on a consulting project for the CIA (Central Intelligence Agency). The code name for the project was called Oracle (the CIA saw this as the system to give answers to all questions or something such). They kept the name Oracle and created the RDBMS engine. Later they kept the same name for the company.
Red Hat - Company founder Marc Ewing was given the Cornell lacrosse team cap (with red and white stripes) while at college by his grandfather. He lost it and had to search for it desperately. The manual of the beta version of Red Hat Linux had an appeal to readers to return his Red Hat if found by anyone!
SAP - "Systems, Applications, Products in Data Processing", formed by 4 ex-IBM employees who used to work in the 'Systems/Applications/Projects' group of IBM.
Sony - from the Latin word 'sonus' meaning sound, and 'sonny' a slang used by Americans to refer to a bright youngster.
SUN - founded by 4 Stanford University buddies, SUN is the acronym for Stanford University Network. Andreas Bechtolsheim built a microcomputer; Vinod Khosla recruited him and Scott McNealy to manufacture computers based on it, and Bill Joy to develop a UNIX-based OS for the computer.
Xerox - The inventor, Chestor Carlson, named his product trying to say 'dry' (as it was dry copying, markedly different from the then prevailing wet copying). The Greek root 'xer' means dry.
Yahoo! - The word was invented by Jonathan Swift and used in his book 'Gulliver's Travels'. It represents a person who is repulsive in appearance and action and is barely human. Yahoo! Founders Jerry Yang and David Filo selected the name because they considered themselves yahoos.
3M - Minnesota Mining and Manufacturing Company started off by mining the material corundum used to make sandpaper. There's no sauce in the world like hunger. -Miguel de Cervantes, novelist

SLUM OF POLITICS

Escalating violance

Blended eLearning

Blended eLearning means a blend of instructor-led training with some type of online learning activity, where different online learning (OLL) delivery methods, such as asynchronous and synchronous course delivery, can be used to create effective training and development solutions. The complementary technology-based approaches such as electronic performance support systems (EPSS) tools and knowledge management (KM) systems or portals—which are also directed at improving human performance—are very much part of the eLearning mix today. A powerful and cost-effective continuous learning solution combines the following elements:

1. Learning—whether it is classroom, workplace, or web-based, and delivered in a "live," just-in-time, or self-paced mode
2. Performance support—whether it takes the form of job-specific, context-sensitive, or embedded systems that serve as job aides
3. Knowledge management—whether it is manifest in expertise directories, lessons learned databases, best practices repositories, and communities of practice that all reflect and deliver knowledge to learners at a particular time of need

The optimum blend of the above three will focus on optimizing the mix of classroom instruction, online learning, and workplace performance support tools that can maximize the total impact on human performance. This is how a multidisciplinary approach to online learning and human capital development (HCD) can really make a difference.

The players of this industry can be classified into 3 types:
Content organizations: firms that furnish course structure, multimedia (graphics, video, sound, and animation), simulations, testing, and assessments. This includes both off-the-shelf as well as specially developed, customized applications.
Learning Services: firms, which provide needs assessments, program-building components—content design, development and programming, technical and systems integration, site management and hosting, maintenance, and online mentoring.
Delivery Solutions: companies, which sell technologies associated with eLearning, including training, authoring tools, course management systems, collaborative software and virtual classrooms, and add-on tools. The delivery solutions category does not include hardware and network infrastructure, such as routers and firewalls.

Why eLearning?
A lot of lip service is paid to the "anytime, anywhere" aspects of eLearning, but the true power of eLearning is likely to be found in its potential to provide the right information to the right people at the right times and places. eLearning is often a more effective and efficient way to educate workers because it is:

Personalized: eLearning allows entire programs of study to be customized for a company, a department, or even an individual learner.

Interactive: eLearning can truly engage the learner in a give-and-take type of learning that involves simulations of real-world events and sophisticated collaborations with other learners and an instructor.

Just-in-time: eLearning moves training away from the "just-in-case" model in which learners engage in event-based sessions that require learning to take place outside the context in which it will be used.

Current: eLearning allows training providers to always offer learners up-to-date materials.

User-centric: eLearning focuses primarily on the needs of the learner, instead of on the abilities of the instructor.

Categories of eLearning

Synchronous eLearning: live training online—real-time interaction between an instructor/facilitator and remote students
Asynchronous eLearning: Instruction is just-in-time, when you need it
Self paced CBT / WBT: Computer Based Training (CBT) and Web Based Training (WBT) share similar characteristics of following a very logical instructional design paradigm that packages most of the instructional elements as well as the content to be learned into a self-contained, learner-controlled environment.
Collaborative Learning: Combination of the above types

Components of Blended eLearning
Many organizational eLearning projects begin with the implementation of a learning management system (LMS), where a typical LMS can help with the launch and tracking aspects of training management, performance measurement, and a career plan of a learner's continuous development needs. Thus, a typical LMS-focused system should be able to track training activities, including completion of those activities, track the performance of the learner, track their assessment results, establish a learning plan or curriculum for learners, and allow learners to register for upcoming training events or self-service eLearning opportunities, such as a typical web-based training course. Learners should have access to communities of practice where they can interact with their peers, mentors, and trainees to provide a high-level of social learning and help to develop strategy for individual learning. Learner also get access to discussion boards; best practices databases; assessments; communication tools like the now, chat, and instant message applications; curriculum maps and other learning resources, such as the web; audio and videotapes; books; magazines; journals; etc. Some organizations are choosing to host these services internally, while others are choosing to address these needs externally through an Application Service Provider (ASP) model.

Check-list of effective blended eLearning solutions:

Formalized—The solution is based on sound research and development in the field of adult learning and also reflects eLearning "best practices" industry.

Systematic—The solution relies on a strong methodological and project management approach with measurable outcomes or predictive metrics.

Repeatable—The solution can be widely deployed across disparate parts of the organization by a diverse work force with similar positive outcomes.

Scalable—The solution is not prototypical but rather scalable to an enterprise-wide implementation.

Manageable—The solution can be easily managed as an internal or outsourced training solution with strong ROI.

Adaptable—The solution is not brittle and can accommodate a wide array of learning styles and organizational training contexts.

Standardized—The solution uses standard approaches and measures for instructional design, outcomes assessment, and system interoperability, such as AICC and SCORM.

Integrative—The solution synthesizes a variety of existing training models, typically involving other systems such as ERP and CRM.

Synergistic—The solution combines the complementary elements of online learning, EPSS, and knowledge management to build a total solution that is greater than any of these technological approaches alone.

Options for managing Indian Rupee appreciation against Dollar

Options:
1.Systematic hedging of receivables
2.Factoring the currency equation in new deals
3.Invoice in different currency
4.Rupee contracts with overseas clients
5.Link it with employees salary and bonus
6.Exporters can be allowed to keep rupees overseas
7.Increasing working hours for more productivity
8.Off shoring to other growing market / countries

Job Level Intrinsic Motivation

1. Learn: How much they are learning while working?
2. Earn: How much they are satisfied with their earning?
3. Passion: How much do they work?
4. Effort: How hard do they work?
5. Focus: How involved are they in work?
6. Enjoyment: How much do they enjoy doing their work?
7. Environment: How much they get support from the team?
8. Intention: Do they anticipate staying in the current job?
9. Achievement: Are they are performing at a high personal level?
10. Volunteering: Are they are eager to take on additional responsibilities?
11. Initiative: Do they take new initiative and add value to the organisation?

7 C's for Team at Work

• Commitment
• Contribution
• Communication
• Cooperation
• Conflict management
• Change management
• Connection