TRAINING
PROFESSIONALS’
BOOT-CAMP
March 10, 2017
Rejuvenating
Thinking…
DMA Conference Room
Core 6A, First Floor, India Habitat Centre, Lodhi Road
New Delhi, India
1
The world of
CONSULTING
PROFESSIONALS
is ready for
rejuvenation
www.icpi.in
2
ICPI is a platform
that brings a wide
spectrum of
consulting
professionals and
stake-holders
through virtual and
real touch-points.
www.icpi.in
3
A NOT FOR
PROFIT Institute
Founded by four
senior industry
professionals
Values
Dedicated to the
ever expanding
domain of
CONSULTING
Integrity
Competence
Pioneering
Impacting 4
Capacity
Ideating and
Researching
for Impact
and
Capability
Building of
Consulting
Professionals
Promoting
Inclusiveness
Consulting
Opportunities
through CSR
and PSR
5
6
Itinerary
Hours
Topic
0915 – 0930
0930 – 0940
0940 – 1010
Registration and Networking
Welcome (Rajan Pandhi, Director, DMA)
Learning Expectations and Ground Norms
(Rajiv Khurana)
Trends in Training Domain (Rakesh Seth)
Tea
Recalibration Needs (Sumit Chaudhuri)
Lunch
Advancements in Technology Usage
(Rajiv Khurana)
Tea
Intricacies Handling
Nurturing Session with Training Experts
Open House
(Sumit Chaudhuri, Rakesh Seth, Rajiv Khurana)
Summing up
7
1010 – 1100
1100 – 1115
1115 – 1300
1300 – 1330
1330 – 1515
1515 – 1530
1530 – 1650
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1650 – 1700
Sub Theme:
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Learning
Expectations
and
Ground Norms
8
Sub Theme:
Trends in
Training
Domain
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9
Sub Theme:
Recalibration
Needs
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10
Past Scenario
All training is for data collection.
DA = Daily Allowance
TA = Travel Allowance
Hence,
Training = Paid Holiday
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11
Learning and Development
The
Zen Master’s
Story
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12
Learning and Development
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The
Indian
Spiritual
Master’s
Story
…Contd.
13
Learning and Development
…Contd.
The
“Power Of One”
Story
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14
Leadership Basics
…Contd.
Old Chinese proverb:
If you want 1 year of prosperity,
grow grain.
If you want 10 years of prosperity,
grow trees.
If you want 100 years of prosperity,
grow people.
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15
Leadership is all
about People
By the People
Of the People
For the People
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(Abraham
Lincoln’s
democracy)
definition
of
The reality today,
politics, is :
Buy the People
Off the People
Far the People
especially
in
16
Leadership is all
about People …Contd.
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Let us resolve
here and now to
retain the original
form
in
our
organisations
17
Understanding
People Types
1.
2.
3.
4.
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Srotaa
Sotaa
Saraktaa
Sarotaa
18
THE ESSENCE
OF LEARNING
(TRAINING AND
DEVELOPMENT)
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19
How many of you are
familiar with the following
names?
Desh Prem Azad
Ramakant Achrekar
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20
They are the coaches of
Kapil Dev
Sachin Tendulkar
This is real teamwork. The
coach works behind the scene
unknown to people while their
trainees become known all over
the world.
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21
Why Training And
Development ?
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Training and development are
powerful tools to ensure that the
‘best fit’ established between a
position and a person at the
time of acquisition is maintained
throughout
the
period
of
organisation
–
employee
relationship
22
Why Training And
Development ? …Contd.
Employee
training
has
become
increasingly
important as jobs have
become more sophisticated
and
influenced
by
technological changes.
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23
Training
Training is a short term
process
utilising
a
systematic and organised
procedure by which non –
managerial personnel learn
technical knowledge and
skills for definite process.
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24
Development
Development is a long term
education process utilising a
systematic
and
organised
procedure by which managerial
personnel learn conceptual and
theoretical
knowledge
for
general purpose.
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25
Training and Development
Training (or Development) is a
learning experience that seeks a
relatively permanent change in
an individual that will improve
her or his ability to perform on
the job.
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26
Training, Development
and Education
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The terms training, development
and education are used in different
ways by various authors. Training
is often described as focusing on
the acquisition of KSAs needed to
perform more effectively on one’s
current job. Development is used
by many to refer to the acquisition
of KSAs needed to perform in some
future job.
27
Training, Development
and Education …Contd.
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Some value may come from
distinguishing
between
KSA
acquisition for a current job and a
future job, but we feel that the use of
the terms training and development
create confusion, because the
creation of KSAs is largely the same
regardless of when the KSAs are
needed. One cannot develop KSAs
without some form of training or
educational experience.
28
Training, Development
and Education …Contd.
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We use the terms training and
development here to refer to
distinct but related aspects of
learning: Training is a set of
activities, and development is the
desired outcome of those activities.
Training is the systematic process
of providing an opportunity to learn
KSAs for current or future jobs;
development refers to the learning
of KSAs.
29
Training, Development
and Education …Contd.
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In other words, training provides the
opportunity
for
learning,
and
development is the result of the
learning. “Training departments” and
“management training” are now called
human resource development (HRD)
departments
and
management
development, respectively. The change
in terminology reflects the change from
a focus on the process (training) to a
focus on the outcome (development).
30
Training, Development
and Education …Contd.
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Education
is
typically
differentiated from training and
development by the types of
KSAs developed. Training is
generally focused on job-specific
KSAs, and education focuses on
more general KSAs, related (but
not specifically tailored) to a
person’s career or job.
31
Training, Development
and Education …Contd.
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This distinction is satisfactory, but
education should not be thought of
as something that is done only
outside
the
organisation.
For
example, many organisations provide
literacy training for their employees.
This training is not tailored to the
specific job requirements of these
employees but is directed at
developing general reading and
writing skills.
32
From T&D to L&D
T&D = Training and Development
L&D = Learning and Development
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33
Learning
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The activity or process of
gaining knowledge or skill by
studying,
practicing,
being
taught,
or
experiencing
something : the activity of
someone
who
learns.
:
knowledge or skill gained from
learning.
34
Learning
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Learning is the relatively permanent change in
a person’s knowledge or behavior due to
experience.
This
definition
has
three
components:
1) The duration of the change is long-term
rather than short-term;
2) The locus of the change is the content and
structure of knowledge in memory or the
behavior of the learner;
3) The cause of the change is the learner’s
experience in the environment rather than
fatigue,
motivation,
drugs,
physical
condition or physiologic intervention.
–From Learning in Encyclopedia of Educational Research, Richard E. Mayer
35
Learning
“We
define
learning
as
the
transformative process of taking in
information that—when internalized
and mixed with what we have
experienced—changes what we
know and builds on what we do. It’s
based on input, process, and
reflection. It is what changes us.”
–From The New Social Learning by Tony Bingham and Marcia Conner
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36
Understanding Business
1. What business are we in ?
2. Who are our customers /
consumers ?
3. What
competencies
are
needed by our people to serve
them best in the short, medium
and long terms ?
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37
Understanding Training Needs
4. What competencies do our
people already have ?
5. What competencies do our
people need to sharpen / learn
in the short, medium and long
terms ?
6. How do we go about our
training activities in a need
based systematic manner ?
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38
Training and Development –
A Strategic Perspective
Where is the organisation
currently?
What human resource
(Sum total of available
competency) the
organisation has?
Where does the organisation
want to be?
Business Gap
Human Resource Gap
What human resource (Sum total
of needed competency) the
organsation should have?
• Knowledge
• Skills
• Attitudes
No
Yes
Whether training is the right solution to bridge the gap?
Conduction of programmes
Design programmes with
precise objectives to
reduce the gap
Evaluation of
programmes
Improved programme and organisation
Feedback
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Lack of improvement in programme and organisation
39
Some Futuristic L&D Thoughts
C
H
A
L
L
E
N
G
E
S
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COMPETENCE
40
Success Triangle / Competency Triangle
(ASK Principle)
Skills (S)
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Amount
Of
Success
Knowledge (K)
Attitude (A)
41
Success Triangle Competency Triangle
(ASK Principle) …Contd.
Skills (S)
Amount
Of
Success
Knowledge (K)
Attitude (A)
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High on Attitude (A)
42
Success Triangle / Competency Triangle
(ASK Principle) …Contd.
Skills (S)
Amount
Of
Success
Knowledge (K)
Attitude (A)
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High on Skills (S)
43
Success Triangle / Competency Triangle
(ASK Principle) …Contd.
Skills (S)
Amount
Of
Success
Knowledge (K)
Attitude (A)
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High on Knowledge (K)
44
ASK Principle – Meanings of Terms
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…Contd.
1. Attitude – Learned inclination
to behave in a consistent
evaluative manner
2. Skill – Expertness or practiced
ability or tact
3. Knowledge
–
Familiarity
gained by experience or range
of information
45
Current Scenario
1.
2.
3.
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What should happen ?
(Ideal Scenario)
What is happening ?
(Real Scenario)
What can I / we do about it ?
(Action to be Taken)
46
Steps In
The Training Process
1. Need identification and analysis
2. Designing programmes
3. Methodologies to be used
4. Evaluation
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47
Overview of Training
Experienced trainers know that
effective training is structured
as a continuous performance
improvement process that is
integrated with other systems
and business strategies. The
key word here is process.
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48
Overview of Training
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…Contd.
The training process involves:
1. Identification of performance
improvement opportunities and
analysis of what caused the
opportunity to exist.
2. Identification
of
alternative
solutions to the opportunity and
selection of the most beneficial
solution.
49
Overview of Training …Contd.
The training process involves : …Contd.
3. Design and implementation of the
solution and
4. Evaluation of results.
A training programme (one of many
possible performance improvement
solutions) would emerge from the
training process.
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50
New Concepts of Training
It will be advisable for the trainer to remember
the new concept of training developed by
Lynton and Pareek to make the training efforts
useful to organisations.
Assumptions underlying two concepts of
training:
The Prevailing Concept
1. The acquisition of subject matter
knowledge by a participant leads to action
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The New Concept
1. Motivations and skills lead to action. Skills
are acquired through practice.
51
New Concepts of Training
…Contd.
Assumptions underlying two concepts of training: …Contd.
The Prevailing Concept
2. The participant learns what the trainer teaches.
Learning is a simple function of the capacity of
the participant to learn and the ability of the
trainer to teach.
The New Concept
2. Learning is a complex function of the motivation
and capacity of the individual participant, the
norms of the training group, the training methods
and the behaviour of the trainers and the general
climate of the institution. The participant’s
motivation is influenced by the climate of his work
Rejuvenating
organisation.
Thinking…
52
New Concepts of Training
…Contd.
Assumptions underlying two concepts of training: …Contd.
The Prevailing Concept
3. Individual action leads to improvement
on the job.
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The New Concept
3. Improvement on the job is a complex
function of individual learning, the
norms of the working group and the
general climate of the organisation.
Individual learning, unused, leads to
frustration.
53
New Concepts of Training
…Contd.
Assumptions underlying two concepts of training: …Contd.
The Prevailing Concept
4. Training is the responsibility of the
training institution. It begins and ends with
the course.
The New Concept
4. Training is the responsibility of three
partners; the participants’ organisation,
the
participants
and
the
training
institution. It has a preparatory, training
and a subsequent post-training phase. All
are of key importance to the success of
training.
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54
New Concepts of Training
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…Contd.
Of all the instruments of development,
training is the most visible one in
organisations. Total expenditure on
training has been on the increase in
organisations. Does this expenditure
produce results ? Many feel it does not.
Trainers to be effective in helping
organisations produce results should
carefully
examine
the
assumptions
underlying the new concept of training and
evolve strategies based on them.
55
Chanakya
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Born: 370 BC, India
Died: 283 BC, Pataliputra
56
Chanakya Neeti
Saam: to advice and
ask
Daam: to offer and buy
Dand: to punish
Bhed: exploiting the
secrets
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57
CHANGING PARADIGMS
Business Transition
Trends Are
Changing At
A Fierce Pace
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58
Why Am I Showing
You This ?
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59
Life is all about :
Brahma Vishnu Mahesh
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60
Life is all about…
the concept of
Brahma
Vishnu
and
Mahesh
which is nothing but
change management
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61
You Cannot
Change Shrishti…
…But You Can
Surely Change
Your Drishti
- Rajiv Khurana
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62
People Factor – The
Only Factor To Focus On
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All Problems (including
business problems) Are
People Problems
63
Sub Theme:
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Advancements
in
Technology
Usage
64
Sub Theme:
Intricacies Handling
Nurturing Session
with Training
Experts
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Open House
65
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Roles of the Trainer
Training is far more
than just standing
in front of
a group of learners
and conveying
information.
66
Roles of the Trainer …Contd.
This is the function of doing
everything possible to cause
learning to take place.
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The secret is to develop
skills in using a wide variety
of training tools and in
expanding the roles.
67
Roles of the Trainer …Contd.
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The trainer is a person
of many roles,
the most important
one being that of
a facilitator of
the learning process.
68
Facilitation is a
Composite Role
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Facilitating involves utilising
all the trainer’s abilities and
available resources in order
to provide the best access to
the knowledge and skills
that the training is designed
to impart
69
Concept of Self Motivation :
Closing a Sale
A keen country lad applied for a salesman’s job
at a city department store. In fact it was the
biggest store in the world – you could get
anything there.
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The Boss asked him, “Have you ever been a
salesman before?” “Yes, I was a salesman in the
country,” said the lad. The Boss liked the cut of
him and said, “You can start tomorrow and I’ll
come and see you.” The day was long and
arduous for the young man, but finally 5:00 came
around. The Boss duly fronted up and asked,
“How many sales did you make today?” “One”
70
said the young salesman.
Concept of Self Motivation :
Closing a Sale …Contd.
“Only one?” blurted the boss. “Most of my staff
makes 20 or 30 sales a day. How much was the
sale worth?”
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“Three hundred thousand, three hundred and
thirty dollars” said the young man. “How did you
manage that?” asked the flabbergasted Boss.
“Well,” said the salesman “This man came in and
I sold him a small fish hook, then a medium hook
and finally a really large hook. Then a sold him a
small fishing line, a medium one and a huge big
one. I asked him where he was going fishing and
he said down the coast.
71
Concept of Self Motivation :
Closing a Sale …Contd.
I said he would probably need a boat, so I took
him down to the boat department and sold him
twenty foot schooner with twin engines. Then he
said his volkswagon probably wouldn’t be able to
pull it, so I took him to the car department and
sold him the new deluxe cruiser.”
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The Boss took two steps back and asked in
astonishment, “You sold all that to a guy who
came in for a fish hook.” “No” answered the
salesman, “He came in to buy a box of Stayfree
for his wife and I said to him “Your weekend’s
screwed, you may as well go fishing.”
72
The Most Critical Roles
of the Trainer are :
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1. Subject Expert – who works
closely with other experts,
especially in training – event
preparation
2. Counsellor – who helps learning
with the help of learning
processes
3. Leader / Motivator – of the
learners
73
The Most Critical Roles
of the Trainer are …Contd.
4. Psychologist – who deals with
many different kinds of people
5. Manager – for self and for the
learners
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6. Human Being – who is just like
the learners
74
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Flexibility is Important
There are times
when
the obvious parts of
training,
such as instructing,
may be
the least important.
75
Training
Methods
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76
Training Methods
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Training methods are a means of attaining the
desired objectives in a learning situation.
The choice of a particular method would depend
on a wide variety of factors, such as competence
of instructors, relevance to the participants, the
programme design, etc. i.e., is a particular
method the best vehicle to put across the
contents and finally, its cost implications.
In using a particular method in a given situation,
one should know its strengths and weaknesses,
its relevance, its purpose and if it is found useful,
how to get the most out of its.
77
Training Methods
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…Contd.
This would provide the rationale of the
various training methods. The trainer
should know the rationale of each of the
methods before attempting to use any of
them.
Depending on the learning outcome and
the process by which it is attained, the
training methods are classified as:
1. Knowledge Based Methods
2. On-the-Job Oriented Methods
3. Simulation Methods
4. Experiential Methods
78
Knowledge Based Methods
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An effort is made to expose participants to
concepts and theories, basic principles and pure
and applied knowledge in any subject area aimed at
creating awareness of the knowledge of
fundamentals. The methods in this category are:
1. Lecture
2. Seminars, Workshops
3. Educational training programmes at academic
institutes
4. Programmed instruction in which knowledge is
disseminated in book form to be learnt at the
individual’s pace
5. Films and Television
6. Group discussions in combination
79
On-the-Job Oriented Methods
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The objectives here are centred around
the job itself or more specifically, learning
on the job itself by a variety of methods
like:
1. On-the-job training
2. Job Rotation
3. Guidance and Counseling
4. Brain Storming
5. Syndicate method or working in small
groups
80
Simulation Methods
Real life situations are simulated
for importing training. The main
methods in this category are:
1. Role-play
2. Case method
3. Management games
4. In-basket exercise
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81
Experiential Methods
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The forms in this category is on
achieving a better understanding of
oneself and others through group
processes and dynamics. Some such
methods are:
1. Sensitivity Training or T Groups
2. Fish Bowl Exercise
3. Transactional Analysis
4. Achievement Motivation
Workshops, etc.
82
Training Methods …Contd.
It should be realised that each method
has some strengths and some
weaknesses.
Given the nature and purpose of a
training programme, the background
of the participants, the availability and
competence
of
trainers,
the
appropriate method has to be chosen
to impart training.
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83
Sight Verses Sound
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The eye always takes
precedence over the ear.
If an audience sees one
thing and hears another,
it will be the thing which
they see that they will
remember.
84
Sound Bites
Sound bites are succinct
phrases or sentences
which sum up your
arguments and make
them memorable.
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Example : Grounds for Divorce
85
Presentation Structure
“BOMBER B”
Bang!
Always start with an attention –
getting “hook”
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Opening
Outline main
Map)
message
(Road
86
Presentation Structure
“BOMBER B” ...Contd.
Message
Give
only
messages
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Thinking…
four
five
key
Bridge
Make a bridge between each key
message
and
participants
experience and needs (WIFM’s)
87
Presentation Structure
…Contd.
“BOMBER B” …Contd.
Examples
Give frequent examples to help the
audience visualise what you mean
Recap
Be sure to summarise and conclude
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Bang!
Always finish a closing “hook”
88
The Opening Bang
Your audience has almost always
something better to do with their
minds than to listen to you.
In order to show respect and
make them want to hear you out
…always start with a bang…..
o A provocative
statement
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Thinking…
or
dramatic
o A humorous anecdote (make
sure you do not offend
someone in the audience !)
89
The Opening Bang …Contd.
o Audience
participation
(a
question, a survey of views, a
reference to participants, etc.)
o An audio – visual “gimmick”
(slide, video, tape, etc.)
o An object (a “prop”, a product, a
model, etc.)
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Thinking…
o An action (a demonstration, a
mime, an unexpected entry, a
song, a quotation, etc.)
90
The Final Bang
Most business presentation end
with mumbled
requests
for
questions, apologies or other
whimpers.
Do yourself a favour and
…..always finish with a bang…
o A
statement
which
dramatically sums up your
key message
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Thinking…
o A visual or verbal link back
to your opening bang
91
The Final Bang …Contd.
o An unexpected action, happening
or
apparition
(appearance,
especially of a super natural being)
o Simply a determined “thank you
for your attention” (always “ask”
for applause even if you won’t get
it)
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92
Imagine….
that each presentation is a
gift for the audience.
If the ‘vehicle’ and the
structure
are
the
wrapping,
the ending bang is the
ribbon !
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93
Using Your Voice
(PAMPERS)
Projection
Speak louder than usual. Throw
your voice to back of the room.
Articulation
Don’t swallow words. Beware of
verbal ‘tics’ (habitual contraction
of muscles)
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94
Using Your Voice
(PAMPERS) …Contd.
Modulation
Vary tone (sound) and pitch
(particular style). Be dramatic,
confidential and / or triumphant
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Pronunciation
Watch tonic accents. Check
difficult words. Beware of
malapropisms (ludicrous misuse
of word, especially mistake for
one resembling it)
95
Using Your Voice
(PAMPERS) …Contd.
Enunciation
Over emphasize.
syllables
Accentuate
Repetition
Repeat
key
phrases
different vocal emphasis
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Thinking…
with
96
Using Your Voice
(PAMPERS) …Contd.
Speed
Use delivery speed to manipulate
the audience! Fast delivery to
excite and stimulate. Slow
delivery to emphasize, awe,
dramatise and control.
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97
Platform Skills
Ten Tips
1. Don’t keep your eyes on your
notes
2. Never read anything except
quotations
3. If you are not nervous, there’s
something wrong
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4. Exaggerate body movements
and verbal emphasis
98
Platform Skills …Contd.
Ten Tips …Contd.
5. Perform, don’t act
6. Pause often – silence is much longer
for you than for the audience
7. Use humour. A laugh is worth a
thousand frowns !
8. Be enthusiastic. If you are not, why
should they be ?
Rejuvenating
Thinking…
99
Platform Skills …Contd.
Ten Tips …Contd.
9. Don’t try and win the Nobel prize for
technical accuracy
10. KISS. Keep it simple, stupid !
(Keep it short and simple)
Rejuvenating
Thinking…
100
Visual Aids
It is possible to ruin a good
presentation by failing to illustrate
with visual aids
Types of Visual Aids
Rejuvenating
Thinking…
o
o
o
o
o
o
o
o
Charts
Graphs
Lists
Pictures
Cartoons
Physical Objects
Actual Dramatised Events
Role Plays
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Visual Aids …Contd.
These can take the following forms:
o
o
o
o
o
o
o
o
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Thinking…
Flipcharts
Black Or White Boards
Prepared Charts
Overhead Projector Slides
35 Mm Slides
Films
Videos
Multimedia, etc.
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Presentation Techniques
Revelation
o
When you have several important
points on one transparency / slide,
use a mask to gradually reveal your
argument step by step.
(If you don’t, your audience will be
reading point 6 when your are talking
about point 1)
o
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Thinking…
For
important,
presentations, try
technique.
high
quality
the “window”
103
Presentation Techniques
…Contd.
Questions and Interruptions
o Most participant questions are
not questions. They are requests
for the spotlight.
o If it’s one of those rare real
questions, answer it succinctly.
If Not
(A) Reflect
Rejuvenating
Thinking…
(B) Deflect
104
Presentation Techniques
…Contd.
Question And Interruptions …Contd.
(A) Reflect
Back to the questioner what you
thought was the question.
(“If I understand correctly, You’re
asking…)
Depending on how the questioner
“reformulates” the question, answer it.
Rejuvenating
Thinking…
105
Presentation Techniques
…Contd.
Question And Interruptions …Contd.
Rejuvenating
Thinking…
B)
Deflect it as follows:
Group
: “How do the rest of the group
feel ?”
: “Has any one else had a
similar problem ?”
Ricochet : (To one participant) “Suresh,
you’re an expert on this,
is’nt it ?”
Reverse : (Back to questioner) “You’ve
obviously done some
thinking on this. What’s
106
your view ?”
My grateful thanks
to
Dr. MB Athreya, Padma Bhushan Awardee
Late Professor N.R. Chatterjee
Late Dr. P. Ghosh
Dr. Abdul Aziz
Late Prem Chadha
Mr. Joseph Mani
Ms. Trisha Chaudhuri
and many others from whom I have learnt
immensely
Rejuvenating
Thinking…
107
My grateful thanks also
to
Rajan Pandhi
and the entire team of
Delhi Management Association
(DMA)
for providing the opportunity of interacting with
you all.
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Thinking…
108
My grateful thanks also
to
Rajiv Khurana
Rakesh Seth
Deepak Bharara
and all other members and staff of
International Consulting
Professionals’ Institute (ICPI)
Rejuvenating
Thinking…
109
And,
most importantly,
thanks to all of you
for being such
wonderful
participants !
Rejuvenating
Thinking…
110