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Training and Development System

Notes the right decision and is aware about the attitude he hold and work gradually on the
continuous basis to achieve the results. However, flexibility refers to being congruent
with the situational requirement, catering to the individual of group needs and
there by maintaining the flow of the training program and achieve the desired goal.
Trainers are facing more accountability for their performance than ever before. Increased
emphasis on quality control is one reason. The need for better and more comprehensive
training in more areas than in the past is another. Special issues such as ISO 9000, P-CMM,
ERP, six sigma, etc., are so sensitive in their nature they leave no margin for error. Another
reason stems from increased expectations. “The customer’s level of expectation keeps
increasing. Thus we constantly need to stay ahead of the curve.” Simply put, the bar has
been raised, and every successful organization must either keep up or be left in the dust.

Accountability is meaningless without tools for measuring results. But given these greater
expectations for trainers, how can managers measure results? How can measurement
improve training programmes? And how might it shape the trainer’s role in the future?
Above all, make sure each trainer understands the dynamics of the learning process. Most
people have a bias in the way they learn. Recognizing that there are different approaches
to learning is one thing the non-trainer needs to understand to be effective. That’s something
to keep in mind regardless of who’s conducting the training. The competencies identified
in Models for HRD Practice (McLagan, 1989) and later adopted as a definitive model of
competencies by the American Society for Training and Development (ASTD) is as under.
9.1.2 Technical Competencies

 Adult-learning understanding: Knowing how adults acquire and use knowledge, skills,
and attitudes; understanding individual differences in learning.

 Career development theories and techniques understanding: Knowing the techniques and
methods used in career development; understanding their appropriate uses.

 Competency identification skill: Identifying the knowledge and skill requirements of
jobs, tasks, and roles.
 Computer competence: Understanding or using computer applications.

 Electronic-systems skill: Having knowledge of functions, features, and potential
applications of electronic systems for the delivery and management of HRD.
 Evaluation skill: Determining the effectiveness of training and its impact on the
organization.

 Media selection skill: Selecting and utilizing appropriate media methods according to the
dictates of the learning situation.

 Objectives preparation skill: Preparing clear statements that describe desired outputs.
 Training and development theories and techniques understanding: Knowing the theories
and methods used in training; understanding their appropriate uses.

 Research skill: Selecting, developing, and using methodologies such as statistical and data
collection techniques for formal inquiry.

9.1.3 Business Competencies

 Budget and resource management skill: Utilizing, prioritizing, and managing financial,
material, and human resources in an efficient manner.

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