learning organization

Vinamra Sangal 09PGHR57 Essar Group Page 1
Implementation of the Six Disciplines of Breakthrough
Learning for Effective Learning Transfer
By
Vinamra Sangal
09PGHR57
Management Development Institute
Gurgaon 122 001
May, 2010

Implementation of the Six Disciplines of Breakthrough
Learning for Effective Learning Transfer
By
Vinamra Sangal
09PGHR57
Under the guidance of
Mr. Adil Bhesania
Head – Training and Development
Essar Group
Gurgaon 122 001
May, 2010

Certificate of Approval
The following Summer Internship Report titled ‘Implementation of the Six Disciplines of
Breakthrough Learning for Effective Learning Transfer at Essar Group’ is hereby approved as a
certified study in management carried out and presented in a manner satisfactory to warrant its
acceptance as a prerequisite for the award of Post-Graduate Diploma in Human Resource
Management for which it has been submitted. It is understood that by this approval the
undersigned do not necessarily endorse or approve any statement made, opinion expressed or
conclusion drawn therein but approve the Summer Internship Report only for the purpose it is
submitted.
Summer Internship Report Examination Committee for evaluation of Summer Internship Report
Organizational Guide : Signature…………………………………….
: Name - Adil Bhesania
: Designation - Head – Training and Development
: Address - Essar House, 11, K. K. Marg, Mahalaxmi,
Mumbai 122010
Maharashtra
: Tel No - +91-9930132107
: Email - adil.bhesania@essar.com………………
Name: Vinamra Sangal
Roll No. 09PGHR57

Acknowledgement
I express my sincere thanks and gratitude towards Mr. Adil Bhesania whose knowledge of the
industry and experience benefited me tremendously while on this project.
I am also grateful to Mr. Ravi Kurhade, Mr. Mehul Parmar, Mr. Ramakrishna Purohit and Ms
Monisha Chaudhari, whose guidance proved indispensable during the course of the project.
I also express my gratitude to all Essar employees who from time to time provided me with
valuable inputs, and ensured that I had a conducive environment while working at Essar.
Finally, I want to thank my institute, MDI Gurgaon, for providing me with the knowledge and
necessary resources for the successful completion of my project.
Vinamra Sangal
09PGHR57
Gurgaon

Executive Summary
As global corporations continue to traverse national boundaries, technological advancements
redefine the traditional ways of doing things, customers’ influence over business decisions
increases and roles and expectations of employees defy conventional notions of the work
world, knowledge and learning have emerged as major organizational assets for any global
organization.
Essar is an epitome of such a global entity. As it continues to fuel its growth story that is backed
by strong fundamentals, it realizes the need to build a learning organization with best-in-class
training and development processes that ensure business-driven training design and transfer of
learning that contribute to the bottom line and achieve business results.
In this pursuit, Essar seeks to scrupulously adhere to the ‘Six Disciplines of Breakthrough
Learning’ Model, which is widely-recognized for its end-objective – optimizing the business
impact of technical, functional, behavioral and OD training.
Apart from building a comprehensive, reader-friendly guidelines manual (based on the Six
Disciplines of Breakthrough Learning), the current assignment aims at finding out where
Learning at Essar stands today on the Six Disciplines model and how it can improve its
credibility by scrupulous adherence to it.
Objective:
To develop a manual for implementing ‘The Six Disciplines of Breakthrough Learning’ for
ensuring effective learning transfer at Essar Group. This shall involve -
1. To understand where learning in Essar stands today in terms of the Six Disciplines Model
and how it can improve its credibility by adherence to it
2. To design an effective Follow Through Management (FTM) and show how training
departments, OD and HR professionals can apply the principles of FTM within Essar
Methodology used:

1. Literature review of relevant text - Understand the 6D model appropriately through the
reading material (soft copies of the power-point presentation and book) that has been
provided to me
2. Research carried out in two phases - secondary research and gaining inputs from first-
hand experiences through primary research
3. Questionnaires to judge and evaluate the current system
4. Interviews with members of Learning Team to document current practices
5. Employ a 360 degree approach and interview trainees, trainers, supervisors, CHR/ELC
and the line managers to identify the best-in-class practices
The study enabled me to understand the pre-requisites to effective learning transfer. If one
were to formulate a best-in-class training programme at an organization, then it needs to follow
a completely systematic approach involving – defining the business outcomes, design the
complete experience, deliver for application, drive for follow-through, deploy active support
and document results.
The most important aspect of evaluating the training and development initiatives was the
different notions related to learning that are held by participants, supervisors and the learning
team, which conducts and develops learning programmes across verticals and businesses for
the group as a whole. To understand this differential and highlight this was one of the major
issues that form a part of my project.

Table of Contents
Certificate of Approval ................................................................................................................3
Executive Summary.....................................................................................................................5
List of Figures..............................................................................................................................8
List of Tables ...............................................................................................................................8
About Essar.................................................................................................................................9
About the project......................................................................................................................13
2.1 About Six Disciplines of Breakthrough Learning ...............................................................13
2.2 Scope of the Project.........................................................................................................17
2.3 The Manual......................................................................................................................18
2.4 DEFINE - Detailed Guidelines, Evaluation and Recommendations ....................................21
2.5 DESIGN - Detailed Guidelines, Evaluation and Recommendations....................................25
2.6 DELIVER - Detailed Guidelines, Evaluation and Recommendations...................................29
2.7 DRIVE - Detailed Guidelines, Evaluation and Recommendations ......................................33
2.8 DEPLOY - Detailed Guidelines, Evaluation and Recommendations ...................................38
2.9 DOCUMENT - Detailed Guidelines, Evaluation and Recommendations.............................41
Methodology ............................................................................................................................45
Result........................................................................................................................................48
References ................................................................................................................................50

List of Figures
The Six Disciplines that turn Learning into Business Results…………………………………………..13
The Six Disciplines that characterize breakthrough learning…………………………………………..15
List of Tables
1. The Manual…………………………………………………………………………………………………………..18
2. Define - Detailed Guidelines…………………………………………………………………………………..21
3. Design - Detailed Guidelines………………………………………………………………………………….25
4. Deliver - Detailed Guidelines…………………………………………………………………………………29
5. Drive - Detailed Guidelines……………………………………………………………………………………33
6. Deploy - Detailed Guidelines…………………………………………………………………………………38
7. Document - Detailed Guidelines…………………………………………………………………………….41
8. The Inventory………………………………………………………………………………………………………45

About Essar
1.1 About Essar
Essar Global Limited (EGL) is a diversified business corporation with a balanced portfolio of
assets straddling the manufacturing and services sectors of Steel, Energy, Power,
Communications, Shipping & Logistics, and Projects. EGL had annual revenues of USD 15 billion
in 2009-10 and employs 60,000 people worldwide. The Essar group was founded over three
decades ago by the Ruia family and is headed by Chairman Shashi Ruia and Vice-Chairman Ravi
Ruia. With a strong foundation at India’s industrial core and in the sunrise services sector, Essar
has stayed firmly in the forefront of new opportunities. EGL has an excellent track record,
having succeeded in the capital intensive and competitive manufacturing sectors. Better focus
through integration, incorporation of state-of-the-art technology and innovative in-house
research has made Essar Global a leading player in each of its businesses.
With a firm foothold in India, Essar Global has been focusing on global expansion with
projects/investments in Canada, USA, Africa, the Middle East, the Caribbean and South East
Asia. Among its recent global acquisitions are the US-based companies, Global Vantedge and
Minnesota Steel, as well as the Ontario (Canada) based Algoma Steel, and more recently,
Esmark Inc., USA.
1.2 Vision
To be a respected global entrepreneur through the power of positive action
1.3 Mission
We are committed to innovative growth, through our personal passion, reinforced by a
professional mindset, creating value for all those we touch.

1.4 Essar’s Businesses
The Essar group enjoys a dominant position in all its business sectors; be it Steel, Oil &
Gas, Power, Shipping, Construction, or now, even Telecom. Essar Steel Holdings Limited
(ESHL) is a global producer of steel with a footprint covering India, Canada, USA, the
Middle East and Asia. It is a fully integrated flat carbon steel manufacturer—from iron ore to
ready-to-market products. ESHL is the largest steel producer in western India, with a
current capacity of 4.6 MTPA at Hazira, Gujarat, and plans to increase this to 9 MTPA.
The Indian operations also include an 8 MTPA beneficiation plant at Bailadilla,
Chattisgarh, and an 8 MTPA pellet complex at Visakhapatnam.
1.4.1 Essar Steel produces highly customized value-added products catering to a variety
of product segments under the brand name of “24-carat steel” and is India’s largest exporter
of flat products, selling close to half of its production to the highly demanding US and
European markets, and to the growing markets of South East Asia and the Middle East. The
company’s products conform to quality specifications of international quality certification
agencies, like ABS, API, TUV Rhine Land and Lloyd’s Register. Essar Steel is
1.4.2 Essar Energy Holdings Limited (EEHL) drives EGL’s Energy business. It operates as a fully
integrated oil company of international size and scale in India. Its assets include
Exploration and Production blocks in India, Vietnam, Madagascar and Africa. EEHL’s 10.5 MTPA
refinery at Vadinar (that represents approximately 10% of India’s refining capacity), in Gujarat,
Western India, has been built with state-of-the-art technology and has the capability to
produce petrol and diesel suitable for use in India as well as advanced international
markets. EEHL supplies to bulk consumers and has already opened more than 1,500 retail
outlets. The Exploration and Production (E&P) business of the company has participating
interests in several hydrocarbon blocks for exploration and production of Oil & Gas. It has also
been awarded a Coal Bed Methane (CBM) block at Ranging in West Bengal, and two more E&P
blocks in Assam, India. The overseas E&P assets include three onshore oil & gas blocks in
Madagascar-Africa, and one offshore block each in Vietnam and Nigeria.
1.4.3 Essar Power Holdings Limited (EPHL) is India’s first independent power company with a
capacity of 1200 MW. It operates five power plants in three locations across India. This
includes a 120 MW co-generation plant and a 25 MW coal-based plant. Its plant at Hazira has
consistently set new standards of excellence in the Indian power sector and meets the
highest operating benchmarks. This environment friendly plant operates with a plant
availability factor in excess of 94%. In addition to multi-fuel capacity, the plant has the lowest
manpower to megawatt ratio and one of the lowest capital costs per megawatt in India.

1.4.4 Essar Power is exploring opportunities for new power projects based on thermal, wind
and hydro energy. With its plans to enter the transmission and distribution segments, EPHL will
emerge as a fully integrated, end-to-end player in the Power sector.
1.4.5 Essar Shipping & Logistics Limited (ESLL) is an end-to-end logistics provider with sea and
surface transportation services, oilfield drilling services, dry and liquid terminals, tankage
and associated pipelines. Essar Shipping Ports & Terminals Limited (ESPTL), a wholly owned
subsidiary of ESLL, operates in the following businesses:
 The Shipping business provides sea transportation management services to the global
energy, steel and power industries. It owns a fleet of diverse vessels and has an
excellent safety record
 The Ports & Terminals business provides storage and distribution services in India.
It owns port and terminal facilities to handle receipt, storage and dispatch of crude oil
and petroleum products at Vadinar in Jamnagar, Gujarat, which is an all-weather, deep-
draft port. This business serves major oil refineries and independent cargo traders in the
region. The company is building a shipping channel at Hazira to enable the port to berth
larger vessels. This will enhance the cargo handling capacity at the port. It will also seek
opportunities to construct berths and jetties in other ports in India and overseas for
captive and commercial use.
 The Logistics business integrates and provides efficient logistics services to Group
companies and their customers. It also undertakes stevedoring and lighter age
operations. The company owns material handling, lighter age and mobile equipment for
efficient Jetty operations and a fleet of dedicated trailers and tankers to cater to the
movement of steel and petroleum products.
 Essar Oilfields Services offers onshore and offshore contract drilling, and offshore
construction services. It has invested USD 400 million in purchasing drilling equipment
and owns 13 onshore rigs and a semi-submersible rig.
1.4.6 Essar Projects Limited (EPL) is a 4,000-strong global engineering procurement and
construction company headquartered in Dubai. It has offices in India and China. It provides
complete construction solutions under one roof. It operates through four main divisions:
 Essar Engineering Centre: It specializes in detailed engineering and design required
for executing large projects. With four centers in Chennai, Kolkata, Hazira and

Mumbai, the centre has a specialized technical staff of over 1,000 people, focused
on the steel, power and hydrocarbon sectors

About the project
2.1 About Six Disciplines of Breakthrough Learning
Learning and development programs are investments by a company in its workforce.
Management has a ﬁduciary and ethical responsibility to ensure that those investments
produce a return: results that increase enterprise value.
Figure 1.1 shows the six disciplines—the 6Ds—that characterize break-through learning and
development initiatives.
Figure 1.1
When the six disciplines are practiced diligently by learning and development organizations,
their programs make a greater contribution to business success and they gain the recognition
and reward they deserve.

2.1.1 The first discipline - Deﬁne Outcomes in Business Terms
The business needs are well understood. Anticipated on-the-job results of the training are
clearly deﬁned and measurable. Before embarking upon any training initiative, business leaders
would essentially like these questions to be answered –
 What benefit will this program return to the business?
 How will it translate into improved performance for the participants and for the
organization as a whole?
 How will the change be measured?
 What will it be worth?
2.1.2 The second discipline – Design the Complete Experience
The program design should cover the entire process from invitation to on-the-job application
and measurement of results. Designing for the complete experience – especially the way in
which the work environment influences learning transfer – allows corporate education to
realize its full promise of delivering value to the organization.
2.1.3 The third discipline – Deliver for Application
The relevance of each section to the business is explicitly stated; application is stressed
throughout, as is the expectation for action. Designing for the complete experience – especially
the way in which the work environment influences learning transfer – allows corporate
education to realize its full promise of delivering value to the organization.
There is always a gap between learning in the program and doing the work, which must be
traversed to achieve improved results. Delivering for results help build a bridge between
learning and doing that accelerates the passage from current state to improved results

Figure 1.2
2.1.4 The fourth discipline – Drive follow-through
Participants’ managers are actively engaged during the postprogram period. They review and
agree on objectives, and expect and monitor progress. The objectives that people set to follow
through on learning and development experiences are important business objectives. They
should be treated as such. The fourth discipline is to drive follow-through – to actively manage
the transfer and application process for optimum results.
2.1.5 The fifth discipline – Deploy active support
Participants continue to learn from each other after the program. Materials and advice are
available to help them accomplish their goals

Companies that are serious about maximizing the return on their investment in learning and
development recognize that the program isn’t over until the learning is successfully applied and
new skills mastered.
Learning and line leaders work together to develop a culture that recognizes that support for
learning transfer is everyone’s responsibility. They “put their money where their mouth is” by
reallocating some of their resources from pure instruction to providing support for transfer and
application.
2.1.6 The sixth discipline – Document Results
The sixth discipline is to document results to justify continued investment and support
continuous improvement. Requiring proof of results to justify continued investment in learning
is no different from what is expected of other departments.
It is much more difficult to cut the budget of a learning and development organization that has
credible, documented evidence of business impact than one that has only measures of training
activity.
______________________________________________________________________________

2.2 Scope of the Project
Essar aims at becoming a best-in-class learning organization with robust training and
development processes that ensure business-driven training design and transfer of learning
that contributes to the bottom-line an achieves business results. However, the appropriate
approach for this learning transfer has to be documented, which is being done through the 6D
model.
The project is to be implemented in two phases -
Phase 1:
Evaluation of the current learning platforms in accordance with the Six Disciplines of
Breakthrough Learning
Phase 2:
Developing a robust guidelines manual that spans the entire gamut from pre-training design to
post-training follow-up and documentation of results. It should be Essar-specific and link up
with current practices on training evaluation.
______________________________________________________________________________

2.3 The Manual
Table 1 – The Manual
Objective of the Manual
This tool provides guidelines for best-in-class training and
development processes that ensure business-driven training
design and transfer of learning that contribute to the bottom
line and achieve business results. It is modeled along the Six
Disciplines of Breakthrough Learning and covers the entire
process from invitation to on-the-job application and
measurement of results
Phase of
Learning
Discipline S. No. Guideline
1
Ask the question - What is the pay-off for the company?
Business objectives to be achieved through the training
programme should be clear
2
Develop Impact maps that show the links between the
business needs, the required knowledge and skills, and the
proposed learning experiences
3
The success of a training programme should be measured not
in terms of the 'means/activities' but in terms of the
'ends/outcomes'
Define
4
The training needs of an employee should be identified jointly
by the reporting supervisor and the subordinate
1
Build high expectations among participants regarding an
upcoming training programme by applying marketing
principles
2
Apart from building expectations, lay the pre-course
groundwork to strengthen the overall learning value chain
PHASE I -
Pre-Training
Preparation
Design
3
“Staple yourself to the learner.” Walk through all the planned
activities from the learner’s point of view to ensure that they
truly encompass the complete experience, are comprehensive
and mutually reinforcing
PHASE II -
Instruction /
Actual
Deliver
1
Give compelling answers to the “What’s in it for me?” (WIIFM)
question, which is needed to motivate participants to put forth
the required effort

2
Make the relevance of the overall program and each major
topic crystal clear and compelling
3
Ensure that instructors/trainers are high on credibility and
have a good track-record of similar training programmes in the
industry
4
Deliver the subject matter in such a compelling manner that it
captures participants’ interest and, in turn, their ability to
absorb and retain new learning
Delivery
5
Ensure adequate time, direction, and oversight for setting
transfer and application goals
1
Develop a clear understanding of the several factors that
impede effective follow-through management - the most
important link in the learning-doing gap
2
The expectation of follow-through and application must be set
and reinforced in every phase of the program
3
Remind participants periodically of their objectives and the
need to use what they learned
4
Put in place a system of accountability - both for the
participants and the supervisors
5
Put in place a system of consequences - both for participants
and the supervisors
Drive
6
Deploy an effective, customized follow-through management
system, which is a technology-based system to ensure
effective transfer and application
1
Motivate managers to provide ongoing encouragement and
support to their subordinates (participants) and to provide
them with the required knowledge and tools
PHASE III -
Post-
Instructional
Follow-
Through
Management
Deploy
2
Participants should be easily able to engage coaches for
feedback, advice, and support

3
Create a critical mass of people trained in the new approach;
rapidly roll out program to enough people so that they can
support one another as they attempt to implement new ideas
and processes
4
Deploy an IT-based follow through management system to
ensure that there is online feedback and support available to
participants whenever they require it
1
On-the-job results are measured based on desired outcomes
identiﬁed prior to the program
2
An active, continuous improvement process is used to
strengthen the preparation, program, and follow-through
3
Take adequate measures to ensure that the three main
obstacles to documenting results are avoided to the extent
possible
Document
4
Communicate the success of the learning initiatives to all
stakeholders involved - the investors, the participants and
their managers and the non-participants as well

2.4 DEFINE - Detailed Guidelines, Evaluation and Recommendations
2.4.1 Detailed Guidelines
Table 2 – Define - Detailed Guidelines
DEFINE
Outcomes in
Business
Terms
The business needs are well understood.
Anticipated on-the-job results of the training
are clearly defined and measurable
S. No. Guideline Rationale
1
Ask the question - What is the pay-off for
the company? Business objectives to be
achieved through the training
programme should be clear
The ability to define and deliver
business benefits is the only way for
learning and development to prove its
value and demonstrate that cutting the
training budget ultimately hurts the
bottom line
a
It is not necessary to explicitly quantify financial returns for every programme. It is sufficient
to establish the causal link between action-behaviour (resulting from the training
programme) and financial returns
b
Ask the question - Is a training programme really required at all? Are we sure that training is
the best way to develop the desired capabilities and eventually achieve the business
objectives
c
Business objectives to be achieved should be set in consultation with line
managers/reporting supervisors
d
Impact Maps should be developed to relate 'capabilities to be developed' to 'performance
and overall business objectives'
2
Develop Impact maps that show the links
between the business needs, the
required knowledge and skills, and the
proposed learning experiences
The concept of impact mapping ensures
linkage between learning initiatives and
the ultimate goals of the business. It
also helps line managers and learning
providers to reach a common
understanding of the required
outcomes

a
Questions to be answered (in sequence) include -
- What business need (s) will be met?
- What will participants do differently and better?
- Who will be able to see and confirm these changes?
- How will you measure and document the results?
3
The success of a training programme
should be measured not in terms of the
'means/activities' but in terms of the
'ends/outcomes'
The real goal of learning and
development is the extent to which it
contributes to a company’s prosperity
and competitiveness. That requires
understanding the business drivers and
designing for and measuring against
them. The activities involved—courses,
hours, instructors, coaching, action
learning, and all the rest—are the
means to an end, not the end itself.
a
Ideally a combination of these should be used with focus on the latter. Some of the activities
and outcomes are -
Means (Activity) - Number of participants, number of courses, instructors, hours of
instruction etc
Ends (Outcomes) - Improvement in negotiation skills, Reduction in production errors etc
b
Training-effectiveness should be gauged keeping into consideration both the means and
ends of a training programme
4
The training needs of an employee
should be identified jointly by the
reporting supervisor and the subordinate
Ultimately, learning is a personal
activity. It aims at an individual's
professional development. Any training
intervention being planned without
having the participant in the loop is
bound to fail
A
Ensure that there is a stringent platform in place through which reporting supervisors and
subordinates develop a consensus on the training and development needs of the
subordinate
B
The subordinate and the reporting supervisor should have complete clarity regarding the
business objectives and the action-behaviour that is desired from the training programme

2.4.2 Evaluation / Findings
1. Although not quantified most of the times, the business objectives and the action-
behavior required are clearly defined
2. Since the focus on the 6D model is only recent at Essar, usually there is no follow-
through of getting results. So in the end, success is measured by the activity only. There
is no mechanism to ensure that supervisors report results to ELC, so that success can be
measured
3. Right now, training effectiveness is being measured by covering all the three phases of
learning - pre-training, actual delivery and post-delivery follow-up. However,
measurement of training effectiveness is not being done in a comprehensive manner.
Right now, it covers only 5 participants per programme out of 25-30 that attend it.
Measuring effectiveness of training initiatives with atmost 16-20% of the batch is not
stringent at present
4. Training needs are identified during the EDR. However, the seriousness with which it is
being conducted can be improved a lot. Out of 42 participants, in the case of 25
participants, the time spent on the EDR was under 10 minutes, while in the case of 6
participants, time spent was less than 5 minutes! So, the sincerity with which the EDR is
being conducted right now is to be questioned
5. Participants are not fully aware of the benefits of training initiatives to their professional
development. Only 11 out of 42 participants could mention more than 5 learning
initiatives at Essar. Moreover, barring the middle management participants, only 9 out
of 36 could name the organization that has been named as the most innovative in terms
of training and development practices
2.4.3 Recommendations
1. Scrupulous adherence to 'Define' and the 'Drive' disciplines would ensure that success
can be measured in terms of the outcomes
2. Training effectiveness should be measured covering atleast 80% of the participating
batch if not 100%, to have a good picture of where training initiatives hold at present

3. Sincerity in nominating the people - Supervisor's performance should be
monitored/accountable regarding talent development. The EDR needs to be a more
stringent process
4. Raising awareness regarding self-development - We need to raise awareness of
employees that why training is important to their professional development.
5. Brand-building exercises for the learning initiatives at Essar need to be at a more
ground-level (at factory sites, canteens etc). Although not quantified most of the times,
the business objectives and the action-behavior required are clearly defined

2.5 DESIGN - Detailed Guidelines, Evaluation and Recommendations
Table 3 – Design - Detailed Guidelines
DESIGN the
Complete
Experience
The program design covers the entire process
from invitation to on-the-job application and
measurement of results
1
Build high expectations among
participants regarding an upcoming
training programme by applying
marketing principles
The effectiveness of a training
programme is directly related to how
participants perceive the programme
initially. Building a strong, credible, and
trusted brand takes time, effort, and
consistency, but the payback is
signiﬁcant
a
All communications with the participants regarding the training programme should be
focused on building high expectations for the training programme. They should focus on
highlighting three things -
- Value that participants get out from a training programme
- Degree of linkage between the learning program and the desired behavior
- Expectations of rewards from the outcomes from the program
b
Instead of bullet-point messages, announcements should contain brand-building measures
like videos showcasing success stories, trainer profile, quotes from top management
highlighting their support etc
c
Reminders and preparatory material should be provided to participants to ensure high
expectations
d
Reporting supervisors / line managers should be active participants in building high
expectations. Encourage learner-manager discussions prior to the program
2
Apart from building expectations, lay the
groundwork to strengthen the overall
learning value chain
Preparatory work before the
commencement of a training
programme is not all about brand-
building. For maximum value, another
action is key - laying the groundwork,
which also includes engaging managers

a
Engage reporting supervisors / line managers in the pre-training period. If participants know
that his supervisor is taking active interest in his professional development, then they
develop a sense of belongingness and show more interest in the learning endeavor
b
Get the right people in the room - It is essential to have participants from a similar
bandwidth in a training session. Having an M6 and an M11 on a session on negotiation skills
will not work. In case it is unavoidable, get people on the same page through preparatory
material to study before the training session
3
“Staple yourself to the learner.” Walk
through all the planned activities from
the learner’s point of view to ensure that
they truly encompass the complete
experience, are comprehensive and
mutually reinforcing
Ensure that the program design affirms
to all 6Ds of Breakthrough Learning
that include plans for optimizing all
three phases of learning (preparation,
instruction, and application)
a
Getting into the shoes of the learner and then thinking from his perspective is an extremely
component in the entire 'Design' phase. Things to be considered include -
- Ensure that there is complete clarity of business objectives
- Encourage learner-manager discussions prior to the program
- Ensure that facilitators follow an if-then strategy to optimally deliver training
- Optimize the post-course environment to support transfer and application
- Redeﬁning the facilitator’s role to include post-workshop responsibilities and results
b Pay particular attention to the role of, and support from, the participants’ managers
2.5.2 Evaluation/Findings
1. Annual calendar, quarterly calendar, announcements are made one month in advance,
pre-training exercises, reminders etc. So, the ELC is trying to do this in a pretty decent
way.
2. While expectations are being built this way, there is little focus on brand-building
exercises at present
3. Moreover, the business HR and the supervisors are right now playing a very passive
role in terms of building expectations prior to a training programme
4. A lot of basic groundwork - data-entry, reminders, announcements, selecting the
participants, streamlining information for ILPs, etc is being done manually. Due to this,

the ELC / learning coordinators at Hazira are not playing the role of coordinators,
instead they are doing administrative work
5. Most of the programme announcements/reminders are made through the internet.
Employees at the plant site hardly visit a PC for as many as 7 days. Now, on 8th April
2010, that is before I joined in as the summer trainee, there was a mail that was
circulated through the internet on 'Tips for a Meaningful Performance Review
Discussion', when I asked employees at SMP Hazira, they had no idea of the mail at all
1. Major focus on brand building and expectation building measures is required - For
lower level employees - this has to be done by the supervisors and the Business HR
majorly! For higher levels, this is not very relevant, as they know why they are
attending a particular program, largely! However, on a general note, brand has to be
built in terms of some jazz, which is sorely missing! A possible measure is - Showing
success stories, having videos will also help, following the alumni approach at MBA
schools. Let the person whom participants RESPECT in general be asked to appeal and
promote the programme.
a. In Hewitt Associates, RocSearch and several other research, consulting and other
modern-day IT-ITES enabled firms, whenever there is a training programme, then
there is a video that is sent to all participants that has a senior respected person
telling them how the session has helped him in his professional development and
how it should be approached. This is followed by a briefing session by the
development guide, who is not the direct supervisor but is responsible for the
professional development of the person in question.
2. We need to strengthen our coaching and mentoring at Essar across functions. This
would ensure that there is some HELP available all the time. And because that person
is not the participant's direct supervisor, he can be candid as well
a. However, at the plant level, this DG function would have to be taken up by two
sorts of people - 1) the Business HR; however the problem might be the trust-
factor and 2) some senior in another function. This will only promote camaraderie
in the group. However, this would have to be worked out comprehensively

b. Mentoring can be done by three people - 1) Business HR, 2) Supervisor and 3)
Senior from another function/vertical. In the first two options, the 'trust' factor
poses problems. While in the case of the third, the 'implementation' factor posses
problems
3. Implementation of HR information System like SAP or PeopleSoft to take care of all
manual administrative tasks. This would ensure that ELC members are able to play the
role they are meant to play
4. We need to have a system of ensuring that the participants are regularly updated of
objectives/developments / reminders of training programmes - Participants at the
plant do not access the PC for as many as 7 days. There is a single PC in the store room
/ common room and hardly accesses by employees. In that case, an effective way to
reach to our target audience - it is quite simple actually - through bill-boards at the
workplace itself. These bill-boards can be used to highlight the major schedules and
the participants required.

2.6 DELIVER - Detailed Guidelines, Evaluation and Recommendations
Table 4 – Deliver - Detailed Guidelines
DELIVER for
Application
The relevance of each section to the business is explicitly stated; application is stressed
throughout, as is the expectation for action. Minimize the learning-doing gap by presenting
material in a way that emphasizes and illustrates its application. Set the expectation for
transfer and stress the need for application throughout
1
Give compelling answers to the “What’s
in it for me?” (WIIFM) question, which is
needed to motivate participants to put
forth the required effort
Motivation to learn is a sine qua non
for effective education of adults.
Program participants will be motivated
to learn and, more important, apply
what they learn if they are convinced
that doing so will produce an outcome
that they personally value
a
As a follow up of the brand-building phase, the desire to learn should be created and
emphasized again by clearly communicating to the participants about the -
- Value ascribed to the programme
- Degree of linkage between the learning program and the desired behavior
- Expectations of rewards from the outcomes from the program
2
Make the relevance of the overall
program and each major topic crystal
clear
Learners want to know why they are
being asked to learn something—how
the material relates to them, their role,
their division, and their business. If the
course content is not perceived as
relevant by the participants, then other
aspects of the program (instruction,
venue, learning exercises) cannot
compensate, however brilliantly
executed
a
Be explicit about the business needs (and the action behavior) that the program is designed
to address
b
Use business-relevant examples to illustrate the connections between the content and the
needs of the company

3
Ensure that instructors/trainers are high
on credibility and have a good track-
record of similar training programmes in
the industry
Having the appropriate facilitators not
only help in building high expectations
before the training programme, but
also ensure that the programme helps
in getting the point across in a manner
that is necessary for the achievement
of desired business objectives
a
Check the availability of internal facilitators/trainers for the training programme in question.
The focus should be to get the best combination of cost and quality, with an emphasis on the
latter
b
Ensure that the trainers/instructors understand the organization's business in depth.
- What are the key business drivers? How does the company actually generate value? These
are few questions they should have a sound understanding of
c
Ensure that external trainers assure of support to participants in the post-programme
application phase. Support can be in the form of online query resolution, resolution on
phone during a pre-designated time slot once a week, through helpdesks that have been
proposed to start
4
Deliver the subject matter in such a
compelling manner that it captures
participants’ interest and, in turn, their
ability to absorb and retain new learning
Corporate training is essentially on
topics/situations that the participant is
not expected to face immediately. In
such a case, it is particularly important
that such topics be memorable -
presented in a way that facilitates their
recall at the crucial moment
a
There should be a clear understanding of the different instructional methodologies that can
be employed. Some of the methodologies (under the broad headings) are -
- Direct Instructional Methods - These include lectures, demonstrations etc. They are
specially relevant in case of teaching specific facts and basic skills
- Interactive Instructional Strategies - These include case studies, role plays, one-o-one
sessions, brainstorming sessions and group discussions. Methods like role plays are very
interactive and participative. Moreover, considering the batch size of 25-30 that we maintain
at Essar, holding them is very feasible as well
- Independent Study Instructional Methods - These can be in the form of writing essays,
articles, programmed computer-based learning modules, delivering a presentation on study
material provided before/during a training programme etc
- Experiential Instructional Strategies - These largely take the form of action learning
projects. As the name suggests, these assignments are a real-time case studies on which
participants have to work on and learn through actions, rather than rote-learning alone.
Clear time-lines are mentioned and participants know when they need to complete these

projects before starting them
b
Make connections - Have the learners practice new skills (and behaviors) in simulations that
mimic the actual business environment
c
Choose instructional methodologies on the basis of the connections made in Step 2 (i.e. by
matching them to the cognitive and behavioral skills required to achieve performance
objectives, as identified during the 'Define' phase through the Impact Maps)
For example - If the ultimate business objective is 'Improved profitability', then we can zero-
down on the appropriate instructional methodologies in the following manner -
- Reading and lecture (with examples) to develop an in-depth understanding of pricing and
sale decisions
- Practice using spreadsheets for financial modeling - To develop an ability to better analyze
financial impact
- Business simulation exercises - To be able to use market research and competitive data to
predict market response
d
Provide time after each major topic or section for the learners to reﬂect and plan on how
they can use what they just learned
5
Ensure adequate time, direction, and
oversight for setting transfer and
application goals
Before the 'Delivery' stage ends,
participants should be clearly apprised
about objectives for transfer and
application. This step is extremely
crucial to ensure effective follow-up
later on
a
Instructors should make it a point to discuss about the post-programme transfer and
application goals in the time stipulated for this discussion. There should be strict adherence
to the time-limits meant for different topics/sections, so that all topics get their due
emphasis. More importantly, missing out on a discussion on application goals cannot be
missed at any cost
b
These transfer and application goals should be shared with the reporting supervisors/ line
mangers to make them party to the learning and development needs of their subordinates

1. While the business objectives to be achieved, and the expectations of the supervisors
and participants are clearly communicated to the trainers, the delivery of the training
programme is left to the discretion of the trainer / facilitator
2. Many a times participants report late to lecture halls. Some others disturb the normal
course of the session by moving in and out frequently. This not only disturbs others
from grasping learning, it also leads to valuable time wastage, due to which trainers
are forced to skip out on some time allocated for practice
3. It is ensured that facilitators/trainers are high on credibility and have had a good track
record in the industry.
1. Like the 'Policy and Procedures Manual' for Learning and OD, a similar manual should
be provided to trainers that offers them detailed guidelines on the 'DELIVER for
application' discipline regarding the selection of instruction methodologies, what
needs to be kept in mind, etc
2. Participants should be held accountable for their behavior and consequences attached
to them. In IPCL, in such circumstances, the Chairman personally demands an
explanation from the subordinate's supervisor regarding such an instance
3. Apart from this, adherence to the guidelines under the ‘Deliver’ stage mentioned
above would ensure that the appropriate impact is made

2.7 DRIVE - Detailed Guidelines, Evaluation and Recommendations
Table 5 – Drive - Detailed Guidelines
DRIVE
Follow-
Through
Participants’ managers are actively engaged during the post program period. They review
and agree on objectives, and expect and monitor progress. After the program, participants
are reminded periodically of their objectives and opportunity to apply what they learned
1
Develop a clear understanding of the
several factors that impede effective
follow-through management - the most
important link in the learning-doing gap
Before setting in place a robust follow-
through management in place, it is
imperative to understand the different
impediments that usually prevent
participants from following through
and executing their learning transfer
a
Human Factors include (on part of the participants) -
- Lack of commitment on part of the participants as a result of poor goal setting or perceived
management indifference
- Participants' lack of understanding of impact
- Lack of Initiative or fear of underperforming
- Resistance to change; preference to stay in comfort zone
Human Factors include (on part of the supervisors) - Apart from lack of commitment and
initiative, there are other important factors that the learning team needs to consider
regarding supervisors -
- Conflicting Priorities faced by supervisors - It is important to ensure that learning and
development of subordinates is not relegated amongst the priority areas of supervisors
- Time pressures might mean that deadlines are not met - There should be in-built flexibility
within the system; budgeted time should be available with supervisors
b
Organizational Factors include (on part of the systems and processes set in an organization) -
- Poor goals, poor plans
- Lack of accountability - There is no accountability whether someone does or does not take
action
- Lack of a reward-system - If a person does take effective follow-through action to change,
there is no reward
- Lack of Disciplinary consequences - There are no consequences if someone fails to take
action

2
The expectation of follow-through and
application must be set and reinforced in
every phase of the program
Expectations drive behavior. The goal is
to create a culture of execution, in
which every employee feels responsible
for following through and executing
commitments, without having to be
told
a
Underscore importance of execution in all communications before, during, and after the
program. Ideally, the process should begin from the invitation stage itself and continue till
the results are finally documented
b
Set clear timelines for reporting out progress and results - bi-weekly, monthly, quarterly etc
depending upon the nature of the training programme
3
Remind participants periodically of their
objectives and the need to use what they
learned
Reminders and mileposts are important
to avoid the “out of sight, out of mind”
problem. In the absence of reminders,
there is little to reinforce the
importance of following through on
learning transfer. As such, the urgency
of attaining planned objectives
declines
a Ensure that you neither go over-board nor under-board in sending reminders to participants
b
Schedule the first reminder soon - usually the week following the course - before the
enthusiasm dissipates entirely under pressure of other tasks
c
After the first quick reminder, ensure that there is a bi-weekly or at most a monthly update
(depending upon programme). A reminder need not necessarily be an e-mail. A vocal
reminder by the supervisor in a team meeting will work equally well.
Usually if other guidelines specified under the 'Drive' discipline are met, by the time of the
fourth or aft reminder, participants will be well on their way towards their objectives
4
Put in place a system of accountability -
both for the participants and the
supervisors
Accountability implies a system of
follow-up, a person or agency to
answer to, and the means and schedule
for reporting
a
Participants should be made accountable to their teams. Encouraging participants to “go
public” with their goals, will not only raise the level of accountability but also provide a
source of ideas and encouragement to follow through
b
Make participants accountable to their reporting supervisors/line managers. Managers
should require their subordinates to develop clear plans for applying what they learned, act
on them, and report the progress.
c
Ensure that supervisors are held equally accountable and responsible for their subordinates'
professional development. This is necessary to ensure that participants’ managers are
actively engaged during the post program period

5
Put in place a system of consequences -
both for participants and the supervisors
Requests to follow through, reminders,
and even a system of accountability will
prove worthless unless they are backed
up by consequences - positive and
negative - of importance to the
participants. If there is no difference
between the consequences of doing an
exceptional job versus doing nothing,
this will soon become general
knowledge and will undermine the
entire educational effort
a
Follow-through on part of the participants and the supervisors can have both positive as well
as negative consequences. Rewarding desired behaviors with recognition, merit pay, and the
like will act as a motivating factor for a non-performer, who faces mild negative
consequences initially
Supervisors' pro-activeness in the professional development of his/her subordinate can be
linked to his/her PMS. This would ensure an effective system of consequences upon the
single most important stakeholder in the 'Drive' phase
6
Deploy an effective, customized follow-
through management system, which is a
technology-based system to ensure
effective transfer and application
An effective IT-based follow-through
management system has the potential
to significantly increase transfer and
application, interaction with managers,
improvement by participants and
return on investment from a program
a
Ensure that the follow-through management system includes seven intercommunicating
subsystems linked to a common database - an intelligent reminder system, a ﬂexible update
engine, a feedback-coaching loop, an online guidance system, a shared learning capability,
an administrative and security subsystem, and a management information system
b
Decide on the appropriate system for the organization - should it be a manual one or an
electronic one? Considering the size of Essar and the number of training programmes on the
cards, it makes sense to go for the electronic version
c
Select the vendor on the basis of track record, experience, and reputation. The process
should include vetting the provider by consulting with respected current users

1. The supervisors are the main people who have to ensure that change is there and
things are actually implemented. Supervisors are not playing their role as effectively
they should right now. Learning and development needs of subordinates are not being
given priority to the extent it deserves. "Work, work and work… this is the only motto
of supervisors"
2. The ELC plays this role indirectly by requesting for feedback for measuring training
effectiveness. However, sending reminders to individual participants would add on to
the manual work that ELC members are already doing most of the time. Moreover, as
always, supervisors need to own up responsibility,
3. Learning passports are being used at present for capturing participation data purposes
only. Moreover, every employee does not have a learning passport.
4. Currently, participants as well as the supervisors are not accountable for showing the
results for any training programme. There are no consequences that they foresee for
non-compliance and non-achievement of business objectives that they had agreed
upon to achieve after the training programme
1. Having a training session for supervisors to sensitize them needs to be looked into, as
everyone at some point of time and level, is a supervisor finally! So, there should be
proper follow-through (DRIVE discipline) that should emerge as the standard dos and
don’ts to be followed by all supervisors. The extent to which these are followed by
supervisors can be linked to the PMS in the end.
2. There should be a de-briefing session of participants immediately after the training
programme. Having a large number of participants from the same department,
function etc holds good here
3. Underscore importance of execution in all communications before, during, and after
the program. Ideally, the process should begin from the invitation stage itself and
continue till the results are finally documented
4. Setting in place an appropriate electronic follow-through management system is
needed

5. Training effectiveness should be more stringent and should cover a larger set of the
participants
6. Another way to promote the follow-through of learning is - to have a competition that
would test the learning from a particular training programme (on the basis of the
sections)... and the winners would be identified by the trainers (internal as it would be
feasible!). What this would do is -it would actually develop this culture of employee
engagement (can be a fun thing!)... will be a way to increase motivation of participants
towards a programme... and also help supervisors in follow-through as well. Here, the
prize shouldn't be a one-time affair; the results can be linked to the PMS; or there can
be system of lucky draws.
7. The results of the competition can be highlighted in the learning passports as well,
making them a tool to track participation as well as progress
8. Put in place a system of accountability and consequences - both for the participants
and the supervisors - Participants should be made accountable to their teams and
their supervisors to report results.
9. Positive as well as negative consequences through linkage with the PMS will have the
desired impact

2.8 DEPLOY - Detailed Guidelines, Evaluation and Recommendations
Table 6 – Deploy - Detailed Guidelines
DEPLOY
Active
Support
Participants can easily engage coaches for feedback, advice, and support. The group is
tracked and supported during the application (post program) phase. Participants continue to
learn from each other after the program. Materials and advice are available to help them
accomplish their goals
1
Motivate managers to provide ongoing
encouragement and support to their
subordinates (participants) and to
provide them with the required
knowledge and tools
Reporting supervisors / line managers
are closest to the subordinates during
the application phase. The goal is to
create a company culture in
which both learners and their managers
accept without question their
shared responsibility for maximizing
the value of educational programs
a
Convince them of the value they derive from supporting their subordinates. They have to be
convinced that investing their time in the short run, coaching their direct reports will be
repaid in the long run by greater effectiveness
b
Ensure that the supervisors are aware of the objectives of both the program and their
subordinates. After the training-need identification stage, the managers and their direct
reports should have regular follow-up meetings seeking feedback from managers on their
goals, plans, and progress
c Supervisors must be held accountable; support must be an expected part of their jobs
2
Participants should be easily able to
engage coaches for feedback, advice, and
support
Coaches/Trainers/Facilitators are the
first source of knowledge for the
participants. Having coaches to support
subordinates in the post-programme
period not only gives confidence to
deliver but also serves as a ready guide
to help
a
Internal trainers should be used as much as possible as they are not additional cost burdens
on the organization. Moreover, consulting external trainers may prove to be a cost factor to
the company. However, this should be done without compromising on quality
b
To ensure that coaches are available for support, budget time for providing ongoing support
and hold them accountable for results

3
Create a critical mass of people trained
in the new approach; rapidly roll out
program to enough people so that they
can support one another as they attempt
to implement new ideas and processes
This creates an environment in which
learners can provide mutual support
and reinforcement for the new
language, concepts, and behaviors.
Creating critical mass and a supportive
environment is especially important if
the learning and development is part of
a significant change initiative. If
possible, train entire teams together, or
at least the majority of employees at a
particular level and site
a
Target specific departments, business units, or working groups and train a significant number
quickly. This has greater chance of success than the “shotgun” approach of one here, one
there. Essar is following the latter approach till now
b
Promote collaboration through learning buddies, teams, shared accountability, online
collaboration, and so forth
4
Deploy an IT-based follow through
management system to ensure that
there is online feedback and support
available to participants whenever they
require it
Through an effective IT-based follow-
through management system,
participants can easily engage coaches
for feedback, advice, and support.
Advice would be available at any point
in time to help participants accomplish
their goals
a
On-line counseling and advice should be made available to participants of training
programmes. This is specially relevant in case of middle management participants, who
frequently use the internet and largely undertake behavioral training sessions with the
external faculty members
b Provide online content that reinforces course principles

1. Participant and supervisors can easily engage with the trainers/coaches any time
during the post-programme period. However, they never feel the need to do so as
there is no effective follow-through management taking place at the actual workplace
1. Every month, a workshop / helpdesk should be organized by the ELC in every business
as a refresher to the training module delivered earlier. For example- In SMP, every
trainee can come there and take advice, suggestion on whatever problem he is facing
2. However for this, ELC has to reach out to people at the work-site. HRIS
implementation would definitely help matters
3. To ensure that participants continue to learn from one another - we should
a. Organize the sort of competitions referred to earlier
b. We should have business-wise training programmes, for all three types of off-
the-job training programmes
i. Benefits of having it for separate businesses - Easier to hold the supervisors
responsible. It would be clear whether it is steel that requires immediate
attention or another vertical. It would be easier to bill different businesses.
More so, it would be easier to track performance of participants. In this
manner, expectations would be at a common level, you would be able to
develop a critical mass of people from whom a participant can learn. Also, if
you wish to hold a refresher session, it would be easier. It would be easier
for ELC to coordinate with supervisors. It would be easier to define business
objectives and hold business HR responsible. Ultimately, these business HR
should be held accountable by the program managers that are proposed
c. The inculcation of coaching and mentorship at Essar would also mean that we
are indirectly deploying active support for participants in the post-programme
period. So, the presence of mentors has the potential to play a major role in the
professional development of an employee at Essar.

2.9 DOCUMENT - Detailed Guidelines, Evaluation and Recommendations
Table 7 – Document - Detailed Guidelines
DOCUMENT
Results
Companies invest in learning and development with the expectation of improved
performance and results. Learning and development departments must document the
results of their programs in order to justify continued investment and support continuous
improvement
1
On-the-job results are measured based
on desired outcomes identified prior to
the program
Relevant, reliable, and credible
measures of the impact of learning and
development are essential to (1) justify
continued investment and (2) support
continuous improvement
a
Define the desired results in business terms prior to launching the program; agree with
business managers on the definition of workplace “success.”
b Clarify expected behavior changes and business drivers; share these with participants.
c Analyze the results conservatively; discount the results for factors other than training
d
Compare actual results to those expected; Do not confuse positive reactions to positive
results
e
Identify success cases and use them to illustrate program value in reports and to future
participants
2
An active, continuous improvement
process is used to strengthen the
preparation, program, and follow-
through
Learning and development
departments must strive to
continuously improve their programs in
order to justify continued investment in
learning initiatives
a
Conduct a “lessons learned” session with the design and execution team. What went well
and should be augmented? What is not working and needs to be changed? Use the
information to improve subsequent cycles

b
Follow the Plan–Do–Study–Act cycle (also called the PDSA or Deming cycle) for continuous
improvement. It is a never-ending process of planning improvements, implementing them,
measuring the impact, and acting on the results to initiate the next cycle.
Results from the measurement of training effectiveness would also prove worthwhile here.
Things to be kept in mind while evaluating training programmes from an activity-centric
point of view include -
- Expectations are gauged from supervisors and participants and are communicated to the
facilitators/trainers
- Pre-training knowledge of the participants is gauged in advance; this will be used to analyze
the improvements later during post-training measurement stage
- Post-training measurement of impact on performance, learning, change in behavior is
gauged in a fixed time frame for every training programme
- Evaluating reaction of participants immediately after a training programme. It is very
important to gauge participants' clarity into follow-through objectives expected out of them
after the training programme
- This should be followed up by the evaluation of learnings, behavioral improvements and
actual results
3
Take adequate measures to ensure that
the three main obstacles to documenting
results are avoided to the extent
possible
a
Lack of Clear, Quantifiable Objectives - Ensure that the objectives of the training program are
defined as clearly as possible by appropriately following Discipline 'Define'. This problem
arises specially in the case of behavioral trainings like negotiation skills etc
b
Managing Multiple Causality - One of the best ways to minimize the confounding effect of
external factors is to conduct a controlled trial—to compare the performance of a group that
received training to the performance of a group that did not. The idea is that although many
other factors besides the training influence the outcome, these should be more or less
randomly distributed between the trained and untrained (control) groups
c
Include as many individuals as practicable - Include as many individuals in the study as
practicable. In general, the more subjects that can be included in the study, the better. There
are two reasons: (1) the larger the size of the groups studied, the more likely they are truly
comparable and (2) the larger the group size, the easier it is to confidently detect differences
due to the training
d
Long Lag Time Between Training and Final Results - Lag time should be managed through (1)
in-process checks i.e. by measuring intermediate stages in the performance improvement
process; (2) End-of-course evaluations, which can be a source of in-process data to monitor
participants’ reactions to the program

4
Communicate the success of the learning
initiatives to all stakeholders involved -
the investors, the business heads, the
participants and their managers and the
non-participants as well
Building credibility of training
initiatives and effective brand-building
requires that the successes are
highlighted as much as possible and
again and again
a
Choose the appropriate communication vehicle to communicate to the targeted audience. A
vehicle that works for one stakeholder might not work for another
Participants / Reporting Supervisors - Automated 'Thank You' e-mails can be sent to these
stakeholders. However, e-mails should also be backed by on-site messages through bill-
boards for example to reinforce the message and to reach out to the largest possible
audience. Team meetings, townhalls, Newsletters and other internal publications should be
used to highlight the success stories
Non-participants - Town-halls; newsletters are the ideal medium to attract non-participants
towards training programmes. The value ascribed, the linkage between outcomes and
delivered content and expectations of rewards should be clearly highlighted through cases in
point
Business Heads - This category of stakeholders needs to be dealt with in a special manner -
Hard copies of success stories, summary of key achievements, supervisor comments need to
be mentioned to make business heads realize the immense value that training programmes
are bringing on the floor. Emails, newsletters and other internal publications will act as add-
ons that will simply re-enforce the impact that these personalized reports will make
1. In a sense, results are being tested on-the-job - whether the KRA is being met or not
ultimately. But there is no focus on the word - HOW? - What is the contribution of the
training programme in the achievement of that particular KRA?
2. There is no ‘lessons learnt’ type of session being held on a regular basis among
member of the design and execution teams at present to analyze the impact of the
training programme and scope of improvement.

1. Scrupulous adherence to the 'Define' and 'Documentation' disciplines of breakthrough
learning needs to be there
2. Conduct a “lessons learned” session with the design and execution team. What went
well and should be augmented? What is not working and needs to be changed? Use
the information to improve subsequent cycles
3. In the control and documentation stage, the role of the ELC is of utmost importance.
An effective control mechanism can be set only in the vicinity of all stakeholders, who
are based out of Hazira! They have to coordinate and ensure that there is an effective
continuous improvement process in place. Right now, ELC members give priority to
routine work, which is not productive at all. HRIS' implementation will ensure that the
ELC acts as a COORDINATOR in the real sense.
______________________________________________________________________________

Methodology
1. Literature review of relevant text - Understand the 6D model appropriately through the
reading material (soft copies of the power-point presentation and book) that has been
provided to me
2. Research carried out in two phases - secondary research and gaining inputs from first-
hand experiences through primary research
3. Questionnaires to judge and evaluate the current system
4. Interviews with members of Learning Team to document current practices
5. Employ a 360 degree approach and interview trainees, trainers, supervisors, CHR/ELC
and the line managers to identify the best-in-class practices
The major part of the project involved collection of required data from all possible stakeholders
involved in a training programme – participants, supervisors, trainers, ELC (Essar Learning
Centre) team based out of Hazira and the CHR-Learning team based out of Mumbai.
The Inventory used for the 360-degree evaluation of learning transfer at Essar –
Table 8 – The Inventory
Objective
This tool will help us evaluate the readiness of training
initiatives in an organization to deliver follow-through
results - In other words, it will help us evaluate the quality
of learning transfer in an organization
Rating Scale
1 Not at all
2 To a small extent
3 Somewhat
4 To a large extent

5 To a very great extent
Questionnaire
1
OPTIONAL - Name, Department, location, Number of
years in the company, Contact Numbers
2
In your opinion, which amongst the following are the
greatest roadblocks to learning transfer (Please rank
them) -
a) Non-supportive organizational culture
b) Lack of inspiration or support from supervisor
c) Trainee’s perception of impractical training programs /
content
d) Trainee’s discomfort with change (wants to remain in
his comfort zone)
e) Lack of application on the job / No opportunity is given
to use the learnings
f) Trainee’s perception of poorly delivered training
g) Pressure from peers to resist changes
NA
1 2 3 4 5
3
Rate this statement - The business needs are well
understood. Anticipated on-the-job results of the training
are clearly deﬁned and measurable
4
To what extent are line managers and trainees/employees
involved in the training-need identification stage?
5
The program design covers the entire process from
invitation to on-the-job application and measurement of
results.
6
Rate the extent to which the ELC/CHR tries to bring the
participants on the same page? (What is the extent to
which you try to build participants preparedness before
the session)
7
The relevance of each section to the business is explicitly
stated; application is stressed throughout, as is the
expectation for action
8
Which of the following motivates participants’ the most in
looking for a learning program? Rank them -

1) Value they perceive from the program
2) Degree of linkage between the learning program and
the desired behavior
3) Expectations of rewards from the outcomes from the
program
9
To what extent do you build high expectations among
participants for an upcoming learning programme?
10
Participants’ managers are actively engaged during the
postprogram period. They review and agree on objectives,
and expect and monitor progress
11
After the program, participants are reminded periodically
of their objectives and opportunity to apply what they
learned
12
Participants continue to learn from each other after the
program. Materials and advice are available to help them
accomplish their goals
13
Rate this statement - Participants can easily engage
coaches for feedback, advice, and support
14
On-the-job results are measured based on desired
objectives set before the commencement of the program
15
An active, continuous improvement process is used to
strengthen the preparation, program, and follow-through.
______________________________________________________________________________

Result
The study enabled me to understand the pre-requisites to effective learning transfer. If one
were to formulate a best-in-class training programme at an organization, then it needs to follow
a completely systematic approach involving – defining the business outcomes, design the
complete experience, deliver for application, drive for follow-through, deploy active support
and document results.
The most important aspect of evaluating the training and development initiatives was the
different notions related to learning that are held by participants, supervisors and the learning
team, which conducts and develops learning programmes across verticals and businesses for
the group as a whole. To understand this differential and highlight this was one of the major
issues that form a part of my project.
The Final Recommendations –
1. Gradually move towards having a large majority of business-wise training programmes –
This would greatly facilitate post-programme follow-through management
2. Training effectiveness should be more stringent and should cover a larger set of the
participants
3. Implementation of HR information System (like SAP or PeopleSoft) or effectively utilize
extra bandwidth of existing LMS to take care of all manual administrative tasks being
undertaken currently by ELC
4. Put in place a system of accountability and consequences both for participants and
supervisors
5. We need to strengthen our coaching and mentoring at Essar across functions
6. The EDR needs to be made a more stringent process, with pre-training expectations set
during the review session itself
7. Like the 'Policy and Procedures Manual' for Learning and OD, a similar manual should be
provided to trainers that offers them detailed guidelines on the 'DELIVER for application'
discipline
8. There should be a briefing and de-briefing session of participants immediately before
and after the training programme

9. To improve functioning within ELC, and considering the ever-increasing number of
training programmes, there should be programme managers who would be solely
responsible for their successful conduct
10. Business HR is a critical link in the learning and development process of employees.
Mechanisms should be put in place to make them participate more in the process
______________________________________________________________________________

References
1. ‘The Six Disciplines Of Breakthrough Learning – How to Turn Training and
Development Into Business Result’s – By Calhoun W. Wick, Roy V. H. Pollock, Andrew
McK. Jefferson, and Richard D. Flanagan
2. ‘Evaluating Training Programs’ – By Donald L. Kirkpatrick, and James D Kirkpatrick
3. ‘Building a learning organization’ - By Michael J Marquardt
4. Learning & OD Policy and Procedures Manual – Property of CHR-Learning, Essar Group
5. Essar Learning Directory – Property of CHR-Learning, Essar Group
6. ‘Measuring Training Effectiveness’ – Project Report by Atul Borkar, Summer Intern,
SCMHRD
7. Individual Learning Plan – Sample and Guidelines, Learning Passport, Training Calendar
- Property of CHR-Learning, Essar Group
8. LMS – eLearning platform at Essar

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