Q1. Explain ADDIE model with a suitable example.Answer:DefinitionTheADDIE Modelis an approach used by instructional designers and content developers to create instructional course materials. The model has been adopted as the standard method by many instructional designers because of its flexibility.Overview: ADDIE is an acronym for the five-phase courseware development program of analysis, design, development, implementation and evaluation.One of the attractions of the ADDIE Model is its flexibility. For example, it can be used with both individualized and traditional instruction. In addition, its phases are frequently modified to suit user needs, and it can be employed in combination with other models such as Rapid Application Development (RAD) and the Successive Approximation Model (SAM).Here is an explanation of the ADDIE Models five phases:

Analysis.In the first phase, the instructional challenge of the course is detailed, objectives are established and issues such as learner skill level are identified.Design.A variety of concerns are addressed at this phase to achieve optimal courseware design and systematic development of the training program. They include learning objectives, content, assessment instruments, exercises, subject matter analysis, lesson planning and media selection. Each is pursued under a logical and orderly method of identifying, developing and evaluating plans for meeting instructional goals.Development. Courseware designers and developers create the content following the design phases blueprinted. That includes design of storyboards and graphics, as well as integration of any eLearning technologies.Implementation.This phase focuses on developing procedures for training both facilitators and learners. Facilitators training should explain the curriculum, learning outcomes, method of delivery and testing procedures. Student preparation includes training the use of new software and hardware, and registration. Preparation of learning materials including books, tools, CD-ROMs and software is conducted, and the website tested.Evaluation.The evaluation phase is ongoing throughout the design process. Its purpose is to ensure that all stated goals of the learning process will meet the specified needs. Another objective of this phase is to identify on-the-job performance following completion of the course, and to ensure that business needs are met.

Q2. At which levels is need analysis are done and what are the various methods of collecting information at all the levels.Training Need analysis: An analysis of training need is an essential requirement to the design of effective training. The purpose oftraining need analysisis to determine whether there is a gap between what is required for effective performance and present level of performance.Training need analysis is conducted to determine whether resources required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action.Training Need arises at three levels:

Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group.

Organizational Level Training need analysisat organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.

After doing theSWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.

Individual Level Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are: Appraisal and performance review Peer appraisal Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal

Operational Level Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. Thejob analystalso gathers information on the tasks needs to be done plus the tasks that will be required in the future.Based on the information collected, training Need analysis (TNA) is done.

Q3. Explain the various theories of Motivation with a suitable example.Motivation - the desire or drive that an individual has to get the work done.Absence of motivation leads to underperformance and loss of competitiveness resulting in loss of productive resources for the organizationMotivation is a vital tool for the Human Resources manager as it is a way of enhancing and improving the quality of an organizations knowledge and ability.It is a way of achieving corporate aims through the enthusiasm and belief of its workforce.Following are some of the Motivational Theories in Human Resource Management: Maslows need hierarchy theory Herzbergs hygiene theory McGregor Theory X and Theory Y.

Maslow's hierarchy of needsis a theory proposed byAbraham Maslowin his 1943. Maslow's hierarchy of needs is often portrayed in the shape of a pyramid with the largest, most fundamental levels of needs at the bottom and the need forself-actualizationat the topThe most fundamental and basic four layers of the pyramid contain what Maslow called "deficiency needs" or "d-needs": esteem, friendship and love, security, and physical needs. If these "deficiency needs" are not met with the exception of the most fundamental (physiological) need there may not be a physical indication, but the individual will feel anxious and tense. Maslow's theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Maslow also coined the termMetamotivationto describe the motivation of people who go beyond the scope of the basic needs and strive for constant betterment.Physiological needsPhysiological needs are the physical requirements for human survival. If these requirements are not met, the human body cannot function properly and will ultimately fail. Physiological needs are thought to be the most important; they should be met first.Air, water, and food aremetabolicrequirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from theelements. Safety needsWith their physical needs relatively satisfied, the individual's safety needs take precedence and dominate behavior. In the absence of physical safety due to war, natural disaster,family violence,childhood abuse, etc. people may (re-)experiencepost-traumatic stress disorderortransgenerational trauma. In the absence of economic safety due to economic crisis and lack of work opportunities these safety needs manifest themselves in ways such as a preference forjob security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, etc. This level is more likely to be found in children because they generally have a greater need to feel safe.Safety and Security needs include: Personal security Financial security Health and well-being Safety net against accidents/illness and their adverse impactsLove and belongingAfter physiological and safety needs are fulfilled, the third level of human needs is interpersonal and involves feelings ofbelongingness. This need is especially strong in childhood and can override the need for safety as witnessed in children who cling to abusive parents. Deficiencies within this level of Maslow's hierarchy due tohospitalism,neglect,shunning,ostracism, etc. can impact the individual's ability to form and maintain emotionally significant relationships in general, such as: Friendship Intimacy FamilyAccording to Maslow, humans need to feel a sense of belonging and acceptance among their social groups, regardless if these groups are large or small. For example, some large social groups may include clubs, co-workers, religious groups, professional organizations, sports teams, and gangs. Some examples of small social connections include family members, intimate partners, mentors, colleagues, and confidants. Humans need to love and be loved both sexually and non-sexually by others.Many people become susceptible to loneliness,social anxiety, andclinical depressionin the absence of this love or belonging element. This need for belonging may overcome the physiological and security needs, depending on the strength of the peer pressure.EsteemAll humans have a need to feel respected; this includes the need to haveself-esteemand self-respect. Esteem presents the typical human desire to be accepted and valued by others. People often engage in a profession or hobby to gain recognition. These activities give the person a sense of contribution or value. Low self-esteem or aninferiority complexmay result from imbalances during this level in the hierarchy. People with low self-esteem often need respect from others; they may feel the need to seek fame or glory. However, fame or glory will not help the person to build their self-esteem until they accept who they are internally. Psychological imbalances such asdepressioncan hinder the person from obtaining a higher level of self-esteem or self-respect.Most people have a need for stable self-respect and self-esteem. Maslow noted two versions of esteem needs: a "lower" version and a "higher" version. The "lower" version of esteem is the need for respect from others. This may include a need for status, recognition, fame, prestige, and attention. The "higher" version manifests itself as the need for self-respect. For example, the person may have a need for strength, competence, mastery,self-confidence, independence, and freedom. This "higher" version takes precedence over the "lower" version because it relies on an inner competence established through experience. Deprivation of these needs may lead to an inferiority complex, weakness, and helplessness.Maslow states that while he originally thought the needs of humans had strict guidelines, the "hierarchies are interrelated rather than sharply separated".[5]This means that esteem and the subsequent levels are not strictly separated; instead, the levels are closely related.Self-actualization "What a man can be, he must be." This quotation forms the basis of the perceived need for self-actualization. This level of need refers to what a person's full potential is and the realization of that potential. Maslow describes this level as the desire to accomplish everything that one can, to become the most that one can be.Individuals may perceive or focus on this need very specifically. For example, one individual may have the strong desire to become an ideal parent. In another, the desire may be expressed athletically. For others, it may be expressed in paintings, pictures, or inventions.[14]As previously mentioned, Maslow believed that to understand this level of need, the person must not only achieve the previous needs, but master them.

McGregor Theory X and Theory Y

McGregor developed a philosophical view of humankind with his Theory X and Theory Y in 1960. His work is based upon Maslow'sHierarchy of Needs, in that he grouped the hierarchy into lower-order needs (Theory X) and higher-order needs (Theory Y). He suggested that management could use either set of needs to motivate employees, but better results would be gained by the use of Theory Y, rather than Theory X. These two opposing perceptions theorized how people view human behavior at work and organizational life:Theory XWith Theory X assumptions, management's role is to coerce and control employees. People have an inherent dislike for work and will avoid it whenever possible. People must be coerced, controlled, directed, or threatened with punishment in order to get them to achieve the organizational objectives. People prefer to be directed, do not want responsibility, and have little or no ambition. People seek security above all else.Theory YWith Theory Y assumptions, management's role is to develop the potential in employees and help them to release that potential towards common goals. Work is as natural as play and rest. People will exercise self-direction if they are committed to the objectives (they are NOT lazy). Commitment to objectives is a function of the rewards associated with their achievement. People learn to accept and seek responsibility. Creativity, ingenuity, and imagination are widely distributed among the population. People are capable of using these abilities to solve an organizational problem. People have potential.

Herzbergs 2 Factor hygiene theory Herzberg analysed the job attitudes of 200 accountants and engineers who were asked to recall when they had felt positive or negative at work and the reasons why.From this research, Herzberg suggested a two-step approach to understanding employee motivation and satisfaction:

Hygiene FactorsHygiene factors are based on the need to for a business to avoid unpleasantness at work. If these factors are considered inadequate by employees, then they can cause dissatisfaction with work. Hygiene factors include: Company policy and administration Wages, salaries and other financial remuneration Quality of supervision Quality of inter-personal relations Working conditions Feelings of job securityMotivator FactorsMotivator factors are based on an individual's need for personal growth. When they exist, motivator factors actively create job satisfaction. If they are effective, then they can motivate an individual to achieve above-average performance and effort. Motivator factors include: Status Opportunity for advancement Gaining recognition Responsibility Challenging / stimulating work Sense of personal achievement & personal growth in a jobThere is some similarity between Herzberg's and Maslow's models. They both suggest that needs have to be satisfied for the employee to be motivated. However, Herzberg argues that only the higher levels of the Maslow Hierarchy (e.g. self-actualization, esteem needs) act as a motivator. The remaining needs can only cause dissatisfaction if not addressed.Q4 Short Notes:a. E-Frontb. Moodlec. Clarolined. SAKAI projecte. OLAT

a.)E-Front: eFront is a modern learning and training platform (also known as a Course Management System, or Learning Management System or Virtual Learning Environment).eFront is designed to help create online courses with opportunities for rich interaction. It comes with a distinctive icon-based user interface that is intuitive to use. The platform offers a wide range of features from content creation, test builder, project management, extended statistics, internal messaging system, forum, chat, surveys and more. It is a SCORM 1.2 and SCORM 2004 compliant and certified system. eFront is a multilingual platform offered in several languages.Several features of the platform (e.g., skills management, organization structure, supervisor role) make it especially suitable for inner organization usage, especially at training or human resource management departments.b.) Moodle: Moodle (Modular Object-Oriented Dynamic Learning Environment) is a free open-source learning management system or e-Learning platform, that serves educators and learners across the globe. It is the most widely used LMS in the world and currently has over 68 million users world-wide (and growing!).Moodle was developed in 2002 by Martin Dougiamas to help educators create online courses with a focus on interaction and collaborative construction of content. Since then, the main development of Moodle is led by Martin and the core team at Moodle Headquarters, as well as hundreds of other developers around the world who have helped fuel the growth of Moodle through contributing and testing code, and being active participants in community forums.

c.) Claroline : Claroline is collaborative learning environment based on the PHP programming language and the MySQL relational database. This software allows teachers or education institutions to create and administer courses through a web browser such as Firefox or Google Chrome. he system provides group management, forums, document repositories, calendar, chat, assignment areas, links, user profile administration on a single and highly integrated package.Claroline is used by hundreds of institutions around the world.Features include: Extremely simple learning management system with a strong focus on usability Publish documents in any format (PDF, HTML, Office, Video...) Run public or private discussion forums Manage a list of links Create student groups Create online exercisesd) SAKAI Project: Sakaiis a community of academic institutions, commercial organizations and individuals who work together to develop a common Collaboration and Learning Environment. Sakai is also afree,community source, educational software platform distributed under the Educational Community License(a type ofopen sourcelicense). Sakai is used for teaching, research and collaboration. Systems of this type are also known asCourse Management Systems (CMS), Learning Management Systems(LMS), orVirtual Learning Environments(VLE).The Sakai Project's software is aJava-based,service-oriented applicationsuite that is designed to be scalable, reliable, interoperable and extensible. Version 1.0 was released in March 2005.

e) OLAT: OLATis an acronym forOnlineLearningAndTraining. It is aweb application a so-calledLearning Management Systemthat supports any kind of online learning, teaching, and tutoring with few educational restrictions. OLAT isfree softwareand isopen source. OLAT has support for variousE-learningstandards such asIMS(IMS Content Packaging, IMSQTI), andSCORM. With version 4.0, many add-ons have been introduced to the system, which makes it very easy to extend the LMS functionality.

Q5. What is Blooms Taxonomy & Behavioural Change? Session 3Blooms Taxonomy was developed in 1956 by Benjamin Bloom and a team of education psychologists. Blooms Taxonomy refers to a classification of the various learning objectives that are set for participants in a training program. Blooms Taxonomy identifies six categories (levels of learning) from simple to complex within the Cognitive Domain.Bloom and his colleagues identified three domains of learning activities: Cognitive (the development of intellectual skills) Knowledge Affective (feeling, motivations, etc.) Attitude Psychomotor (use of motor skills and coordination) SkillsLevelCategoryDefinitionMore Detail

1KnowledgeThe individual is able to remember ideas, facts, and theories.No change in behavior occurs at Level 1 it simply indicates the ability of the individual to remember information he/she was presented in the training.Activity examples: define, list, repeat, recall, duplicate, recognize

2ComprehensionThe individual can comprehend the meaning of the material presented and predict consequences or effects from it.No change in behavior occurs at Level 2 the individual is able to describe their understanding of what is presented and discuss how the new material learned may or may not work in their own environment.Activity examples: describe, discuss, explain, identify, review, translate

3ApplicationThe individual can use the material he/she learned in new situations, applying concepts, principles, methods, and theories effectively.At level 3, the individual demonstrates his/her ability to apply the new material they learned in the form of a measurable activity. This is the start in a change in behavior. For example, conducting an effective negotiation session or conflict management via role plays.Activity examples: apply, demonstrate, interpret, practice, solve, use, illustrate

4AnalysisThe individual can break down the material learned into smaller elements or components so that its organizational structure is understood.At level 4, the individual demonstrates his/her ability to analyze a situation using the knowledge learned by applying it to a case study. The individual will use his/her newly learned skills to understand the situation of the case study, determine cause and effect, and develop a solution to the problem. The individual demonstrates his/her knowledge by taking a systematic approach to analyzing the situation and developing a solution based on the analysis.Activity examples: analyze, compare/contrast, distinguish, experiment, examine, differentiate

5SynthesisThe individual can pull parts together to form a new whole in this way the individual works with various elements to arrange and combine them to form a new structure. (Thinking outside the box.)At level 5, the individual demonstrates a further command of the knowledge/skills by using a case study. The individual will demonstrate an advanced capability by developing a creative, unique solution to the problem by applying what he/she has learned in a new and different way.Activity examples: arrange, compose, construct, create, design, develop, propose, organize, manage

6EvaluationThe individual is accomplished at judging the value of material learned for a given purpose and those judgments are based on defined criteria.At level 6, the individual is able to take a multi-disciplinary assessment of a situation. He/she works from a defined set of criteria to make judgments about information presented in a case study, whether or not a solution is valid and the quality of a particular solution. At this level, the individual has mastered the new skill/knowledge.Activity examples: appraise, assess, defend, judge, support, evaluate, value, argue

Behavioral change: base interventions on a proper assessmentof thetarget group, where they are located and the behaviour which is to be changed: careful planning is the cornerstone of success work with other organisations and the community itself to decide on and develop initiatives build on the skills and knowledge that already exists in the community, for example, by encouraging networks of people who can support each other take account of and resolve problems that prevent people changing their behaviour (for example, the costs involved in taking part in exercise programmes or lack of knowledge about how to make changes) base all interventions on evidence of what works train staff to help people change their behaviour Evaluate all interventions.