Neetu Project
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A PROJECT REPORT
ON TRAINING AND DEVELOPMENT
Submitted in partial fulfillment of the requirement of Master of Business Administration (MBA) PUNJAB TECHNICAL UNIVERSITY
Under The Supervision Of MRS. SUDHA BARNWAL Softdot HI-Tech Educational & Training Institute South Ex-I
SUBMITTED BY: MS. NEETU TANWAR Roll No. 9214740076 MBA 4TH SEM (HR)
SESSION: 2009-2011
DIRECTORATE OF OPEN AND DISTANCE LEARNING PUNJAB TECHNICAL UNIVERSITY, JALANDHAR THROUGH CENTRE CODE-1103 SOFTDOT HI-TECH EDUCATIONAL & TRAINING INSTITUTE
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TO WHOM SO EVER IT MAY CONCERN
This is to certify that the project work title “Tra “Train inin ing g and and Development” by Ms. Neetu Tanwar , Roll No. 9214740076 is an authentic work carried by her under my guidance and supervision in the Masters Masters of Business Business Administr Administration ation from PUNJAB TECHNICAL UNIVERSITY, JALANDHAR through SOFT DOT HI-TECH EDUCA EDUCATIO TION N INSTITU INSTITUTE. TE. The report report submit submitted ted has been been founde founded d satisfactory for the partial fulfillment of the degree of M.B.A.
----------------------MRS. SUDHA BARNWAL (PROJECT SUPERVISOR)
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STUDENT DECLARATION
I, Neetu Tanwar, student of MBA (HR), batch 2009-2011, studying at Softdot HiTech Educational & Training Institute , New Delhi, hereby declare that the
the project report on “ TRAINING TRAINING AND DEVELOPM DEVELOPMENT ENT:: TRAINING TRAINING NEED NEED
IDEN IDENTI TIFI FICA CATI TION ON
&
EVAL EVALUA UATI TION ON
OF EXEC EXECUT UTIV IVES ES” ”
submitted to Punjab Technical University, Jallandhar in partial fulfillment of degr degree ee of Mast Master’ er’ss of Busi Busine ness ss Admi Admini nist strat ratio ion n is the the orig origin inal al work work conducted by me.
I also declare that this project is the result of my own effort and the information and data given in the report is authentic to the best of my knowledge.
This summer training report is not being submitted to any other university for award of any other degree, diploma and fellowship.
Ms. Neetu Tanwar Roll No. 9214740076
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ACKNOWLEDGEMENT
I would like to take an opportunity to thank all the people who helped me in collecting necessary information and making of the report. I am grateful to all of them for their time, energy and wisdom. Getting a project ready requires the work and effort of many people. I would like to thank to all those who have contributed in completing this project. First of all I would like to send my sincere thanks to MRS. SUDHA BARNWAL for her helpful hand in the completion of my project.
Ms. Neetu Tanwar Roll No. 9214740076
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CONTENTS
Introduction of Organization Business profile Introduction to Project I.
Problem definition statement
II.
II. Research Objective
III. Methodology IV. Limitations Chapter-1 Litrature Reveiw 1.1 Introduction 1.2 Need for training 1.3 How training is related to HRM 1.4 Training process 1.5 Objectives and goals of training 1.5.1. Issues in employee training 1.6. TRAINING NEED ASSESSMENT 1.7. Identifying training needs 1.8. Training methods and techniques for employees 1.9. Designing training and development programme 1.10. Using the evaluation to improve training & Methods of evaluation Chaptar -2 Findings 2.1 Analysis of General feedback 2.2. Analysis of feedback on Balance of the Program 2.3. Analysis of feedback on Post Training Scenario 2.4. Overall findings of questionnaire 2.4.1. Analysis of General feedback 2.4.2. Analysis of feedback on Balance of the Program 2.4.3. Analysis of feedback on Training Program Content
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2.4.4. Analysis of feedback on Post Training Scenario 2.4.5 Forms designed
Chapter 3 Summary of findings
Chaptar 4 Conclusions and Suggestions
ANNEXURE 1
Bibliography
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EXECUTIVE SUMMARY REPORT
I did my SIP with DCM Shriram Industries Ltd. - Shriram Rayons. (www.dcmsr.com) during May - July 2011 .
I was assigned the task of creating a systematic model of training, training system and design of training need identification & evaluation forms for executives.
Profile: •
Project: Training Need Identification & Evaluation of Executives.
•
Studying the similar systems and models of training adopted by other companies.
•
Analyzing the executive’s level in the organization and design the training need identification forms accordingly.
•
The learning from their experience.
•
Pilot testing of the identification forms and to see how effectively they can be designed.
•
Documenting every activity during the project.
Reporting:
I reported to Assistant Manager, Personnel who acted as the delivery head for this particular project.
Learning during SIP:
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I learnt a lot during the project. It provided me the much needed corporate exposure (business communication, prioritizing work). Though we are continuously given inputs on soft skills and business communication during our program; but there is no better place to hone these skills than the workplace. The plant exposure given by the organization was an added feather to my cap. It proved as an opportunity to spent time at plant and having a direct contact with the workforce.
Preparation:
I began preparing my inputs for the project even before I joined, that helped a lot. I took along some other project titles and one of them was selected. The training model, system and forms designed were approved by the Chief Operating Officer of the organization and organization was keen to design a handbook based on the project report.
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DCM SHRIRAM RAYONS
“We have always looked upon the development of human resources as both crucial and the most rewarding task of management. I believed that not machines and techniques, but human beings are, and should be, our greatest care and concern.”
- Lala Shri Ram (1884-1963) Founder, Shriram Group of Industries
DCM Shriram Industries Ltd. (DSIL) is the flagship company of the DCM Shriram Industrial Group based predominantly in Northern India with a portfolio of products comprising of sugar, alcohol, fine chemicals, and rayon. Tyrecord &
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textiles. The group has a strong emphasis on technology and quality as also a strong commitment to environmental & social concerns.
Business Profile
A series of ISO 9000 certified DCM Shriram Industries Ltd was formed in 1990 after the restructuring of DCM group by combining five units of DCM group namely Sugar factory at Daurala, Distillery at Daural, Rayon tyrecord plant at Kota, Liquor Operations at Daurala and Aromatic Chemicals Plant at Daurala. The company is essentially a manufacturer of Sugar, Alcohol, Chemicals and Rayons.
The company has five manufacturing units in India. Daurala Sugar works is located at Daurala, UP where Sugar, Refined sugar, Pharma Grade Sugar, Alcohol, Potable Liquor and Aromatic Chemicals are manufactured. Products like Industrial Rayon, Nylon and Chemicals are manufactred at Shriram Rayons, Kota, Rajasthan. Daurala Organics manufactures Drug Intermediates and Fine Chemicals. DCM Hyundai Ltd and Daurala Food and Beverages (P) Ltd are Shriram's promoted companies. DCM Hyundai Ltd located at Pollivakkam, Tamil Nadu manufactures Dry Cargo Marine Freight Containers, Freight Containers for Trucks and Sheet and metal fabrications and Daurala F and B (P) Ltd is manufacturer of Scotch and Blended Whickies and Liqueurs.
The company had promoted ISO 9002 certified Daurala Organics Ltd in 1994 to manufacture high technology, high value drug intermediates.
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For over a hundred years, the name DCM Shriram has been synonymous with Excellence, Quality, Integrity, Environmental consciousness and pioneering spirit. This is the legacy that DCM Shriram Industries Group - born in 1990 on restructuring of the erstwhile DCM Ltd - aspires to live up to & surpass. As a business group that has inherited the rich legacy of sound governance, effective corporate management, technological sophistication & above all the goodwill & loyalty of numerous stakeholders & associates, we continue to build our business on the vision & values endowed by our founder.
DCM Shriram Industries is a diversified group with operations in Sugar, Alcohol, Organic and Inorganic Chemicals, Drug Intermediates, Rayon Tyrecord, Shipping Containers and processed cotton yarn. The group comprises five main business operations, each with a history of consistent performance over the years.
Daurala Sugar Complex, comprising a cane sugar plant, distillery and an
aromatic chemicals unit. Shriram Rayons, comprising rayon tyrecord/yarn/fabric and nylon chafer/fabric
plants. Daurala Organics, manufacturing new generation drug intermediates. Daurala Foods & Beverages (P) Ltd. , manufacturing high-class liquors. DCM Hyundai Ltd., manufacturing shipping containers.
As market-driven agglomerate, responsive to customer needs, DCM Shriram Industries group remains committed to continuous modernization, expansion, diversification and innovation.
It is a commitment that has helped us maintain leadership in every area of our operations. NEETU TANWAR | 9214740076 | MBA (HR) | 11
DCM is definitely maintaining a tradition of excellence.
1889 1932 1934 1940 1941 1943 1948 1958 1960 1965 1967 1969 1970 1972 1977 1990
Delhi Cloth Mills founded at Delhi Sugar factory set up at Daurala Textile Mills set up at Lyallpur (Now Faisalabad in Pakistan) Sugar factory set up at Mawana Heavy inorganic chemicals plant set up at Delhi Distillery set up at Daurala New textile mills set up at Delhi Spinning mills at Hissar and Silk mills set up at Delhi PVC, Chlor-alkali and Calcium Carbide plant set up at Kota Rayon tyrecord plant set up at Kota Liquor operations started at Daurala Urea plant set up at Kota Aromatic chemicals plant set up at Daurala Textile mills set up at Dasna Computers unit set up at Delhi Precision castings (for automobiles) foundry set up at Ropar DCM restructured into 4 different groups (Birth of DCM Shriram Industries Group)
1994
Drug intermediates company established with works at Daurala (Daurala Organics Ltd.) Yarn dyeing and processing unit established at Alwar (Indital Tintoria Ltd.)
1995
Shipping containers company established at Chennai (DCM Hyundai Ltd.)
1997
Joint Venture Liquor company established with works at Daurala (DCM Remy Ltd.)
2004 2005
Commercial production of Anhydrous Alcohol (for admixing field) Daurala Organics Ltd. , amalgamated with DCM SHRIRAM INDUSTRIES Ltd.
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MILESTONES PRODUCTS AND UNITS
Manufacturing Units Daurala
Place
Sugar Daurala, U.P.
Products
-
Sugar
-
Works
Refined
- Pharma
Grade
Sugar Sugar
- Alcohol - Potable Shriram Rayons
Kota, Rajasthan.
- Aromatic Chemicals Industrial Rayon -
Daurala Organics DCM Hyundai Ltd.
Liquor
Nylon
Daurala, U.P.
- Chemicals Drug
Pollivakkam,
- Fine Chemicals - Dry Cargo Marine Freight
Tamil Nadu.
Containers -
Freight
Intermediates
containers
for
Trucks Daurala F & B (P) Ltd.
Daurala, U.P.
- Sheet metal fabrications Scotch & Blended Whiskies - Liqueurs
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ENVIRONMENT HEALTH & SAFETY
DCM Shriram Industries Group has always been dedicated to meeting their responsibility towards protection of environment and conserving scarce natural resources. This has prompted us to adopt the following measures: •
Boilers modified for multi-fuel arrangement and can be run on various renewable fuels, viz., bagasse, rice-husk and eco-friendly bio-gas (methane).
•
Effective flue gas wet scrubbing system using in-house technologies to release pollution free flue gases.
•
ESP's
•
Bio-methanation and secondary Plant set up to obtain eco-friendly bio-gas from distillery effluent, using in-house technologies.
•
Effluent Treatment Plants set up in all factories to not only control discharge of pollutants within prescribed limit but also generates bio gas which is used as a clean fuel in the boilers
•
Green Belt in and around the factory and residential complexes.
•
Minimizing energy and water consumption in processes.
•
Yearly Plantation practice.
•
Newer technologies are adopted to minimize consumption of energy and water in the complex.
•
Bio compost plant provides eco-friendly manure to the farmers of the area. It is our policy to maintain the wholesomeness of the environment and preserve the ecosystem.
HEALTH & SAFETY
Health and safety of employees and the public is of paramount importance to us. •
Shriram Rayons has won the National Safety Award for 15 Yrs.
•
Organize regular training programmes covering all aspects of safety and hazardous operations.
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•
Assessment and elimination of potential hazards/risks to Safety, Health and the
environment,
supported
by
regular
safety audits
and
timely
implementation and maintenance of safety systems supported by periodic drills and rehearsals. ABOUT SHRIRAM RAYONS
Shriram Rayons was set up in 1965 to produce rayon tyre cord. The engineering and design was provided by Chemtex of USA. Shriram Rayons is amongst the country's major manufacturers of high grade rayon tyre cord with nylon and rayon conversion facilities catering to the needs of both domestic and overseas markets. It also has a complex for the manufacture of inorganic chemicals.
Technology Sources
- Beunit Fibres Inc, USA. - Chemtex Inc, USA.
Quality Systems
Certified under ISO 9002 by RWTUC, Germany .
ACHIEVEMENTS
•
We are known for adapting to change. We have transformed the unit from domestic one to a virtual 100% Export Oriented Unit.
•
Recipients of 8 Export Awards for highest exports of Rayon Tyre Cord
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Product from the Silk & Rayon Textile Export Promotion Council. •
Recipients of 15 Safety Awards for safe and healthy operations from Government of India .Ministry of Labor.
•
We have been accredited with ISO-9002/ 9001/2000 from RWTUV of Germany continuously since 1994.
SOCIAL CONCERNS
Helping to improve the quality of life of our workers is very much a part of the basic management philosophy at DCM Shriram Industries.
Facilities like housing, education, medicare, family welfare, libraries and reading rooms, play grounds and cultural centres for employees and their families are provided at all our units.
Highlights •
Workers' clubs equipped with reading room, sports room, gymnasium etc. to encourage social interaction.
•
In-house facilities for regular sports and cultural events at all units, to encourage participation by all employees and their families.
•
Sponsoring of national sporting events, like the DCM Shriram Air Force Open Golf Championships & DCM Shriram All India Hockey Tournament.
•
Annual Shankar Shad Mushaira with participation of distinguished poets.
•
Organizing free family planning & welfare camps in rural areas in collaboration with the local administration on a regular basis.
•
Operating charitable hospitals for the workmen as well as people of the nearby villages.
•
Maintaining green belts in and around manufacturing sites.
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CMD
MD Chief Operating Officer
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Manager B
Sr. General Manager
General Manager Dy. General Manager
Asst. General Manager
Sr. Manager
Manager A
Dy. Manager
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Asst. Manager Dy. Supdt. A Dy. Supdt. B Officer Jr. Officer
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INTRODUCTION
Focus of the Project
Training seems very limited and restricting. Life is all about improvement and improvement is done through transformation. Transformationwhether of the organization or of individuals- always help liberates and enables people. Training is to bring about the transformation in people’s hearts and minds.
In the project undertaken in DCM Shriram Industries Ltd. – Shriram Rayons, I will under the guidance of the Company Guide and Faculty Guide will identify the training needs of the organizations executives respectively. This project will help the organization to design a structured training module for executives and designing identification and assessment forms for training needs. Under the guidance of both the Company Guide and Faculty Guide, I propose to implement the following model and training system to make a structured training module for organization’s requirements and suitability.
Model for a Systematic Approach to Training
I. Obtaining of Corporate Objectives: Linkage of training with corporate objectives and strategies.
II. Identification of Training Needs:
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Organizational Analysis: Identification of organization objectives, needs, growth potential and resources. Task Analysis: Identification of knowledge, skills and attitudes required. Manpower Analysis: Identification of target population and performance analysis. Statement of training need: Identification of gap between existing and required level of knowledge, skills and attitudes. Isolate problem areas amenable to resolution through training.
III. Training Objectives and Plan of Training: Setting training objectives: In terms of behavioral changes. Develop measures of job proficiency: In terms of outputs/results. Develop training policy, plan, procedures, and records.
IV. Design, Conduct and Evaluate: Plan and design training programmes: Course construction. Arrange resources. Conduct training programmes: Individual, Group, On-the-job Follow-up and Evaluation: Carry out evaluation against objectives set.
V. Obtain Feedback and Action: Validate: Against measures of job proficiency. Ensure feedback of results Revises training if necessary
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Assessment of Training Needs and Remedial Measures Performance Deficiency
Lack of Skill or knowledge or Attitude
Other Causes
Non-training Measures
Training
Training System
Organizational need Analysis
Performance Appraisal
Self Training Needs
Training Needs Recommended by HODS
Training Need Analysis Survey Training Identification Form Approval for Training Budget Training Pro ramme
Department -wise Employee Training Record Training Effectiveness Training Form by Calendar HOD Discussion Training with HOD Feedback Form Employee Training Record
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I.
STATEMENT OF PROBLEM AND ITS IMPORTANCE
Every organization needs to have well-trained and experienced people to perform the activities that have to be done. If current or potential job occupants can meet this requirement, training is not important. When this is not the case, it is necessary to raise the skill levels and increase the versatility and adaptability of employees. As jobs have become more complex, the importance of employee training has increased. When jobs were simple, easy to learn, and influenced to only a small degree by technological changes, there was little need for employees to upgrade or alter their skills. But the rapid changes taking place during the last quarter century in our highly sophisticated and complex society have created increase pressures for organizations to readopt the products and services produced, the manner in which products and services are produced and offered, the types of jobs required, and the types of skills necessary to complete these jobs.
Evaluating training effectiveness:
It is not enough to merely assume that any training in an organization offers is effective. We need to develop substantiate data to determine whether our training effort is achieving its goals; that is if it is correcting the deficiencies in the skills, knowledge or attitudes that were assessed as needing attention. It is often easy to generate a new training program, but if all training effort is not evaluated, it becomes possible to rationalize any employee training efforts. To avoid the uncontrolled expansion of
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training costs, management must insist on a thorough cost benefit evaluation to ensure that the training dollars generate satisfactory returns. Here are the three approaches, each of which offers improvement over subjective opinions.
• Test-retest method:
Participants are given a test before they begin the program. After the program is completed, the participants retake the test. The difficulty arises in attempting to substantiate those changes in the test scores will be reflected in performance and that whatever changes has occurred can be fully attributed to instructions.
• Pre-post performance method:
The utilization of tests as proxies for job performance creates the opportunities for error. The pre-post performance method is designed to correct this error. In this method each participant is evaluated prior to the training and rated to the actual job performance. After instruction is completed participants are re-evaluated. This directly deals with job behavior.
• Experimental control group method:
Two groups are established-comparable as to skills, intelligence and learning abilities-and evaluated on actual job performance. Members of the control group work on the job but do not undergo instruction. The experimental group is given the instruction. At the conclusion of the
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training the two groups are re-evaluated. If the training is really effective, the experimental group’s performance will have improved, and its performance will be substantially better than that of the control group. This approach attempts to correct for factors other than the instruction program that influence job performance.
Summary
From the three methods mentioned, the experimental control group method is preferred. But costs, time and questions about the ethical activity is withholding training from some employees may make this method inappropriate. With in the evaluation we should assess four areas:
•
Trainee reaction
•
Learning
•
Behavior
•
Results
The trainee’s reaction includes the subjective assessment. If the objective of the program is consistent with the expectation of the participants. If the trainees perceive that the training program was ineffective, this should immediately raise a red flag about the program. An excellent reaction in the participants may indicate that the session had an entertainment value and therefore and excellent rating is not an accurate evaluation. To conduct the analysis we need to generate three measures; cost, change, NEETU TANWAR | 9214740076 | MBA (HR) | 26
and impact. The costs are those monetary outlays for providing the training. The change factor looks at the difference between what one knew after the training as compared with before the training. The last factor impact, tries to show what change was solely attributed to the training program. It measures “after the training results”. Thus it is impossible to claim that the training, in and of itself, is effective unless it is evaluated. If those responsible for training are convinced that every training program being offered is “good”, it is a reasonable bet that little evaluation is taking place, and it is very much possible that the actual training could be improved. I have tried to reach the different parameters needed to strive upon to make the training program more effective. The project thus gives the idea by touching on the different titles which will help practically in making the organization success in its training programs.
II. RESEARCH OBJECTIVE
The objectives of the project can be broadly classified as – •
To identify training needs. •
Help the organization in designing training module for its executives entailing methods to be used for training and addressing the particular needs according to the organization’s own vision, mission and objectives.
•
Designing forms for identification and evaluation of training needs.
•
To help make learning one of the fundamental values of the company.
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•
To help organization commit major resources and adequate time to training.
•
Use training to bridge the gap with the external world.
•
Integrate training into initiatives for change management.
•
Use training as a developmental tool for individuals.
•
Link organizational, operational and individual training needs.
•
Install training systems that substitute work experience.
•
Ensure that training allows the soft skills to bloom.
•
Use re-training to continuously upgrade employee’s skills.
•
Create a system to evaluate the effectiveness of training.
III.
METHODOLOGY
Primary data: For purpose of collecting primary data, I worked with my guide Ms. Ashu Gautam, who helped me in getting aware of the process of training followed by DCM Shriram Rayons. I also met with few of the employees of the company who provided me with first hand information.
Secondary data: As for the secondary data, I went through many books, magazines, files and folders provided by company and my college library. And quite deliberately, I have tried to present it with more of graphs to make it easily understandable to readers.
1. Organizational Analysis: Identification of organization objectives, needs, growth potential and resources.
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2. Task Analysis: Identification of knowledge, skills and attitudes required. 3. Manpower Analysis: Identification of target population and performance analysis. 4. Statement of training need: Identification of gap between existing and required level of knowledge, skills and attitudes. 5. Setting training objectives: In terms of behavioral changes. 6. Develop training policy, plan, procedures, and records. 7. Plan and design training programmes Forms: Training Need Identification forms, Evaluation form for training imparted, designing of Training Calendar, etc. The above analysis will be carried out through interviewing the employees and Departmental Heads personally and through pilot testing of the forms that will be designed during the project work.
Main Text
As the part of main work done in Shriram Rayons, I designed the following forms and a Training Model and Training System for the organization. The forms designed will thereafter.
•
Designed forms for identification and evaluation of training needs by carrying out unstructured and informal interviews and also carried out pilot testing of the forms on a small scale. a) Assessment of Training & Development Needs Form for Executives-A
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b) Assessment of Training & Development Needs Form for Executives-B
•
Designed Preassessment Form for estimating training needs to be filled in by both the employee and head of the department before training.
•
Designed Training estimate form to be filled in by the Trainer.
•
Designed a Training Calendar for the organization so as to maintain up-to-date records of all training courses imparted and organized for employees.
•
Created a system to evaluate the effectiveness of training and also supported it by designing Post Course Assessment Form to be filled by the employee and also by the departmental head after training.
•
Designed Department Job List - Training Form so as to define various jobs in the various departments.
•
Designed Job Description form for the organization so as to identify the required competencies needed to perform the job responsibilities by the employees and to find out the reasons for gap and taking corrective action.
•
Designed a Model for systematic approach to Training and Training System to be followed by the organization. NEETU TANWAR | 9214740076 | MBA (HR) | 30
IV. LIMITATIONS OF THE STUDY
1. Number of employees taken for the proposed project work will not be true representative of whole population as it will be based only in Delhi office of the organization.
2. Project work will use Performance Appraisal reports of the employees as one of its inputs which do not depicts the specific needs of employees and organization with respect to training.
3. Performance Appraisal reports to be used might entail various Rater’s errors.
4. Interviewing each and every employee will not be possible due to time constraints.
5. Pilot testing of various forms to be designed during the project work will have to be carried on a small population due to time constraints.
6. Employees might be reluctant to furnish the details needed for their training requirements due fear of management and to maintain confidentiality and privacy of company’s internal matters.
CHAPTER 1
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LITERATURE REVIEW
1.1. INTRODUCTION
An organization either Business or Industrial Enterprises needs many factors factors for its growth, growth, further development development and for its very survival. The most important factors are Capital, Materials, Machineries and Human Resources as the success or failure of any organization depends on the effect effective ive combin combinati ation on of these these factor factors. s. Managi Managing ng all other other factor factorss is compara comparativ tively ely easier easier than than managi managing ng Human Human Resourc Resources. es. The Human Human Resources are most important and need to be handled carefully. Since all the others factors are handled by the human resources, they have to be trained in an effective manner to utilize the resources at optimal level to get the desired output and thereby to reach the organization goals. The effective combination of all these factors results to way for success. Training is defined as learning that is provided in order to improve performance on the present job. A person's performance is improved by show showin ing g her her how how to mast master er a new new or esta establ blis ishe hed d tech techno nolo logy gy.. The The technology technology may be a piece of heavy machinery, machinery, a computer, a procedure for creating a product, or a method of providing a service. Oliver Sheldon says ‘No industry can rendered efficient so long as the fact remains unrecognized that the in principally human – not a mass of mach machin ines es and and tech techni nica call proce process ss but but a body body of men. men. If manp manpow ower er is pro prope perl rly y util utiliz ized ed it caus causes es the indu indust stry ry to run run at its its maxi maximu mum m optimizati optimization on getting getting results and also work for as an climax climax for industrial industrial and group satisfaction in the relation to the work formed. Competitive advantage is therefore depending on the knowledge and skill possessed by employee more than the finance or market structure by organization. The empl employ oyee ee trai traini ning ng not only only serv serves es the the purp purpos osee to deve develo lop p thei their r
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employers but also safe guard organizational objectives of survival and success success throug through h compet competiti itive ve advant advantage ages. s. The traini training ng functi function on now popu popula larly rly call called ed as Huma Human n Reso Resourc urcee Deve Develo lopm pmen ent, t, coord coordin inat ates es the the provision of training and development experiences in organization In recent years, the scope of Training and Development has broadened from from simp simply ly prov provid idin ing g trai traini ning ng prog progra rams ms to faci facili lita tati ting ng lear learni ning ng throughout the organization in a wide variety of ways. There is increasing recognition that employees can and should learn continuously, and that they can learn from experience and from each other as well as from formally structured training programs. Nevertheless, formal training is still essential for most organizations or teaches them how to perform in their initial assignment, to improve the current performance of employees who may not be working as effectively as desired, to prepare employees for future future promot promotion ionss and increas increased ed respons responsibi ibilit lities ies.. The Comput Computer er Applic Applicati ation on Traini Training ng and New Employ Employee ee Traini Training ng are most most popula popular r trainin training g topics topics.. Variou Variouss Manage Managemen mentt and superv superviso isory ry skills skills such such as leaders leadership hip,, perform performanc ancee apprai appraisal sal,, interv interview iewing ing,, and proble problem m solvin solving g were were also also comm common only ly taug taught ht.. Many Many organ organiz izat atio ion n prov provid idee ‘Trai ‘Train-t n-the he trainer’ courses for superiors or peers who will in turn provide on-the-job trai traini ning ng to othe others rs.. Besi Beside dess bein being g one one of the the most most impo import rtan antt HRM HRM functions, Training and Development is also one of the most expensive.
Meaning and Definition:
After an employee is selected, placed and introduced, he or she needs to be provided with training facilities. The training is the act of increasing the knowledge and skill of an employee for doing the particular job. Training Training is a short term educational process and utilizing utilizing systematic systematic and organ organiz ized ed proc proced edure ure by whic which h an empl employ oyee ee is lear learne ned d the the techn technic ical al
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knowledge.
Definition:
Staimez defines ‘Training is a short term process utilizing a systematic and organized procedure by which non-managerial personnel to learn technical knowledge and skill” Mamori Mamoriaa define definess “Devel “Developm opment ent covers covers not only only the activi activitie tiess which which improve job performance, but also those which b ring about growth of pers person onal alit ity, y, help helpss indi indivi vidu dual al in the the proc proces esss towa toward rdss matu maturi rity ty and and actualization of this potential capacities so that they become not only good employees but also both good men and women. S. P. Robbins defines “Training is a learning process which seeks a relat relativ ivel ely y perma permane nent nt chang changee in beha behavi vior or that that occur occurss as a resu result lt of experience. Dale Yoder defines “It is that deals with the effective control and use of manpower as a distinguished from other source of man power” Meaning:
Training is part of Human Resource Development. It is concerned with concerned concerned with with training, training, development, development, and education. Training has been defined as an organized learning experience, conducted in a definite time period period,, to increas increasee the possib possibili ility ty of improvi improving ng job perfor performan mance ce and growth. ‘Organized’ means that it is conducted in a ‘systematic way’. Alth Althou ough gh learn learnin ing g can can be inci incide dent ntal al,, trai traini ning ng is conc concern erned ed with with the the worker learning clear and concise standards of performance or objectives. Training is the acquisition of technology which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired to do. Also, it is
NEETU TANWAR | 9214740076 | MBA (HR) | 34
given when new technology in introduced into the workplace. Development is training people to acquire new horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create
better
products,
faster
services,
and
more
competitive
organizations. It is learning for growth of the individual, but not related to a specific present or future job. Unlike training, which can be completely evaluated, development cannot always be fully evaluated. This does not mean that we should abandon development programs, as helping people to grow and develop is what keeps an organization in the cutting edge of competitive environments. Development can be considered the forefront of what many now call the Learning Organization. Development involves changes in an organism that are systematic, organized, and successive…and are thought to serve an adaptive function. Training could be compared this metaphor -if I miss one meal in a day, then I will not be able to work as effectively due to a lack of nutrition. While development would be compared to this metaphor -if I do not eat, then I will starve to death. The survival of the organization requires development throughout the ranks in order to survive, while training makes the organization more effective and efficient in its day-to-day operations.
1.2 Importance of training in recent years:
Recent changes in the environment of business have made the Training and Development function even more important in helping organization maintain competitiveness and prepare for the future. Technological
NEETU TANWAR | 9214740076 | MBA (HR) | 35
innovations and the pressure of global competition have changed the ways organizations operate and the skills that their employee need. The tight labor market has increased the importance of training in several ways. First higher employee turnover means that more new employees need training. Second, it has been suggested that frequent and relevant development experiences are an effective way to gain employee loyalty and enhance retention of top-quality staff.
•
Optimum utilization of human resource:
Training and development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as their individual goals. •
Development of human resource:
Training and development helps to provide an opportunity and broad structure for the development of human resource, technical and behavioral skill in an organization. It also helps the employees in attaining personal growth. •
Development of skill of employees:
Training and development helps in increasing the job knowledge and skills of employee at each level. It helps to expand the horizons of human intellect and an overall personality of the employee. •
Productivity:
Training and development helps in increasing the productivity of the employees that helps the organization future to achieve its long term goal. •
Team spirit:
Training and development helps in inculcating the sense of team work, team spirit, and inter-team collaboration. It helps in inculcating
NEETU TANWAR | 9214740076 | MBA (HR) | 36
the zeal to learn within the employee. •
Organization culture:
Training and development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.
•
Quality:
Training and development helps in improving upon the quality of work and work life. •
Healthy work environment:
Training and development helps in creating healthy working environment it helps to build good employee relationship so that individual goal aligns with organizational goal. •
Health and safety:
Training and development helps in improving the health and safety of the organization thus preventing obsolescence. •
Moral:
Training and development helps in improving the moral of the work force. •
Profitability:
Training and development leads to improve profitability and more positive attitude towards profit orientation. •
Training and development aids in organizational development:
Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies. •
Training and development helps:
In developing leadership skills, motivation, loyalty, better attitude,
NEETU TANWAR | 9214740076 | MBA (HR) | 37
and other aspects that successful workers and managers usually display.
1.2 Need for Training:
Training must be tailored to fit the organization’s strategy and structure. It is seen as pivotal in implementing organization-wide culture-change efforts, such as developing a commitment to customer service, adopting total quality management, or making a transition to self-directed work teams. Pace-setting Human Resource Development departments have moved
from simply
providing
training
on demand
to
solving
organizational problems. Trainers see themselves as internal consultants or performance improvement specialists rather than just instructional designers or classroom presenters. Training is only one of the remedies that may be applied by the new breed of Human Resource Development practitioners.
1.
Shortage of skill: Skilled and knowledge people are always
on short supply, alternatively they are too expensive to hire from outside. The best way is to improve the skill and knowledge of the existing employees through Training and Development. 2.
Technological Obsolesce: Growth of technology takes place
very fast. This will render current technological obsolesces in the near future. 3.
Personal Obsolesce: At the time of recruitment employees
posses a certain amount of knowledge and skill. As the time passes their knowledge becomes obsolesce unless it is uploaded by proper training. This happens because of changes take place in product
NEETU TANWAR | 9214740076 | MBA (HR) | 38
methods procurement of better machines. 4.
Organization
introduced a number
Obsolesce:
Modern
of innovative
steps
management
has
in functioning of
management like play organizing, controlling to such change are bound to fail and become obsolete, to prevent obsolesce r organization. Employees must be exposed to modern Technology through T & D. 5.
Increased Productivity: Instruction can help employees
increase their level of performance. Increase human performance often directly leads to operational productivity and increase company profits. 6.
better
Coercive Training by Government: In order to provide
employability
changes
of
unemployed
youth,
certain
governments have taken initiatives to mobilize resource available at public/government and private to provide training to outside candidates. One such arrangement is called at “Apprenticeship Training’ conducted by Government of India. A part of expenditure incurred for this by the private sectors is reimbursed by government. 7.
Human Capital: The latest thinking is to treat employees as
‘Human Capital’.
The
expenditure involved in training and
development are now being considered as an investment. This is cause in globalization it is the knowledge and skill of employees which determine complete advantages of firm.
1.3. HOW IS T & D RELATED TO HUMAN RESOURCE MANAGEMENT?
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An effective use of materials, money, machines and human resource is essential for achieving a high level of productivity in the industry. Whereas other resource have limitation, the human resource has unlimited potential. Moreover this is the only activity resource, other being passive. Its quality of human resource through training input is of vital importance. •
Improves communication between group and individual. •
Aids in orientation for new employees and taking new jobs
throu8gh transfer or promotion. •
Provides information on equal opportunity and affirmation action
•
Improves interpersonal skill
•
Builders cohesiveness in groups
•
Provides a good environment for learning, growth and co-ordination.
•
Improves labor management relation
•
Helps to create better corporate image
•
Provides information for further needs in all areas of organization •
Moves a person towards personal goals while improve
Human Resource and organization goal.
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1.4. THE TRAINING PROCESS
Organizational Objectives and goals
Assessment of training needs
Establishment of training goals
Devising training programme
Implementation of training programme
Evaluation of results
!.5. OBJECTIVES AND GOALS OF TRAINING:
Training and Development can help an organization in a number of ways. Ultimately, it is employee knowledge and skill that produce the organization’s product or service. Training facilitates the implementation of strategy by providing employees with the capability to perform their jobs in the manner dictated by the strategy. Training also assists in solving immediate business problems, such as when a team of Manager
NEETU TANWAR | 9214740076 | MBA (HR) | 41
in an action learning program studies a real problem and recommends a solution. Finally to keep ahead in a highly competitive the turbulent environment, it has been suggested that the training function must foster a continuous learning culture and stimulate managers to reinvent their corporation. Training enables employees to develop and train within the organization and increase the market value, earning power and job security. It moulds the employee’s attitude and also helps them to achieve better co-operation with the company and greater loyalty to it. The management is benefited in the sense that higher standard of quality are achieved, a satisfactory organization structure is built up, authority can be delegated and stimulus for progress applied to employees. •
To increase productivity of employees or workers.
•
To improve quality of work and product.
•
To enhance and update knowledge and skill level of employee in the organization.
•
To promote better opportunity for the growth and promotion chances of employees and thereby the employability.
•
To secure better health and safety standard.
•
To improve quality of life of employees.
•
To sustain competitive advantage.
•
To impart new entrants of knowledge and skill.
•
To build up a sound line of competent efficiency and prepare them as a part of their career progress to occupy more responsible positions.
•
To impart customer education, help grading skills and knowledge and employees estimate career planning of the company.
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1.6.1. ISSUES IN EMPLOYEE TRAINING
•
Communications: The increasing diversity of today's workforce
brings a wide •
variety of languages and customs.
Computer skills: Computer skills are becoming a necessity for
conducting administrative and office tasks. •
Customer service: Increased competition in today's global
marketplace makes it critical that employees understand and meet the needs of customers. •
Diversity: Diversity training usually includes explanation about
how people have different perspectives and views, and includes techniques to value diversity •
Ethics: Today's society has increasing expectations about
corporate social responsibility. Also, today's diverse workforce brings a wide variety of values and morals to the workplace. •
Human relations: The increased stresses of today's workplace
can include misunderstandings and conflict. Training can people to get along in the workplace. •
Quality
initiatives:
Initiatives
such
as
Total
Quality
Management, Quality Circles, benchmarking, etc., require basic training about quality concepts, guidelines and standards for quality, etc. •
Safety: Safety training is critical where working with heavy
equipment, hazardous chemicals, repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.
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•
Sexual harassment:
Sexual harassment training usually
includes careful description of the organization's policies about sexual harassment, especially about what are inappropriate behaviors.
1.6. TRAINING NEED ASSESSMENT
Training efforts must aim at meeting the requirements of the organizations (long – term) and the individual employees (short-term). This involves finding answers to questions such as: Whether training is needed? If yes, where it is needed? Which training is needed? Once we identify training gaps within the organization, it becomes easy to design an appropriate training programme. Training needs can be identified through the following types of analysis (Thayer & McGhee Model):
1) Organizational analysis: It involves a study of the entire organization
in terms of its objectives, its resources, the utilization of these resources, in order to achieve stated objectives and its interaction pattern with environment. The important elements that are closely examined in this connection are: Analysis of objectives: This is a study of short term and long-term
objectives and the strategies followed at various levels to meet these objectives. Resource utilization analysis: How the various organizational resources
(human, physical and financial) are put to use is the main focus of this study. The contributions of various departments- are also examined by establishing efficiency indices for each unit. This is done to find out
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comparative labour costs, whether a unit is under manned or over manned. . 1
Environmental scanning: Here the economic, political, socio-
cultural and technological environment of the organization is examined. 2
Organizational climate analysis: The climate of an organization
speaks about the attitudes of members towards work, company policies, supervisors, etc. Absenteeism, turnover ratios generally reflect the prevailing employee attitudes.
1
2) Task or role analysis: This is a detailed examination of a job,
its components, its various operations and conditions under which it has to be performed. The focus here is on the roles played by an individual and the training needed to perform such roles. The whole exercise is meant to find out how the various tasks h be performed and what kind of skills, knowledge, attitudes are needed to the job needs. Questionnaires, interviews, reports, tests, observation and methods are generally used to collect job related information from time-to-time. After collecting the information, an appropriate training program may be designed, paying attention to •
Performance standards required of employees,
•
The tasks they have to discharge,
•
The methods they will employ on the job, and
•
How they have learned such methods, etc. 2 3) Manpower analysis: Here the focus is on the individual-in a given
job. There are three issues to be resolved through manpower analysis. First we try to find, whether performance is satisfactory and training is NEETU TANWAR | 9214740076 | MBA (HR) | 45
required. Second, whether the employee is capable of being trained and the specific areas in which training is needed. Finally, we need to state whether poor performances (who can improve with requisite training inputs) on the job need to be replaced by those who can do the job. Other options to training such as modifications in the job or processes should also be looked into. Personal observation, performance reviews, supervisory reports, diagnostic tests help in collecting the required information and select particular training options that try to improve the performance individual workers.
Methods used in Training Needs assessment:
Group
or
organizational Individuals Analysis
analysis • Organizational
goals
and • Performance appraisal
objectives.
• Work sampling
• Personnel /skills inventories
• Interviews
• Organizational climate indices
• Questionnaires
• Efficiency indices
• Attitude survey
• Exit interview
• Training progress
• MBO or work planning systems • Rating scales. • Quality circles • Customer survey/satisfaction data • Consideration of current and projected changes
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1.7. IDENTIFYING TRAINING NEEDS
Action List:
1. Review your business objective and identify critical activities. 2. Set measurable performance standards: for example, measures of production efficiency or marketing success. 3. Monitor performances to identify problem areas. 4. Get feedback from customers, suppliers, and other key business partners; consider using interviews and surveys in areas such as ‘employee efficiency’. 5. Ask employees to raise concerns and make suggestions; include discussion of training need in employee performance management. 6. Identify any dependencies: for example, where only one employee has crucial skills and knowledge. 7. Review any legal requirement such as health and safety training. 8. Review any changes you plan to expect (e.g. new products and procedures
or technologies); identify potential
weakness and
problems. 9. Consider how employees’ role may change: for example, your plans to promote individuals and develop new employees. 10.Priorities weakness, problems and potential problems. 11.Consider how improving systems or equipment could contribute to resolving problems.
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12.Consider whether poor performance reflects bad management: for example, a failure to agree clear objectives and motivate employees. 13.Consider whether you have unrealistic expectations given to caliber or number of employees, and if you need to recruit new talent or reassign roles. 14.Consider whether training will be an effective solution; assess employees’ willingness to learn, and preferred learning style. 15.Identify training options; set clear objectives for training objectives for training activities. 16.Implement a pilot training scheme and review the outcome before rolling the programme out. 17.Regularly review the outcome of training to identify further training needs and to assess the effectiveness of your training need analysis.
Do: •
Focus on critical activities
•
Anticipate change.
•
Analyze the causes of poor performance.
•
Identify alternatives to training.
•
Review outcomes.
Don’t: •
Assume different employees have same needs.
•
Expect employees to achieve unrealistic goals, with or without
training. •
Ignore other factors contributing to poor performance.
NEETU TANWAR | 9214740076 | MBA (HR) | 48
•
Organize training without clear objectives.
•
Impose inappropriate training on unwilling employees.
Because of the objective of Human Resource Development is to contribute to the organization’s overall goals, training programs should be developed systematically and with the organization’s true needs in mind. Successful training begins with a thorough needs assessment to determine which employees need to be trained and what they need to be trained to do. Allison Rossett and Joseph W. Arwady states, “The question is not whether you will solicit this kind of information through needs assessment. It is how much of it you will do and using which tools. The culmination for the assessment phase is a set of objectives specifying the purpose of the training and the competencies required in trainees after they complete the program. This section considers the choice of methods for employees training. With training objectives defined and learning principles in mind, the trainer must be choose appropriate training methods and design the sequence of events in the training program. Perhaps the first decision to be made is whether to conduct the training on the job or away from the job. In many cases, the decision is to do some of both.
On the Job Training:
On the job training is conducted at he work site and in the context of the actual job. The vast majority of all industrial training is conducted on the job, often by the trainee’s immediate superior or a nominated peer trainer.
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On-the job training has several advantages: •
Because of training setting is also the performance setting,
the transfer of training to the job is maximized •
The cost of a separate training facility and a full-time trainer
are avoided or reduced. •
Trainee motivation remains high because it is obvious to
trainees that what they are learning is relevant to the job •
Trainees generally find on-the-job training more valuable
than classroom training.
•
Apprenticeship Training:
This training is combination of on and off the job training. The department of Labor regulates apprenticeship programs, and often management and a union jointly sponsor apprenticeship training. This training is normally given to artisans, electricians, plumbers, bricklayers etc., The duration is normally vary from 2 to 6 years. Apprenticeship training is carried out under the guidance and intimate supervision of master craftsman or expert worker/supervisor. During apprenticeship training period, the trainees are paid less than that of a qualified worker. Advantages: •
Workmanship is good
•
Immediate returns from training
•
Economical, better loyalty
•
Feed back is given quickly about the correctives of performance
Disadvantages: •
•
It takes times to learn the skill Required job knowledge is too complex
NEETU TANWAR | 9214740076 | MBA (HR) | 50
•
Job Rotation:
In the job rotation, management trainee/employee is made to move from one function to another at planned intervals. Job rotation is widely used as a management executive development program which makes the employee or management trainee, a multi-tasking individual. It can be done either vertical or horizontal.
•
Coaching and Understanding method:
Training under experienced worker they are coached and instructed by skilled co-worker by supervisor by special trainee instructor. Advantages: •
Excellent for supervisor
•
Quick and economical
•
Sequences in logical and simple
•
•
Instructions are clear and concise.
Job Instruction Training (JIT):
Job Instruction Training was part of the training within industry program. JIT proved highly effective and became extremely popular. JIT consists of four basic steps: •
Preparing the trainees by telling them about the job and overcoming their uncertainties.
•
Presenting the instruction, giving essential information in a clear manner.
•
Having the trainees try out the job to demonstrate their understanding.
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Placing the workers into the job, on their own, with a designated
•
resource person to call upon should they need assistance. Under this productivity significantly improves and rejects are reduced.
•
Job Enlargement:
•
Jobs are getting over simplified, specialized and routine and thus become monotonous. Worker feels bore and dissatisfied. This leads to absenteeism and
•
turnover. •
It involves expanding the number of tasks or duties to a given job.
•
Enlarge jobs by adding tasks of similar nature and skill.
•
It is horizontally enlarged. For example, tightening 4 nuts and 4 bolts instead of one. And also to do additional assignment to go to store.
•
Job Enrichment:
Like job rotation and job enlargement, job enrichment is also a
•
technique of job design. •
Workers do not visualize how their work contributes to the organization goals.
•
It is vertical change in loading, i.e. supervisory tasks are added involving planning, organizing and controlling of jobs.
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Empowerment is a by-product of job enrichment; similarly more autonomy is there in task completion
•
Syndicate Method: •
Working in a small group to achieve a particular purpose is described as a syndicate method.
•
The essence of the method is that participants learn from each other and contribute their own experiences to the fullest.
•
This method is suitable for training and development of executives with considerable experience.
Outbound Training:
The outbound training is conducted in a location specifically designated for training. It may be near the workplace or away from work, at a customized training center or a resort. The purpose of conducting this kind of training away from the work place is to minimized or avoids distractions of the employee from their daily work routine and allows them to devote their full attention the specific subject. Some of the outbound training methods and activities are: Action planning: Often a closing activity asking participants
•
to specify or set goals about exactly what they will do differently back on the job. •
Behavior- modeling training: use a videotape to demonstrate the steps in a supervisory activity such as conducting a disciplinary interview, followed by role-played skill practice and feedback.
•
Behavioral Simulation: Large-scale multi person role-lay, non computerized business game.
•
Brainstorming: Creative idea-generation exercise in which NEETU TANWAR | 9214740076 | MBA (HR) | 53
no criticism is allowed. Business Game: Computerized business simulation that
•
requires participants to make decisions about strategy and investments and then provides financial results based on the decisions. Buzz Group: Small-group discussion of several minutes,
•
duration on an assigned topic. Case Study: From a one-paragraph vignette to a fifty-page
•
Harvard-style case. •
Demonstration
•
Experiential exercise,
•
Field trip,
•
Group discussion,
•
Guest speaker,
•
Guided teaching : Drawing from the group the points the lecturer otherwise would make him or herself Information search : asking trainees to locate the answers to
•
question in the training materials or manuals provided Inter group exchange: small groups share their ideas of
•
findings with another group Learning game: competition between teams in a quiz show
•
format •
Lecture
•
Mental imagery: asking participants to close their eyes and visualize or recall something or engage in mental rehearsal of physical or interpersonal skills.
•
Outdoor leadership training: Team activities that may include hiking, rope courses, or other physical challenges along with
NEETU TANWAR | 9214740076 | MBA (HR) | 54
problem.-solving activities. •
Problem-solving activities
•
Role-play
•
Self-assessment instrument or quiz. An example is a conflict resolution – style inventory. Team Building: A series of group activities and sometimes
•
surveys used to develop team skills and role clarify in a team of people who must work together closely on the job Videotapes: can be used alone but are most effective in
•
discussion and practice.
There are various other instructional methods used in training program: •
Classroom-programs – live
•
Workbooks / Manuals
•
Videotapes
•
Public Seminars
•
Self-assessment instruments
•
Role plays
•
Case Studies
•
Games/simulations (not computer-based)
•
Outdoor experiential programs
Out of the above off job training techniques, the following are used in general: •
Classroom Lectures
•
Conference and seminars
•
Group discussions and case study analysis NEETU TANWAR | 9214740076 | MBA (HR) | 55
•
Audio-visual and film shows
•
Simulation and computer modeling
•
Vestibule training
•
Programmed organizations
•
Games and Role playing
•
T-group training Retraining
•
•
Classroom lectures: Advantages: •
Simple and efficient
•
Minimum cost
•
Minimum time
Disadvantages: •
Monologues and one way communication
•
Large trainees are participants
•
Efficiency depends on ability of trainers in the use of correct expression better participation
•
Concentration and intent of majority of trainees fade off after short time or so
•
No individual attitude is possible with result there is no feed back of assimilation of knowledge.
•
Conference and Seminars and Workshops:
This is a formal method of arranging meeting in which individuals confer to discuss points of common interest for enriching their knowledge and
NEETU TANWAR | 9214740076 | MBA (HR) | 56
skill. This is group activity. It encourages group’s discussion and participation of individuals for seeking clarification and offering explanation and own experience. It is a planned activity with a leader or moderator to guide the proceedings, which is focused on agreed agendas points prefixed during planning stage of such conference. There are three variables:
•
•
Directed conference
•
Training conference
•
Seminars and workshops
Group discussions and study analysis:
Case study method was initially introduced by Christopher Lang Dell at Harvard Law School in 1880’s. The principle used is ‘an experience is the best teacher’. Here several empirical structures are examined in detail to find out commonalities to derive general discussion. Based on such studies and group discussion are initiated to derive common lesson. This method has, however limited use of worker but both use for supervisors. In case of workers, areas of importance in this method are that the quality control.
•
Audio-visuals and Film Shows:
In order to improve understanding very usual and sometimes is escapable to ‘Demonstrate’ operation of a machine or explain or process. Audiovisual film shows can supplement the efforts lecturing and improve its effectiveness.
•
Simulation Computer Modeling:
A training activity in which actual working environment is artificially NEETU TANWAR | 9214740076 | MBA (HR) | 57
created as near and realistic and possible is called simulation training. Case study, analysis, experiment exercise game playing computer model and vestibule training etc come under this category. When the work environment is artificially created by using computer-programming method well call it ‘computer method’
•
Vestibule Training:
In this training, employees are trained of the equipment they are employed, but the training is conducted away from the place of work. In which all necessary equipment and machines required as actual machined ship are duplicated
•
Programmed Instruction:
Programmed instruction is a stuctured method of instruction aided through texts, handouts, book and computer aided instruction. In this case the instruction materials and information is broken down in meaning full unit and arranged in a proper sequenced from logical method of learning packages, the learning ability is tested and evaluated in real time basis Advantages: •
Materials of learning are broken down into meaning full modules
•
Instruction are not key players
•
Trainees learn at his/her own pace of learning. Individual difference are taken care of
•
No fear of evaluation and criticism
•
Active interaction between the learner and the machine
•
Immediate feedback is available
NEETU TANWAR | 9214740076 | MBA (HR) | 58
•
Training can be undertaken at any time and any place
•
It is highly flexible and motivated
Disadvantages:
•
•
Costly method
•
Advance topics are untouched
T. group Training:
‘T’ stands for training or laboratory training. T group training was originated on 1940’s but only 1960’s it has opened to the industries. This Training has both supporters and opponents. Unlike any other programmers discussed. T group training is concerned with really problem existing within the other group itself.
•
Retraining:
Technology is advancing at rapid pace. Here obsolesce is a major problem faced by the worker are the introduction of automation for such retraining programme to update their knowledge, which will further make them productivity useful of the organization and restore this confidence.
Training for Productivity in Industry:
An effective use of materials, money, machines and human resources is essential for achieving a higher level of productivity in the industry whereas other resources have limitations. The human resource has unlimited potential. Moreover, this is the only activating resources, to be being passive. Its quality can be improvement in the quality for the human resources through training inputs is of vital importance. Training of HR can be considered at the levels of NEETU TANWAR | 9214740076 | MBA (HR) | 59
1 Workers 2 Trade Union Functionaries 3
Supervisors / Middle level Managers
4 Top Managers
1.
Workers:
From the point of raising industrial production the training of workers essentially •
Improving job knowledge
•
Attitudinal change
While job knowledge can be imparted through on the job training, attitudinal and behavioral changes can be induced through training inputs intended to the understanding of his work, his environment and his relations with his colleagues’ trade union and the management.
2. Trade Union Functionaries:
Effective use of HR in industry will not be possible without a positive approach on the part of trade union functionaries. Where there could occasionally, be a great conflict of interests as well as a role conflict of union functionaries in improving productivity and safe guarding workers interest, there is a need essentially to give the training on job evaluation, work study and other productivity techniques. Our experience shows that their appreciations of these techniques generate a favorable disposition towards the use of these techniques. The trade union and worker programmes (TUWP)_ OR THE national Productivity Council is aimed at workers and TU functionaries. The objective of the programme is to create productivity consciousness
NEETU TANWAR | 9214740076 | MBA (HR) | 60
amongst workers trading to a favorable climate in the organization or enterprise for wider acceptance or productivity improvement efforts and techniques. These programmes aimed at: •
Acquaint the participants with the concept, approach and techniques or productivity
•
Identifying areas in which employees could play an effective role in promoting productivity in an organization.
•
Develop a rational understanding of the economical and social circumstances
and
constraints
in
which
the
workers
and
community are placed. •
Create a favorable climate for the promotion of productivity through positive and constructive union management relations.
•
Help participants in the proper understanding of the role and responsibilities of the unions.
These programmes highlight: •
Appreciation of organizational work in the context of micro and macro factors of production.
•
Appreciation of productivity techniques with special reference to manpower requirements, workload assessment, wage differential (job evaluation) incentive system etc.
•
Appreciation
of
improved
technological
requirement
for
modernization
3. Supervisory and Middle Level Management:
Usually, we find that supervisory jobs are filled in by promoting efficient workers. An efficient worker need not be a good supervisor. The type soft skills required being an efficient worker and the NEETU TANWAR | 9214740076 | MBA (HR) | 61
supervisor are quite different. A good supervisor needs to possess human relations and administrative skills. Training in these areas seems to be inadequate. The prime need therefore is to sharpen these skills through systematic training inputs. An efficient use of training instruments should be made to develop these skills among the promote supervisors. •
Provides for acquiring professional standards in supervision to those who may hold or are in line for promotion to supervisory positions
•
Induces existing supervisory personnel to acquire essentials of scientific
supervision
supplemented
by
the
through
training
enterprise
level
and
self-study,
guidance
wherever
practicable. •
Test
if
he
candidate
possess
sufficient
skills,
including
management of men at work, so as to be able to discharge supervisory duties effectively.
4. Top Management:
It has to be trained essentially and primarily for bridging the gap between technology and management. Scientific and technological kno2wledge has been growing, particularly during the last decade, at an astonishing rate. It becomes vital or the top manager to have keen appreciation of the widening scope of technology. In this way he will be able to dischar ge his functions as an effective manager. Another area where he needs to be trained and exposed is computers and electronic processes. The growing complexities of companies internal operations, diversification and growth, and in some cases competitions, have generated unprecedented pressures.
The
process
of
managerial
decision-making
NEETU TANWAR | 9214740076 | MBA (HR) | 62
can
be
considerably improved by harnessing these electronic aids. The top manager also needs to be exposed to the growing complexities of the environment. He needs to examine the relationship of his job so such as the growing influence of the government in business, the changing role of the organized labour, the altered expectation of the public from the business and growing internal competitions as well as possibilities for international co-operation.
1.9.
DESIGNING
TRAINING
AND
DEVELOPMENT
PROGRAMME
Every training and development programme must address certain vital issues: 1. Who participates in the programme? 0 2. Who are the trainers? 2 3. What methods and techniques are to be used for training? 4. What should be the level of training? 5. What learning principles are needed? 6. Where is the program conducted? Who are the trainers?
Trainers
should
be
selected
on
the
basis
of
self-nomination,
recommendations of supervisors or by the HR department itself. Whatever is the basis, it is advisable to have two or more target audience. For example, rank-and-file employees and their supervisors by the HR department itself. Several people, including the following may conduct training and Development programmes:
NEETU TANWAR | 9214740076 | MBA (HR) | 63
1 1. Immediate supervisors 2 2. Co-workers, as in buddy systems, 3 3. Members of the personnel staff, 4 4. Specialists in other parts of the company, 5 5. Outside consultants, 6
6. Industry associations and faculty members at universities.
1.10. USING THE EVALUATION TO IMPROVE TRAINING :
Information from the training evaluation can be used in making decisions about whether to continue the training program or how to improve it. Modifying
the
training
based
on
reaction
measures
is
fairly
straightforward. A boring speaker can be replaced, a film rates as irrelevant dropped, or a caterer changed, depending on the feedback received. If a sound evaluation design was used, additional modification of the training might be suggested by scores on the learning, behavior or results measures. 1.11.1. Methods of Evaluation
Various methods can be used to collect data on the outcomes of training. Some of these are: Questionnaires: Comprehensive questionnaires could be used to obtain
opinion reactions, views of trainees. . Tests: Standard tests could be used to find out whether trainees have
learnt anything during and after the training. Interviews: Interviews could be conducted to find the usefulness of
training offered to operatives.
NEETU TANWAR | 9214740076 | MBA (HR) | 64
Studies: Comprehensive studies could be carried out eliciting the
opinions and judgments of trainers, superiors and peer groups about the training. Human resource factors: Training can also be evaluated on the basis of
employee satisfaction, which in turn can be examined on the basis of decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissals, etc. Cost benefit analysis: The costs of training (cost of hiring trainers, tools
to learn training centre, wastage, production stoppage, opportunity cost of trainers and trainees) could be compared with its value (in terms of reduced learning time improved learning, superior performance) in order to evaluate a training programme. Feedback: After the evaluation, the situation should be examined to
identify the probable causes for gaps in performance. The training evaluation information (about costs, time spent, outcomes, etc.) should be provided to the instructors’ trainees and other parties concerned for control, correction and improvement of trainees' activities. The training evaluator should follow it up sincerely so as to ensure effective implementation of the feedback report at every stage. Please note that no training is complete without its evaluation. That is, the follow up of a training programme is very essential.
Impediments or problems in Training Process: 1 • Management’s commitment is lacking 2 • Aggregate spending on training is inadequate 3 • The trainers may lack skills 4 • Poaching • No help in case of downsizing
NEETU TANWAR | 9214740076 | MBA (HR) | 65
CHAPTER 2 FINDINGS AND ANALYSIS
2.1 Analysis of General feedback
1.
Extent to which objectives of training program achieved.
Fully 1
2
3
4
Not at all 6
5
1. Extent to which objectives of training program achieved 20 s t n e d 15 n o p s 10 e R f o 5 . o N 0
Serie
1
2
Fully
3
4
5
6
Not at all
37 employees have responded on the positive side, (1,2,3) that the objective of the training has been achieved, though they are not fully satisfied because only 3 respondents have responded to 1(fully satisfied) option.
NEETU TANWAR | 9214740076 | MBA (HR) | 66
Extent to which personal objectives of training been achieved.
2.
Fully 1
2
3
4
5
Not at all 6
Though 36 respondents are of the view that somewhat their personal objectives are achieved but around 6 respondentsare not fully agree to that.
Ex ten t to w hich p erson al ob jectives of train achieved. 20 t n 1 5 e d n o p 1 0 s e R f o 5 . o N
Seri
0
1
2
Fully
3
4
5
6
Not
NEETU TANWAR | 9214740076 | MBA (HR) | 67
3.
Extent to you will recommend others to attend the training.
Fully 1
2
3
4
5
Not at all 6
3. Extent to you will recommend others to attend the training. 20 s t n e d 15 n o p s 10 e R f o 5 . o N 0
Serie
1
2
3
4
Fully
5
6
Not at all
35 employees are in the favour of recommending others to attend the program.While rest are not too sure about it
NEETU TANWAR | 9214740076 | MBA (HR) | 68
4.
Extent to which your appreciation and understanding of job
enhanced.
A lot 1
2
3
4
5
Not at all 6
Extent to which your appreciation and understanding of job enhanced. 16 s t n 14 e d 12 n o 10 p s 8 e R 6 f o 4 . o 2 N 0
Serie
1
2
A lot
3
4
5
6
Not at all
Here we got a good response, around 28 respondents agree that after training their understanding and appreciation of the job has increased, however they have come up with different suggestions, which are discussed later. Somewhere around only 5 employees demers the statement.
NEETU TANWAR | 9214740076 | MBA (HR) | 69
5.
Overall rating of training program.
Excellent 1
2
3
4
5
Poor 6
6. Overall rating of training program 18 t 16 n e 14 d n 12 o p 10 s e 8 R f 6 o . o 4 N 2
Serie
0 1
2
Excellent
3
4
5
6
Poor
Though only 20 respondents have rated the program positively but only 4 have rated them as ‘Excellent’. But nobody rated it poor.
2.2. Analysis of feedback on Balance of the Program
6.
Length of the program.
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7. Length of the program 35 t 30 n e d 25 n o p 20 s e R 15 f o 10 . o N 5
Serie
0 1
2
3
Too short
Just right
Too long
30 respondents feel that the length of the program is ‘Just right’, rest are of not satisfied.
7.
Pace of the program.
8. Pace of the program 40 t 35 n e d 30 n o 25 p s 20 e R f 15 o . 10 o N 5
Serie
0 1
2
Too Fast
3
Too Short
Here around 34 of the respondents feel that the pacing of the program was ‘Just Right’. Rest are not satisfied.
NEETU TANWAR | 9214740076 | MBA (HR) | 71
8.
Logically sequence of the program.
Well
Poorly
Sequenced 1
2
3
4
5
Sequenced 6
9. Lo gically sequ enc e of the pr 16 14 t 1 2 n e d 1 0 n o p 8 s e R 6 f o . 4 o N 2
Seri
0 1
2
3
4
W e l l se q u e n c e d
5
6
P o o r l y se
Only around 20 are of the opinion that the program was well sequenced, rest want more improvement.
2.3. Analysis of feedback on Post Training Scenario
9.
a.
Post training, extent to which your Line manager helped to implement your Action-plan NEETU TANWAR | 9214740076 | MBA (HR) | 72
A lot 1
2
3
4
5
Not at all 6
a. Line manager helped to implement your Actionplan 20 t n e d 15 n o p s 10 e R f o 5 . o N 0
Serie
1
2
3
4
5
A lot
6
Not at all
Around 15 respondents fully agree that they received assistance from their Boss. Rest do not fully agree to the statement.
b.
Colleagues helped to implement your Action plan
A lot 1
2
3
4
5
NEETU TANWAR | 9214740076 | MBA (HR) | 73
Not at all 6
b. Colleagues helped to implement your Action plan 20 t n e d 15 n o p s 10 e R f o . 5 o N
Serie
0 1
2
3
4
5
A lot
6
Not at all
However around 22 respondents agree that they received a lot of help from their colleagues. Rest do not fully agree.
10. Has post-training debriefing meeting line manager been arranged?
10. Has post-training deb riefing meeting li manager been arranged? 30 s t n 25 e d 20 n o p 15 s e R 10 f o . 5 o N
Seri
0
1
2
Yes
NEETU TANWAR | 9214740076 | MBA (HR) | 74
Only for 26 of the respondents, a proper post-training debriefing meeting with their managers was arranged, it is recommended to arrange a meeting for all, wherein they can be told how to apply the theoretical part (learnt in the training) in the actual job.
2.4. Overall findings of
questionnaire
120
100 NEETU TANWAR | 9214740076 | MBA (HR) | 75
2.4.1. Analysis of General feedback
1. Objectives of the training program – Around 90% of the employees have responded on the positive side, (4,5,6) that the objective of the training has been achieved, though they are not fully satisfied because only 7% have responded to 6(fully satisfied) option. 2. Achievement of Personal Objective – Though around 85% are of the view that somewhat their personal objectives are achieved but around 17% fully agree to that. 3. Enhancement of appreciation and understanding of job as a whole – Here we got a good response, around 66% agree that after training their understanding and appreciation of the job has increased, however they have come up with different suggestions, which are discussed later. 4. Overall rating of the program – Though only 60% have rated the program positively but only 10% have rated them as ‘Excellent’. 5. Recommendation to others –
NEETU TANWAR | 9214740076 | MBA (HR) | 76
Around 63% have ‘Fully’ recommended others to attend the program.
2.4.2. Analysis of feedback on Balance of the Program
6. Length of the Training program – Around 74% feel that the length of the program is ‘Just right’, rest are of not satisfied.
7. Logical sequence of the Training program – Only around 48% are of the opinion that the program was well sequenced, rest want more improvement.
8. Pacing of the Training program – Here around 81% of the respondents feel that the pacing of the program was ‘Just Right’.
2.4.3. Analysis of feedback on Training Program Content
9. Best things that respondents liked about the program are: •
Informative content
•
Friendly atmosphere
•
Its practical exposure
•
And few liked the Trainer also.
Things they didn’t liked about the Content are: •
•
No alternate knowledge was provided Abrupt and hectic schedule
NEETU TANWAR | 9214740076 | MBA (HR) | 77
•
Its long stretch
•
Few didn’t liked the trainer and the tests conducted
2.4.4. Analysis of feedback on Post Training Scenario
10.Only for 64% of the respondents, a proper post-training debriefing meeting with their managers was arranged, it is recommended to arrange a meeting for all, wherein they can be told how to apply the theoretical part (learnt in the training) in the actual job. 11. Assistance to implement the Action plan – a. Around 35% fully agree that they received assistance from their
Boss.
b. However around 53% agree that they received a lot of help from their colleagues.
2. 5. FORMS DESIGNED
Job Description - Training Form
1. Department:
2. Date
NEETU TANWAR | 9214740076 | MBA (HR) | 78
3. Department Supervisor:
4. Job Title:
5. Purpose and Description:
6. Number of People under Supervision:
7. Skills, Education, and Experience required:
8. Special Job Demands (working conditions, travel, hazards, etc.):
DCM Shriram Industries Ltd. - Shriram Rayons Assessment of Training & Development Needs Form (To be filled by Employee & Head of Dept.) Executives-A Employee Name:
Designation:
NEETU TANWAR | 9214740076 | MBA (HR) | 79
Department:
Sr. N
Details of KRA’s
o
Weighta
Required Role
Competen
Reasons
Correcti
ge
Competencies
cy
for gap
ve
(%) (A)
(B)
(C)
Rating
(E)
(D)
1.
2 3.
D. Competency Rating
E. Reasons for the gap Reaso Definition n
1 Lack of interest/behavioural reasons 2 Lack of education Ratin Competencies 3 Lack of experience g 4 Lack of training 1 Beginner of organizational encouragement 5 Lack 2 Analytical Ability System 6 Inefficient 3 Attitude towards work partners 7 Lack of Self Motivation 4 Background /experimental planning / interpretation 8 Lack reading of Initiative Lack of Leadership of9results 5 Creativity 6 Adaptability 7 Can work/perform independently 8 Problem solving capability 9 Leadership NEETU TANWAR | 9214740076 | MBA (HR) | 80
Action (F)
F. Corrective Action
Corrective Action 1 2 3 4 5 6
Definition
Needs more involvement Needs more learning/education Needs more experience Needs training Needs Counselling Needs Motivation & Encouragement
Employee Signature:
Appraiser’s
Signature:
Reviewer’s Signature:
Date:
NEETU TANWAR | 9214740076 | MBA (HR) | 81
DCM Shriram Industries Ltd. - Shriram Rayons Assessment of Training & Development Needs Form
(To be filled by Employee & Head of Dept.) Executives-B
Name of Employee:
Department:
1.) What training courses have you already undergone:
Sr.No.
Name of
Duration
Year
Location/Faculty
the Course
2.) Comments as to how you have benefited from training
programmes.
3.) Please list down your specific Functional and Developmental
training courses required by you to fulfill the job responsibilities competently.
NEETU TANWAR | 9214740076 | MBA (HR) | 82
To be filled in by Head of the Dept.
Sr.No. Developmental Courses 1.) Comments as to how the
employee has benefited from training programmes.
2.) Recommendations for specific training (within or outside the
company that will help improve the performance of the employee) in order of priority. .
Sr.No Functional Courses
NEETU TANWAR | 9214740076 | MBA (HR) | 83
Signature of Employee:
Signature of
Head of dept.:
Date:
Date:
DCM Shriram Industries Ltd. - Shriram Rayons
Training Estimate - Training Form
(To be filled up by the Trainer)
1. Department:
2. Date:
3. Department Supervisor:
4. Job:
5. Course Title:
NEETU TANWAR | 9214740076 | MBA (HR) | 84
6. Proposed learners (which positions):
7. Educational Level:
8. Skills Taught:
9. Concepts taught:
10. Behavioral objective:
11. Description of course:
12. Percentage of course time devoted to:
_______Lecture
_______Participant
discussion
_______Question and Answer _______Demonstration
_______Hands-on experience
_______Slides/films
_______Testing
_______Other_____________
14. Recommended follow-up (describe any follow-up to be used to reinforce training):
15. Departments affected:
16. Training location:
NEETU TANWAR | 9214740076 | MBA (HR) | 85
17. Instructors:
18. Duration of course:
19. Instruction hours (1 class):
20. Number of employees to be trained (12 month period):
21. Class group size:
22. Proposed dates:
23. Notes:
Signature:
DCM Shriram Industries Ltd. - Shriram Rayons Pre-Course Training Assessment Form
NEETU TANWAR | 9214740076 | MBA (HR) | 86
Name:
Job Title:
Course Title:
Course Provider:
Start Date of Course:
Length of Course:
•
Is all your statutory/mandatory training up to date? Yes/No If No, what is outstanding?
•
Has this been identified in your KS Appraisal & Development Review? Yes/No
•
What are your main objectives in attending this course?
•
Which KS dimension(s) would this meet?
•
How does attending this course fit into the development of the service?
•
Will you be able to cascade new knowledge or skills to other team members/staff and if so how?
•
If no academic study has been undertaken in the last 3 years, has a Study Skills course been considered? Yes/No
Manager’s decision:
YES/NO
NEETU TANWAR | 9214740076 | MBA (HR) | 87
If YES, intimate the funding source: Funding Source :( self or organization) …………………………..
If NO, tick those apply: Your request for training has been turned down because :•
It does not fit with service development.
•
Your statutory/mandatory training requirements are not up to date.
•
It is not a priority for your role.
•
Funding cannot be identified.
Manager’s signature:
Date:
Employee’s signature:
Date:
NEETU TANWAR | 9214740076 | MBA (HR) | 88
DCM Shriram Industries Ltd. - Shriram Rayons
Post Course/Development Activity Evaluation (To be filled in by the Head of Dept.) Department: Name of Trainee: Training Course Title: •
What were your expectations when recommending the trainee to this particular programme?
•
How do you think training, his learning will help in bridging the gap between the present and the desired performance viz improving his skill/knowledge/attitude-behaviour?
•
What action plans have you chalked out for effective utilisation of the training inputs received by trainee?
•
What is the action plan for reviewing the trainee’s progress?
•
Any other comments:
Signature:
Date:
NEETU TANWAR | 9214740076 | MBA (HR) | 89
DCM Shriram Industries Ltd. - Shriram Rayons
Training Calendar (External/Internal Training Calendar)
Department:
Sr. Cours Duratio Faculty Designe N o
e
n
d for
Apr.
May
Jun
July
e
Personne l
NEETU TANWAR | 9214740076 | MBA (HR) | 90
Aug.
Sept.
Remar ks
Comparison of Training Methods with Key Learning Criteria and Cost Estimates
There is no training method that is right for all situations. A number of trade-offs must be made when actually making choice of techniques and putting the programme together- costs, time, and capacity of trainer or trainees. A comparison of training methods with learning criteria and costs is given below:
NEETU TANWAR | 9214740076 | MBA (HR) | 91
Method Feedback of
Permits
Results to
Practice
Learning to
Cost Per
Trainee
During
Job
Trainee
Training Yes Yes No
High High Low
Mod-High Moderate Low
No
No
Low
Low
Apprenticeship Programmes Yes Job Instruction Training Yes Classroom Lectures or Varies Conferences Films Simulation Exercises
Learning Criteria Transfer of
Estimated
•
Cases
Some
No
Low
Moderate
•
Experiential
Yes
Yes
Moderate
Low
Exercises
Yes
Yes
Mod-High
High
•
Computer Modeling
Yes
Yes
High
Mod-High
•
Vestibule Training Yes
No
Moderate
Moderate
Programmed Instruction
(Source: Elizabeth Gorovitz, “Employee Training: Current Trends, Future Challenges”, Training and Development Journal, August 1983, p.28)
•
It is recommended that the organization should design such programs that provide opportunities of transferring knowledge back to their jobs and which permits learning by doing i.e. permits practice and at the same time trainer or superiors are able to provide feedback about the effectiveness of learning to trainee.
NEETU TANWAR | 9214740076 | MBA (HR) | 92
Therefore it is recommended that Job Instruction Training, Apprenticeship Programmes, Simulation Exercises likeExperiential Exercises, Computer Modeling and Vestibule Training which provides for Feedback of Results to Trainee, Permits Practice During Training, Transfer of Learning to Job and moderate Estimated Cost Per Trainees.
Formal Training Alternatives - Cost-Effective ways to Improve Performance
(a) Using Experienced Employees for “day-to-day” Training:
Many managers value allowing highly skilled workers to share their knowledge. To make sure these human resources are tapped, implement any of the following programmes:
1) Create Informal Support Teams:
Assign groups of two, three or four, each containing an experienced worker. (Size of group assignments will depend on the number of highly skilled employees available.) Arrange: •
Weekly troubleshooting meetings.
•
Biweekly brainstorm sessions.
•
One-on-one skill training sessions.
•
Pre-arranged Q and A time over the phone.
2) Organize “Development Meetings”:
Schedule large or small meetings containing a mix of employees from the same division or department, or who do similar jobs. Before the NEETU TANWAR | 9214740076 | MBA (HR) | 93
meetings, tell experienced employees to think of “lessons they learned the hard way”, or shortcuts, organizing systems, planning techniques, etc. they use to help them do their job well. Be prepared to facilitate a discussion that will subtly draw out this information for more inexperienced employees to hear and apply.
(b) Creative Alternatives to Formal Training :
1) Using cassette programme or home study and discussion for
performance improvements.
2) Taking advantage of professional societies may offer a variety of
inexpensive development opportunities including: Luncheon Speakers Self-study Materials Brief training sessions on current topics Special Events
3) Field trip to plant and expose them to situations there.
4) Audio-video representations by business executives to relate their
experiences.
5) Inviting guest speakers to Company office to make contact with
executives.
6) Another innovative method is holding faires for solving company
problems. NEETU TANWAR | 9214740076 | MBA (HR) | 94
(c) Modular Programmes for Development:
ILO has designed a modular programme for supervisory development. The programme provides training content and material for executive functions and skills for trainers. Trainer can compile his own training programme to meet the needs of the organizations.
(d) Walk About:
This is an innovation in training, i.e. “Walk About” introduced by Asian Institute of Management, Manila. Prof. M. Gibbons intended walk about for MBA students so that they get a chance to design and implement a managerial learning into experience, i.e. “involve doing something and not just studying about it.”
(e) Debates:
Debates to develop oral communication skill and ability to reason. Executives can be assigned in teams and represent different view points.
(f) Grid Seminars:
Grid Seminars developed by the famous duo Drs. Blake and Jane Mouton have become very popular all over the world. The objectives of the seminars are as follows:
1) Understand the Grid styles of supervision.
2) Develop skills of solving problems with subordinates.
3) Clarify personal values and convictions about effective supervision.
NEETU TANWAR | 9214740076 | MBA (HR) | 95
4) Perfect your skills in using the Grid approach for solving problems of
supervision
5) Increase personal motivation to do the best possible job of being
effective.
Analysis for categorization of Executives as A & B for Designing Assessment of Training & Development Needs Forms
In the project undertaken in DCM Shriram Industries Ltd. – Shriram Rayons, I have under the guidance of the Company Guide and Faculty
Guide, designed forms for identification and evaluation of training needs i.e:
a) Assessment of Training & Development Needs Form for Executives-A
NEETU TANWAR | 9214740076 | MBA (HR) | 96
b) Assessment of Training & Development Needs Form for Executives-B
Theses assessment and development forms have been designed based on analysis and interpretation of Qualification Data Bank of the organization’s executives.
We have divided the executives as under:
(a)Executives-A: •
This level of executives is being divided into this category because of their higher educational and intellectual abilities and competencies.
•
The executives in this level are highly qualified and have a track of good appraisals received both by their Appraisers and by Appraiser’s Superiors.
•
Executives-A are experienced as well as competent to shoulder more responsibilities and have received immediate promotions at frequent intervals.
•
Executives-A include the following designations:
Sr. Managers
Manager A
Manager B
Dy. Manager
Asst. Manager, Asst. Engineers
Executive Trainees
NEETU TANWAR | 9214740076 | MBA (HR) | 97
•
There are 38 Executives-A at Kota Plant of the Organization and 6 Executives at Delhi office.
(b)Executives-B: •
This level of executives is being divided into this category because of less educational qualification, intellectual abilities and hierarchical promotions from staff to officer’s level.
•
Though these executives also have good appraisal records but they lack competencies to shoulder more & higher job responsibilities due to lack of educational qualifications and intellectual abilities.
•
They have reached to the executive level through promotions.
•
Executives-B include the following designations:
•
Dy. Supdt. A
Dy. Supdt. B
Officer
Jr. Officer
Graduate Engineering Trainees
Fresh Joiners have also been placed under this category because of less experience.
•
Some of the Asst. Managers are also placed in this category because they lack competent skills and are stagnate at the position for number of years.
•
There are 76 Executives-B at Kota Plant and 13 at Delhi office.
NEETU TANWAR | 9214740076 | MBA (HR) | 98
List of Executives at Delhi Office Shriram Rayons- New Delhi S.
Name
Designation/Categ
No
Qualification Age
ory
.
Experienc Total e in
Experi
Shriram
ence
Rayons
1 2
DMD’s Office Mr. Jagdish Sanwal
Mr. Prashant Kapoor
Asst. Manager
BSc. 1st
57
22
22
Manager ‘A’
Year B. Tech
43
15
20
36
2
10
(Chemical), M.B.A
3
Export Marketing Mr. Ashutosh Mall
Dy. Supdt. ‘B’
BSc, Diploma in Int. Trade Managemen t
4 5 6 7
Domestic Marketing Mr. Vinod Khanna
Mr. S.C. Oberoi Mr. Ashok Sharma Ms. Asha Dua
Senior Manager
B.Com,
55
31
31
Dy. Manager Dy. Supdt. ‘A’ Dy. Supdt. ‘A’
MBA BSc. BA BA, Dip. in
59 56 55
35 3 32
35 30 33
HRD, NEETU TANWAR | 9214740076 | MBA (HR) | 99
Secty, Dip in BA
8
Purchase Mr. D.K. Tyagi
Dy. Manager
BSc.
56
30
30
9
Accounts & Finance Mr. R.S. Agarwal
Dy. Supdt. ‘A’
M.Com(Pre
58
39
39
Dy. Supdt. ‘B’
v.) ICWA(Inter 53
32
32
55 54 38 38 55
31 33 8 15 31
31 33 14 15 31
10
Mr. P.N. Sharma
11 12 13 14 15
Mr. R.C. Sharma Mr. N.K. Gupta Mr. Sanjay Vijay Mr. Rajesh Rathi Mr. R.S. Dhingra
Dy. Supdt. ‘B’ Dy. Supdt. ‘B’ Jr. Officer Jr. Officer Dy. Supdt. ‘A’
) B.Com BA B.Com B.Com BA
16
Personnel Ms. Ashu Gautam
Asst. Manager
MBA(HR)
32
2
8
17
AMdministration Ms. Mamta Gupta
Officer
B.Com, Dip
37
6
14
52 54
25 13
25 13
in Computers/ 18 19
Mr. K.N. Goswami Ms. Deepshikha Pandit
Officer Jr. Officer
Secty. MA MA
Categorization of Executives as A & B Executives-A at Kota Plant Executive-‘A’
1 2
Accounts Mr. Ashok Dalmiya
Mr. Vinod Kr. Rawat
Manager ’A’
B.Com,
41
1.1
20.1
Asst. Manager
C.A. C.A.
32
0.2
5.7
NEETU TANWAR | 9214740076 | MBA (HR) | 100
3
Data Center Mr. Lokesh Sharma
Dy. Manager
BSc., MCS
35
4
9
4
Legal Mr. Abhishek Sharma
Asst. Manager
B.Com,
32
0.6
3 .6
37
0.4
13.4
34
0.4
9 .4
), BOE M.B.A M.B.A
28 29
26 0.6
2.6 0.6
L.L.B
5
Purchase Mr. Keshav Shukla
Manager ‘A’
B.E (Mechanical
6
Mr. Ravi Paliwal
Manager ‘A’
) B.E (Mechanical
7 8
Mr. Rajnish Verma Mr. Ram Bhadur
Officer ET(Executive Trainee)
9
General Stores Mr. A. Anklesaria
Manager ‘A’
B.E, M.B.A
41
12
16
10
Maintenance: Engg. Mr. Sanjeev Bali
Senior Manager
B.E(Mech.)
48
13
26
Manager ‘A’ Manager ‘A’ Manager ‘A’ Asst. Engg.
B.E(Mech.) B.E(Mech.) B.E(Mech.) B.E(Mech.)
44 45 37 26
8 12 0.1 2.5
19 24 15.1 2.5
MaintSpinning/Textile/Dippi
11 12 13 14
ng Mr. Paresh Johari Mr. A.K. Sharma Mr. Javasankar V Mr. Jitendar Vijay Maint.-Auxiliaries
NEETU TANWAR | 9214740076 | MBA (HR) | 101
15
Mr. Atul Janardan
Asst. Manager
B.E(Mech.)
39
1.7
12.7
16
Safety Mr. Rajendra Gupta
Manager ‘B’
DME(Safet
56
11
32
37
0.1
15.1
Manager ‘B’
PG (Process 41
0.8
17.8
Dy. Manager
Inst.) AMIE DME, 56
9
35
y)
17
Electrical Mr. Sanjay Sharma
Manager ‘A’
B.E (Electrical)
18 19
Instrumentation Mr. Vipin Kr. Jain
Mr. I.D. Khemchandani
AMIE
20 21 22 23
Textile Mr. D. Dhariwal
Mr. B.J. Chauhan Mr. S.D. Saini Mr. Rajiv Gupta
Manager ‘B’
B. Text
35
13
13
Dy. Manager Asst. Manager
Engg. DME 57 BSc. Dip. in 53
11 26
38 30
Asst. Manager
Textile BE
34
0.3
12.3
36
7
14
45
10
21
Engg. BSc. 48 B. E (Elect.) 23
0.1 1.7
24.1 1.7
(Textile)
24
Dipping Mr. Amit Khandelwal
Manager ‘B’
B. Text. Engg.
25
Spinning Mr. N.K. Warrier
Sr. Manager
B. Tech. Chem.
26 27
Mr. R.P. Tiawri Mr. Vikrant Choudhary
Manager ‘A’ Asst. Engg.
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28 29
CS2 Mr. T.C. Jain
Mr. P.S. Pati
Sr. Manager
B. Tech
59
35
35
Asst. Manager
(Chem.) B. Tech
39
3
14
53
8
32
33
2.3
10.3
36
9
12
39
4.4
15.4
Manager B
PGDBM Dip. Chem.
48
9
28
Dy. Manager
Engg B.E(Chem.)
39
2.3
16.3
Sr. Manager Dy. Manager
MSc. B.E
42 35
10 11
21 11
Asst. Manager
(Textile) B. Tech
34
0.1
7.1
(Chem.)
30
Spin bath/ASSR Mr. R.K. Maheshwari
Manager ‘B’
B.E (Hons.) Chem.
31
Mr. Narendra Mantri
Dy. Manager
Engg. B.E(Chem.) & PGD in Energy
32
Mr. Anoop Rohtagi
Asst. Manager
Mgt. B.E (Chem. Engg.)
33
Viscose Mr. C.P. Choudhary
Manager A
B.E (Chem. Engg.)
34 35
Mr. A.K. Gupta Mr. Jose George Quality/Chem.Lab/Phy.
36 37 38
Lab Mr. Kireet Joshi Mr. Rashmi Dhariwal
Mr. Viraj Mishra
NEETU TANWAR | 9214740076 | MBA (HR) | 103
(Chem.)
Executives-B at Kota Plant
1 2 3 4
Executive-‘B’ Personnel & IR Mr. K.R.K. Raju Mr. B.L. Bhandari Mr. M.P. Jain Mr. .K.C. Chaturvedi
Dy. Supdt.’B’ Dy. Supdt.’B’ Officer Jr. Officer
B.A. M.A. M.A. B.Com
54 55 58 58
29 32 37 34
36 32 37 34
5 6 7 8
Accounts Mr. AK. Sood Mr. Maheshwar Mr. V.K. Tiwari Mr. R.K. Jain
Jr. Officer Jr. Officer Jr. Officer Jr. Officer
B.Com B.Com B.A. B.Com,
55 53 53 49
34 32 31 28
34 32 31 28
ICWA, L.L.B
9 10
Data Center Mr. Niranjan Sen
Mr. K.S. Giri
Officer
B.E(Compu
27
1.7
1 .7
Jr. Officer
ter Science) Dip. in
32
2
5
27
1.3
1 .3
Officer
M.A. L.L.B, 56
35
35
Officer
D.L.L B.A, L.L.B
28
28
Elect. & 11
Ms. Shilpa Mehra
Jr. Officer
Comm. B.E(Compu ter Science)
12 13
Legal Mr. S.N. Bargh
Mr. S.P.S. Naruka
52
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14 15 16
Purchase Mr. K.R. Poonia Mr. Rajnish Verma Mr. N.K. Mittal
Dy. Supdt ‘B’ Dy. Supdt. ‘B’ Jr. Officer
B.A. M.A. Intermediat
54 55 52
34 34 26
34 34 29
e
17
General Stores Mr. Daya Ram
Jr. Officer
B.A
57
34
34
18
Godown Mr. Devendra Kr.
Dy. Supdt. ‘B’
M.A.
50
24
24
19
Admin. Mr. Sam Thomas
Officer
DCA
50
0.2
26.2
Dy. Supdt. ‘B’ Dy. Supdt. ‘B’ Jr. Engg. Jr. Engg. Jr. Engg. Asst. Engg. Dy. Supdt. ‘A’
DME B.E(Mech.) DME DME DME DME DME/DMA
49 32 48 56 40 51 50
9 1.8 26 22 17 27 29
26 7.8 26 32 17 27 29
Maint.Spinning/Textile/
20 21 22 23 24 25 26
Dipping Mr. K.L. Verma Mr. Ramesh Chandra Mr. B.N. Sharma Mr. Anil Kr. Sood Mr. K.K. Vijay Mr. Khaniya Lal Sindhi Mr. M.L. Bhatia
/ADIM
27
Maint.-Auxiliaries Mr. Jung Bhahdur Giri
Dy. Supdt. ‘B’
B.E(Mech.)
29
0.8
2.8
28
Civil Mr. Ashfaq Ahmed
Dy. Supdt. ‘A’
Dip. in
47
24
24
Civil Engg.
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29 30
31 32 33 34
Maint.-Spinbath Mr. A.K. Gupta Mr. Rakesh Jhakkar
Power House Mr. Gajanand Jakapure Mr. R.K. Saxena
Mr. Motilal Bairwa Mr. B.S. Bisht
Dy. Supdt. ‘A’ GET(Graduate
DME B. Tech
51 22
29 0.7
29 0.7
Engineer Trainee)
(Mech.)
Dy. Supdt. ‘B’ Dy. Supdt. ‘A’
B.E(Mech.) 33 MSc, Boiler 51
0.8 27
9.8 27
Dy. Supdt. ‘B’
Cert. DME,AMI
47
26
26
Asst. Engg.
E,BOE BSc, Boiler 51
28
28
45 42 56
22 17 36
22 17 36
Cert. DME BSc.
35 36 37
Mr. G.P. Gocher Mr. M.S. Khanooja Mr. R.L. Verma
Asst. Engg. Jr. Engg. Jr. Engg.
38
Maint.-Viscose Mr. DL. Verma
Dy. Supdt. ‘A’
DME
47
25
25
39 40
ACVR Mr. D. Mistry Mr. Gayani Chand
Asst. Manager Asst. Manager
DME DME
51 43
30 22
30 22
41 42 43 44
Electrical Mr. V.K. Sharma Mr. H.K. Jain Mr. Shriram Nagar Mr. Amit Sharma
Dy. Supdt. ‘B’ Dy. Supdt. ‘A’ Dy. Supdt. ‘B’ Dy. Supdt. ‘B’
DEE DEE DME B.E
57 47 50 28
30 27 27 0.3
30 27 27 2.3
Jr. Engg.
(Electrical) DME
47
25
25
45
Mr. D.S. Parihar
NEETU TANWAR | 9214740076 | MBA (HR) | 106
46
Instrumentation Mr. Amit Kr.
Dy. Supdt. ‘B’
B.E.
25
0.2
2.2
(Instrument 47
Mr. S.M. Shukla
Jr. Officer
ation) BSc.
54
48
48
48
Mr. Lakshman Singh
Dy. Supdt. ‘A’
BSc. Dip. in 43
0.4
10.4
49
Jadho Mr. M.K. Bhandula
Dy. Supdt. ‘B’
Prod. Mgt. B.Text.
37
9
10
Dy. Supdt. ‘B’
Engg. B. Tech
27
3.6
3.6
Dy. Supdt. ‘B’
(Textile) B. Tech
25
0.1
1.6
50 51
Mr. Mukesh Saini Mr. Vikas Chandra
(Textile)
52
Dipping Mr. D.K. Goel
Dy. Supdt. ‘B’
BSc. DIRI
55
2.7
25.7
53
Spinning Mr. G.S. Naruka
Jr. Officer
Intermediat
48
26
26
31 36
9 12
9 13
35
12
12
44 55
3 32
16 32
54 55
Mr. S.R.S. Solanki Mr. A. Shrivastav
Jr. Officer Jr. Officer
e B.E (Elect.) BSc.
56
CS2 Mr. R.K. Sen
Jr. Officer
Intermediat e
57 58
Spin bath/ASSR Mr. Ajay Singh Sankhla Mr. B.K. Sogani
Officer Jr. Officer
BSc. BSc., NPC
NEETU TANWAR | 9214740076 | MBA (HR) | 107
59 60
Viscose Mr. D.N. Soral Mr. R.S. Gupta
Dy. Supdt. ‘B’ Officer
BSc. Dip. in
54 55
34 26
34 26
Jr. Officer GET
Engg. BSc. B.E(Chem.)
39 24
12 0.7
16 0.7
GET
B. Tech
23
0.7
0.7
Dy. Supdt. ‘A’ Dy. Supdt. ‘B’
(Textile) BSc. BSc. &
57 54
33 32
33 32
Jr. Officer
NPC (Supr.) MSc, 37
13
13
Jr. Officer Jr. Officer Officer Officer Officer
M.Phil. MSc. MSc. HSC MSc. Dip. in
55 54 59 43 40
31 31 41 3 3
31 31 41 17 8
Chem. 61 62
Mr. V.K. Singh Mr. Deepak Nagpal Quality/Chem.Lab/Phy.
63 64 65 66 67 68 69 70 71
Lab Mr. Deeraj Gera
Mr. S.N. Vyas Mr. P.S. Naruka Mr. Brijesh Raghav Mr. Ravindra Joshi Mr. Raisuddin Mr. N.K. Tikku Mr. Manoj Kr. Rawat Mr. Sunil Kr. Singh
Textile 72 73 74 75 76
Mr. Rajeev Gupta Mr. H.S. Bisht Mr. S.D. Kukreti Mr. L.N. Dandotia Mr. S.K. Dwivedi
Jr. Officer Jr. Officer
Tech. MSc. BSc. &
29 50
2.7 31
5 31
Jr. Officer Jr. Officer
NPC M.A, 52 BSc, Dip. in 57
34 29
34 29
Jr. Officer
Prog. BSc.
8
8
36
Executives-A at Delhi office
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1 2
Executives-‘A’ DMD’s Office Mr. Jagdish Sanwal
Mr. Prashant Kapoor
Asst. Manager
BSc. 1st
57
22
22
Manager ‘A’
Year B. Tech
43
15
20
(Chemical), M.B.A
3
Domestic Marketing Mr. Vinod Khanna
Senior Manager
B.Com,
55
31
31
59
35
35
4
Mr. S.C. Oberoi
Dy. Manager
MBA BSc.
5
Purchase Mr. D.K. Tyagi
Dy. Manager
BSc.
56
30
30
6
Personnel Ms. Ashu Gautam
Asst. Manager
MBA(HR)
32
2
8
Executives-B at Delhi Office
Executives-‘B’ Export Marketing
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1
Mr. Ashutosh Mall
Dy. Supdt. ‘B’
BSc,
36
2
10
56 55
3 32
30 33
Diploma in Int. Trade Managemen t
2 3
Domestic Marketing Mr. Ashok Sharma Ms. Asha Dua
Dy. Supdt. ‘A’ Dy. Supdt. ‘A’
BA BA, Dip. in HRD, Secty, Dip in BA
4 5
Accounts & Finance Mr. R.S. Agarwal
Mr. P.N. Sharma
Dy. Supdt. ‘A’
M.Com(Pre
58
39
39
Dy. Supdt. ‘B’
v.) ICWA(Inter 53
32
32
55 54 38 38 55
31 33 8 15 31
31 33 14 15 31
37
6
14
52 54
25 13
25 13
6 7 8 9 10
Mr. R.C. Sharma Mr. N.K. Gupta Mr. Sanjay Vijay Mr. Rajesh Rathi Mr. R.S. Dhingra
Dy. Supdt. ‘B’ Dy. Supdt. ‘B’ Jr. Officer Jr. Officer Dy. Supdt. ‘A’
) B.Com BA B.Com B.Com BA
11
Administration Ms. Mamta Gupta
Officer
B.Com, Dip in Computers/
12 13
Mr. K.N. Goswami Ms. Deepshikha Pandit
Officer Jr. Officer
Secty. MA MA
CHAPTER 3 SUMMARY OF FINDINGS NEETU TANWAR | 9214740076 | MBA (HR) | 110
•
Around 90% of the employees have responded on the positive side, (4,5,6) that the objective of the training has been achieved, though they are not fully satisfied because only 7% have responded to 6(fully satisfied) option.
•
Though around 85% are of the view that somewhat their personal objectives are achieved but around 17% fully agree to that.
•
Here we got a good response, around 66% agree that after training their understanding and appreciation of the job has increased, however they have come up with different suggestions, which are discussed later.
•
Though only 60% have rated the program positively but only 10% have rated them as ‘Excellent’.
•
Around 63% have ‘Fully’ recommended others to attend the program.
•
Around 74% feel that the length of the program is ‘Just right’, rest are of not satisfied.
•
Only around 48% are of the opinion that the program was well sequenced, rest want more improvement.
•
Here around 81% of the respondents feel that the pacing of the program was ‘Just Right’.
•
Best things that respondents liked about the program are:
•
Informative content
•
Friendly atmosphere
•
Its practical exposure
•
And few liked the Trainer also.
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•
Things they didn’t liked about the Content are: No alternate knowledge was provided
•
•
Abrupt and hectic schedule
•
Its long stretch
•
Few didn’t liked the trainer and the tests conducted •
with their managers was arranged, it is recommended to arrange a meeting for all, wherein they can be told how to apply the theoretical part (learnt in the training) in the actual job.
•
Around 35% fully agree that they received assistance from their Boss.
•
However around 53% agree that they received a lot of help from their colleagues.
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CHAPTER 4 CONCLUSION AND SUGGESTIONS
RECOMMENDATIONS for effective training:
Selection procedure:
Every training program must address certain vital issues: Who are the trainees? Who are the trainers? What methods and techniques? What should be the level of training? What principles of learning? Where to conduct the program?
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Training should be such that it breaks the mental barriers of employees so that they come out with their suggestions, complaints, and necessities. The organization can get the basic feedback which will ultimately help in increasing the productivity.
Inputs in training and development:
Any Training program must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. In addition to these, there is a need to impart ethical orientation, emphasis on attitudinal changes and stress upon decision making and problem solving abilities.
Ethics in T&D:
There is no denial of the fact that ethics are largely ignored in businesses. Unethical practices abound in marketing, finance and production functions in an organization. They are less seen and talked about in the personnel function. It is HR manager’s duty to enlighten all the employees in the organization about the need for ethical behavior.
Attitudinal Changes:
Attitudes affect motivation, satisfaction and job commitment. Negative attitudes need to be converted into positive attitudes so it is the duty of the HR manager to take care of negative attitudes and converting into the positive one.
Decision making and problem solving skills:
NEETU TANWAR | 9214740076 | MBA (HR) | 114
It must focus on methods and techniques for making organizational decisions and solving work related problems. The HR manager should have the capability of groom the trainees with the decision making and problem solving skills.
Some Important steps that has to be taken into consideration to
make training effective.
1. Ensure that training contributes to competitive strategies of the
firm.
Different
strategies
need
different
HR
skills
for
implementation. Let training help employees at all levels acquire the needed skills. 2. Ensure that a comprehensive and systematic approach to
training exists, and training and re-training are done at all levels on a continuous and on-going basis. 3. Ensure that there is proper linkage among organizational,
operational and individual training needs. 4. Create a system to evaluate the effectiveness of the training.
NEETU TANWAR | 9214740076 | MBA (HR) | 115
Hire Employee
Is Employee new?
Employee is hired on basis of education, skills & experience
No
s e t o N
Yes HR handles paperwork and Orientation HR retrieves employee file from archives
Employee file includes resume, application, and other evidence of education, skills & experience
HR Builds Employee File
Immediate Training Required?
Yes
Employee is made aware of relevance and importance of their activities and how they contribute to achieving quality objectives
No
Supervisor or Senior Employee trains new Employee. Areas of training checked off on job description
Evaluation of Employee’s / Manager’s Evaluation of Training
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Training Complete?
No
Yes
Log Training in Database File job description, as appropriate
Review training at Mgmt Review to determine new needs, address concerns & evaluate effectiveness of training
Ongoing training, as needed
Training Records Updated
The Kirkpatrick Model
The most well-known and used model for measuring the effective of training programs was developed by Donald Kirkpatrick in the late 1950s. It has since been adapted and modified by a number of writers; NEETU TANWAR | 9214740076 | MBA (HR) | 117
however, the basic structure has well stood the test of time. The basic structure of Kirkpatrick’s four-level model is shown here. Figure 1 - Kirkpatrick Model for Evaluating Effectiveness of Training Programs Level 4 Results
What organizational benefits resulted from the training?
Level 3 Behavior
Level 2 Learning
Level 1 Reaction
To what extent did participants change their behavior back in the workplace as a result of the training? To what extent did participants improve knowledge and skills and change attitudes as a result of the training? How did participants react to the program?
An evaluation at each level answers whether a fundamental requirement of the training program was met. Its not that conducting an evaluation at one level is more important that another. All levels of evaluation are important. In fact, the Kirkpatrick model explains the usefulness of performing evaluations at each level. Each level provides a diagnostic checkpoint for problems at the succeeding level. So, if participants did not learn (Level 2), participant reactions gathered at Level 1 (Reaction) will reveal the barriers to learning. Now moving up to the next level, if participants did not use the skills once back in the workplace (Level 3), perhaps they did not learn the required skills in the first place (Level 2).
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The difficulty and cost of conducting an evaluation increases as you move up the levels. So, you will need to consider carefully what levels of evaluation you will conduct for which programs. You may decide to conduct Level 1 evaluations (Reaction) for all programs, Level 2 evaluations (Learning) for “hard-skills” programs only, Level 3 evaluations (Behavior) for strategic programs only and Level 4 evaluations (Results) for programs costing much. Above all else, before starting an evaluation, be crystal clear about your purpose in conducting the evaluation. Using the Kirkpatrick Model
How do you conduct an evaluation? Here is a quick guide on some appropriate information sources for each level. Level 1 (Reaction) •
completed participant feedback questionnaire
•
informal comments from participants
•
focus group sessions with participants
Level 2 (Learning) •
pre- and post-test scores
•
on-the-job assessments
•
supervisor reports
Level 3 (Behavior) •
completed self-assessment questionnaire
•
on-the-job observation
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•
reports from customers, peers and participant’s manager
Level 4 (Results)
•
financial reports
•
quality inspections
•
interview with the participants
Train the Trainer
To train the trainer objective is to enable delegates to design, train, evaluate and follow up effective training programmes. They will also learn how to design training of any length for groups of varying sizes, learning styles and experience. One can focus on delivery skills (effective body language and voice projection) and also teach classic techniques about handling difficult trainees and controlling the group There are different agendas on which one can train the trainer: Appraisal skills Assertiveness Skills Assertiveness and managing conflict Coaching for managers Disciplinary procedures and correcting poor performance Dealing with difficult people Interviewing Skills Negotiation skills Presentation skills PowerPoint Presentation Skills NEETU TANWAR | 9214740076 | MBA (HR) | 120
Project management for non-project managers Stress Management Time Management The New Manager
Planning the Training Event
Overview of key competencies in implementing effective training events •
Planning a training event
•
Module 1 : Providing Logistical Support
•
o
1.1 Define the training framework
o
1.2 Define role of the training administrator
o
1.3 Manage the budgeting process
o
1.4 Manage the invitation process
o
1.5 Determine and select training venue
o
1.6 Manage travel and accommodation requirements
o
1.7 Determine and select Subject Matter Specialist
o
1.8 Manage technical and human resources
o
1.9 Review and evaluate the training logistics and support
Module 2: Developing training programmes o
2.1 Identify participants
o
2.2 Understand adult learning principles
o
2.3 Design needs assessments: strategies and tools
o
2.4 Conduct and analyze needs assessments
o
2.5 Develop learning objectives - workshop/session
NEETU TANWAR | 9214740076 | MBA (HR) | 121
o
2.6 Develop content outline
o
2.7 Identify appropriate training and facilitation techniques
o
2.8 Develop training programmes
Training Content •
Module 3: Adapting and Developing Content o
3.1 Identify and assess existing materials
o
3.2 Adapt materials
o
3.3. Validate the training design
o
3.4 Finalize materials
Training Delivery •
Module 4: Implementing Effective Training Events o
4.1 Apply adult learning principles
o
4.2 Identify differences between training and facilitation
o
4.3 Use appropriate training and facilitation techniques
o
4.4 Create positive learning environment
o
4.5 Co-facilitate with Subject Matter Specialists (Resource Persons)
o
4.6 Verify achievement of learning objectives
Training Evaluation •
Module 5: Evaluating and Reviewing Training o
5.1 Summarize the process of evaluation
o
5.2 Select training and evaluation methods
o
5.3 Assess and summarize training experiences
o
5.4 Assess impact of training event
o
5.5 Report evaluation results NEETU TANWAR | 9214740076 | MBA (HR) | 122
o
5.6 Apply outcomes of evaluation and review
The Training Methods-Approach
There are numerous training methods. The choice of a method or a mix of methods depends on various factors. Considerations are as under:
(a) The purpose of training is an important consideration in the choice of
methodology. Knowledge can be provided by traditional methods like lectures, and discussions skills and attitudes have to be developed by experiential methods of training like in-basket, T-group, etc. (b) The nature of contents often determines the nature of methodology. A
concept can be clarified through a lecture while the operation of machine may best be demonstrated. (c) The level of trainees in the hierarchy of the organization also
determines the nature of methodology. In fact, techniques like in-basket management games, etc., are designed for managerial levels and hence cannot be effective at workers level. (d) Finally, all organizations have to be concerned with cost factors. Cost
considerations have to be taken into account while deciding on methods of training. However, cost consideration should not override the quality consideration. All methods of training should satisfy the following criteria otherwise their effectiveness could be questioned:
NEETU TANWAR | 9214740076 | MBA (HR) | 123
(i) They should provide for active participation by participants. Lack of
participation by trainees may limit learning to only listening the trainer and not getting the benefit of sharing experiences. (ii) The training method should also provide participant’s constant feed-
back on their performance. The realization that one is learning constantly or one has not been able to improve upon the previous performance is a useful motivation to put in necessary efforts. (iii) The method should be able to facilitate transfer of training contents
to real life situations. The methodology should be such as to provide participants linkages between what is done in classroom and what is its relevance to actual on-the-job behavior. This is an important consideration without which learning would remain theoretical. The Relative Effectiveness of Training Methods
Training
Knowledge Changing
Problem-
Interpersonal Participant
Knowledge
Methods
Acquisition Attitudes
Solving
Skills Rank
Acceptanc
Retention
Rank
Rank
Skills
e Rank
Rank
4 3 8 5 6 7
2 1 8 3 5 7
2 5 8 6 7 1
2 1
4 6
4 3
Case Study Conference Lecture Business Games Films Programmed
2 3 9 6 4 1
4 3 8 5 6 7
Rank 1 4 9 2 7 6
Instruction Role Playing Sensitivity
7 8
2 1
3 5
Training Television 5 9 8 9 9 (Source: Based on Personnel/Human Resource Management by Leap and Crino.)
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9
•
Organization can use, Case Study, Sensitivity Training, Role Playing, Business Games, Conference for its Executives-A that will help them to translate theoretical knowledge into action plans, promote human relations, develop smart thinking, initiative, leadership skills, to promote self-awareness and its impact on others.
•
Organization can use the following methods for the Executives-B as they require more of conceptual knowledge and broaden outlook-Programmed Instruction, Lecture, Conference, Multiple Management, Understudy, Coaching and Job Rotation. That will help them aid succession planning by developing their skills, develop diversify skills and broaden outlook, assist managers in expanding the knowledge in various functional areas, impart conceptual knowledge to large audience within short time.
Training Techniques Checklist
We can use training techniques checklist at least 4 to 5 different techniques in every session, to keep things lively.
1) Ice Breaker:
A quick way to help everyone get acquainted; establishes a precedent for participation and discussion; establishes rapport; sets positive expectations. 2) Lecture:
Shares a lot of information in a brief period; builds a foundation for later application; defines and outlines key concepts. 3) Handouts; Printed Materials:
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Reinforce lecture and discussion; help pace the programme; extend learning beyond the classroom. 4) Question and Answer:
Clarifies and amplifies lecture material; encourages participation; allows learners to be self-directed; stimulates thinking. 5) Group Discussion:
Uses the learner as a resource; lets participants get acquainted; develops a sense of group identity; elicits questions. 6) Group Problem-Solving:
Lets learners utilize what they know; establishes a sense of purpose; builds a team atmosphere; creates an emotional investment in the outcome they create. 7) Paired Discussion:
Uses the learner as a resource; builds trust between participants; allows for more disclosure and individual involvement; great when time is limited. 8) Warm-ups:
Quick to facilitate; fun and light-hearted; prepare learners for involvement in a specific learning activity; often point out the need for learning the subject matter. 9) Self-report Instruments:
Let the learner self-evaluate privately; build self-assessment and selfmonitoring skills; offer a referral tool for checking awareness. 10) Case Studies:
Give participants a chance for in-depth exploration and application of a concept; encourage problem-solving. 11) Role-Playing:
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Offers a safe environment for learning new skills, places, group members at an even level; forces participants to understand concepts and techniques presented. 12) Demonstration:
Shows and tells; lays foundation for skill development, generates questions; presents an overview. 13) Energizers:
Offer a brief diversion; create a physical relief value for the body and mind; great for recharging the groups energy levels. 14) Recorded Report Outs:
Recorded information on a flip chart sheet conserves as a resource; participants have a chance to learn from everyone. 15) Simulations:
Offer participants a chance to generalize personal behavior in real-life situations; encourage individual involvement.
Off-the-Job Training-Experiential Methods
The following methods are recommended for Executive Training & Development:
1) Sensitivity Training:
•
Sensitivity training uses small number of trainee, usually fewer than 12 in a group. They meet with a passive trainer and gain insight into their own and other’s behavior.
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•
Meetings have no agenda, are held away from workplaces. Discussions focus on “why participants behave as they do, how they perceive one an other, and the feelings and emotions generated in the interaction process.”
•
Sensitivity training is a group training method that uses intensive participation and immediate feedback for self-analysis and change.
•
In this participants remain involved and enthusiastic participants have to make positive efforts to learn out this experience.
•
The objectives of sensitivity training are to provide the participants with increased awareness of their own behavior and how others perceive them; greater sensitivity to the behavior of others, and increased understanding of group processes.
•
Specific results sought include increased ability to empathize with others, improved listening skills, greater openness, increased tolerance of individual differences and increased conflict resolution skills.
•
The drawback of this method is that once the training is over the participants are themselves again and they resort to their old habits.
2) Transactional Analysis:
•
It was introduced over two decades ago by Berne and further popularized by Hanris and Jongewald, Transactional Analysis provides an individual with a practical and useful method for analyzing and understanding human behavior.
•
Infact, it is a method of analyzing a transaction. A transaction is nothing but a social interaction between two more people who encounter each other. NEETU TANWAR | 9214740076 | MBA (HR) | 128
•
In every social interaction, there is a stimulus provided by one individual and a response to that stimulus given by another individual. This stimulus-response relationship between two individuals is a transaction.
Analysis of any transaction can be done by analyzing the ego states of an individual. Berne says that every normal individual functions from three ego states-parent, adult and child. An ego state is a system of feelings accompanied by a related set of behavior patterns. Each ego state can be described as under:
a) Parent: •
The parent ego is nothing but a huge collection of recordings in the brain of an individual of attitudes and behaviors imposed on him in his early years (roughly first five years) from various external sources, primarily his parents.
•
The characteristics of this ego are to be over-protective, officious, distant, dogmatic, etc.
•
Verbal clues that a person is operating from the parent ego states are his use of such words as ‘always’, ‘never’, ‘should’, ‘ought’, etc, when he uses language of threat or tries to resolve conflict by force.
•
There are physical clues also like raised eyebrows, pointing an accusing finger at somebody, and so on.
b) Child: •
The child ego is also a collection of recordings in the brain of an individual of attitudes, behaviors and impulses which come to him naturally from his own seeing, hearing, feeling and understanding as a child. NEETU TANWAR | 9214740076 | MBA (HR) | 129
•
Characteristics of a person acting in the child state include being curious, impulsive, sensuous, affectionate, dependent, fearful and depressed.
•
Verbal clues that person is operating from the child ego state are the use of words like “I wish”, “I guess”, “I do not care” and so on.
•
There are physical clues also like temper tantrums, attention seeking, giggling, coyness, silent compliance, etc.
•
The child in us is likely to lead us to behave as dependents, as competitive and to approach conflict resolution through avoidance or smoothing.
c) Adult: •
This ego state consists of reality testing, rational behavior and decision-making or problem-solving analysis.
•
An individual in this state processes, verifies and updates the data which he has received from the other two states. In other words, this state is a shift from the “taught and felt concepts” to “tested concepts”.
•
Adult data is gathered as a result of an individual’s ability to find out for himself as to what is the difference between life as it was taught and demonstrated to him(parent), life as he felt, wished or fantasied(child) and life s he figures out by testing(adult).
•
The functioning of the adult-ego state does not try to do away with parent and child data. Rather it examines these data and tries to update them in reality of the external world.
•
The adult in an individual shows itself in a variety of ways. Phrases like “I see”, “I think”, “It’s my opinion”, words with an emphasis on data collection, e.g., why, where, when, who, how, what, and an NEETU TANWAR | 9214740076 | MBA (HR) | 130
emphasis on data processing and problem-solving are the indicators of the adult-ego state in an individual.
Task of the Trainer
The primary task of the trainer is to interpret group behavior in terms of ego states in which the participants are operating in the ‘here and now’ situation.
The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants.
Finally, the trainer must have a specialist’s knowledge of the theory and practice of Transactional Analysis which must be clarified before he starts interpreting behavior.
3) The Fish-Bowl Exercise:
•
The fish-bowl exercise is yet another experiential method of training involving the active participation of trainees to enhance their learning experience.
•
It is essentially used in providing skills in understanding human behavior.
•
It effectively uses group interaction to develop in the participants a degree of self-awareness.
•
Objectives of the Fish-Bowl Exercise 1) To inculcate in the participants the discipline of observing others and
on the basis of this, provide objective and constructive feedback. NEETU TANWAR | 9214740076 | MBA (HR) | 131
2) To learn about oneself, one’s behavior and personality as seen through
the eyes of others and consequently to overcome weaknesses and improve upon strengths.
•
The aspects to which fish-bowl exercise can be put to effective use are: individual and group behavior, content of communication, roles individuals play in groups, inter-group conflicts, level of participation, and dynamics of group problem-solving and decision-making and, inter-personal relations.
Method of Conducting the Exercise •
The exercise can involve upto 25 participants seated in two concentric circles (one inner, the other outer). The inner circle is the target group; members of this group will either discuss a preselected topic or move towards completion of a group task.
•
After the discussion by the members of the inner group, which may extend upto half-an-hour, the outer group is asked to comment on the content and more importantly the dynamics and group processes of the inner group members.
•
The trainer in this case shall only act as a facilitator and guide the participants and the processes towards constructive results.
Feedback may be provided using either of the two basic techniques mentioned below: •
Each member of the outer group observes all members of the inner group on all aspects of group dynamics.
•
Each member of the outer group observes all members of the inner group on a specific dimension of group process. NEETU TANWAR | 9214740076 | MBA (HR) | 132
4) The Johari Windows: •
The Johari Window is a conceptual model for increasing personal effectiveness. It was developed by Joseph Luft and Harry Ingham.
Known to Self Arena
Known to Others
Not known to Self Blind
(e.g. name, age,
(e.g. certain
family, job, physical
mannerisms about
appearance, etc.)
which the individual does not know but others know)
Not known to Others
Closed (e.g. an individual may
Dark
hide his anger and not let others know about •
this) As shown in the above figure, this model divides an individual’s personality into 4 parts.
•
The implication of the model is that in order to make oneself effective in interpersonal relations one should expand one’s arena.
•
Alternatively one must try to reduce other three areas.
•
‘Blind’ can be reduced by receiving feedback from others. ‘Closed’ area can be reduced by self-disclosure.
•
The dark area can be improved through use of psychoanalysis techniques.
5) Self-Development:
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•
To an increasing degree, people are turning towards self-analysis not because they suffer from depressions, phobias or comparable disorders but because they feel they can’t cope with life. Or they may feel that factors within themselves are holding them back or injuring their relationships with others.
•
It is important to understand that all development and learning can be achieved through systematic and concentrated efforts.
The desire to learn must come from the core of a person. The challenge is to create a desire to learn and then utilize this desire to create a sense of action in the individual.
We strongly believe that good managers are made and not born. They are fashioned by business experience and the realities of the workplace. They grow in stature and managerial skill largely from their encounters with people and problems, and not from merely studying the notes and theories catalogued in textbooks.
We learn, grow and develop by way of observing, practicing, thinking, re-thinking, experimenting and continually questioning the self. Worthwhile answers emerge from the heat of the action, by dealing with the course of real business events as well as the problems and personalities of those involved in them.
So an effective development of an individual is a combination of exposure to theory and action-oriented business situations. Theory creates conceptual clarity awareness and knowledge and practical experience provides
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application orientation, confidence and maturity in dealing with complex situations.
We would recommend that an effective course on personality development/business communication (written and oral) is a must for every executive/manager.
6) Outbound Learning Programmes:
•
All learning is action-based (experience) an outdoor-based training programme provides the team with powerful and tangible outcome on interpersonal and intrapersonal levels.
•
The key benefits are better self-concept, confidence, an understanding about leadership, team working and willingness to take risks, stress handling, creativity, negotiating, communication, problem-solving, and decision-making, trust-building.
Reasons of Outbound Learning Programmes
An outbound experience provides a huge opportunity to simulate real life situations. Naturally, reflecting on such experiences can offer deep understanding of self and team issues.
Outbound learning is about ‘real-playing’ not ‘role playing’. Outbound programmes work on the principle that when a team is thrown together in wilderness, where they have to find for themselves and meet challenges together, there is growth in many directions.
The success of the outbound programme is measured by its relevance back in the workplace and whether the learning is actionable. NEETU TANWAR | 9214740076 | MBA (HR) | 135
SUGGESTIONS
Following are some of the tips to be adopted by the organization and applied the individuals for effectively transferring the knowledge and learning gained during training programmes to their jobs: 1) Make sure the need is a training and development opportunity: •
Do thorough needs and skills analysis to determine the real need
for employee training and development. Make sure the opportunity you are pursuing or the problem you are solving is a training issue. •
If the employee is failing in some aspect of her job, determine
whether you have provided the employee with the time and tools needed to perform the job. Does the employee clearly understand what is expected from their on the job? •
Ask yourself whether the employee has the temperament and talent
necessary for her current position; consider whether the job is a good skill, ability, and interest fit? 2) Create a context for the employee training and development: •
Provide information for the employee about why the new skills,
skill enhancement, or information is necessary. Make certain the employee understands the link between the training and his job. •
You can enhance the impact of the training even further if the
employee sees the link between the training and his ability to
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contribute to the accomplishment of the organization's business plan and goals. •
It's also important to provide rewards and recognition as a result of
successful completion and application of the training. •
This contextual information will help create an attitude of
motivation as the employee attends the training. It will assist the employee to want to look for relevant information to apply after the session. 3) Provide training and development that is really relevant to the skill you want the
employee to attain or the information he
needs to expand his work horizons: •
You may need to design an employee training session internally if
nothing from training providers exactly meets your needs. Or, seek out providers who are willing to customize their offerings to match your specific needs. •
It is ineffective to ask an employee to attend a training session on
general communication when his immediate need is to learn how to provide feedback in a way that minimizes defensive behavior. The employee will regard the training session as mostly a waste of time or too basic; his complaints will invalidate potential learning. •
Whenever possible, connect the employee training to the
employee's job and work objectives. If you work in an organization that invests in a self-development component in the appraisal process, make sure the connection to the plan is clear.
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4) Favor employee training and development that has measurable objectives and specified outcomes that will transfer back to the job: •
Design or obtain employee training that has clearly stated
objectives with measurable outcomes. Ascertain that the content leads the employee to attaining the skill or information promised in the objectives. •
With this information in hand, the employee knows exactly what
he can expect from the training session and is less likely to be disappointed. He will also have ways to apply the training to the accomplishment of real workplace objectives. 5) Provide information for the employee about exactly what the training session will involve , prior to the training: •
Explain what is expected of the employee at the training session. This will help reduce the person's normal anxiety about trying something new.
•
If they know what to expect, they can focus on the learning and training transfer rather than their potential discomfort with the unknown. 6) Make clear to the employee that the training is their responsibility and they needs to take the employee training seriously.
They are expected to apply themselves to the employee training and development process before, during, and after the session. This
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includes completing pre-training assignments, actively participating in the session, and applying new ideas and skills upon returning to work. 7) Make sure that internal or external training providers supply pre-training assignments. •
Reading or thought-provoking exercises in advance of the session promote thoughtful consideration of the training content. Exercises or self-assessments, provided and scored in advance of the session, save precious training time for interaction and new information.
•
These ideas will engage the employee in thinking about the subject of the session prior to the training day. This supplies important paybacks in terms of his interest, commitment, and involvement.
8) Train supervisors and managers either first or simultaneously so
they know and understand the skills and information provided in the training session: •
This will allow the supervisor to: model the appropriate behavior and learning, provide an environment in which the employee can apply the training, and create the clear expectation that they expects to see different behavior or thinking as a result of the training. An executive, who has participated in the same training as the rest of the organization, is a powerful role model when he is observed applying the training.
9) Train managers and supervisors in their role in the training
process:
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•
The average supervisor has rarely experienced effective training during his career. Even rarer is the supervisor who has worked in an environment that maximized transfer of training to the actual workplace. Thus it is a mistake to believe that supervisors automatically know what must happen for effective training to take place.
10) •
You can coach supervisors about their role:
Provide a handy tip sheet that explains in detail the organization’s expectations of the supervisor in support of effective training.
11) Ask supervisors to meet with employees prior to the training
session: •
Discuss with the individual what he hopes to learn in the session. Discuss any concerns he may have about applying the training in the work environment. Determine if key learning points are important for the organization in
•
return for the investment of his time in the training. Identify any obstacles the employee may expect to experience as he transfers the training to the workplace. 12)
Make use of session pre-work during the actual training
session:
Asking people if they “read the article” or “thought about” the concept is not enough.
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•
The best pre-training exercise that can be used is to send out a list
of focus questions. The instructions that can be provided are, 'Answer the questions as completely as possible and keep the answers private.' When the participants arrive at the workshop, have them meet in a central location with a chalkboard. On the chalkboard write a message saying, 'Feel free to discuss your questions and answers.' 13) During the training session, practice active learning principles; honor a variety of learning styles:
Recognize that a range of activities and information applications will appeal to participants’ varied learning styles. Use real life examples, analogies, case studies, small group discussion, presentation, and experiential exercises. •
Provide visual support materials such as films and transparencies for people who learn visually. Ask participants to provide examples of the concept you are training from their experience. By keeping the training varied, exciting and stimulating, you help • people retain the content. By appealing to the variety of learning styles in your group, you enhance participant learning. •
14) Increase trainee investment in the session by engaging them in tasks requiring action: •
Provide easy ways for participants to take notes; periodically ask participants to jot down application ideas. Ask them to share these ideas in a small group. Ask people to underline the most important concept on a page; circle the ideas that most apply to their circumstances.
•
Request that participants identify how their supervisor can help them apply the training. Make action planning an ongoing activity during the session, instead of a too often time-crunched activity at the end of the session.
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15) During the session, discuss how to address real life scenarios, and barriers participants believe they will encounter when they apply the training:
Too often, training professionals don't prepare participants for the real world in which they will attempt to use what they learned in class. 16) Assign or self-select a training partner: •
The role of the training partner is well-defined and agreed upon by participants. Reviewing expectations of the network and the training partner at the session is also valuable. The training presenter can facilitate this process.
•
In these days of electronic communication, people can share a forum or bulletin board, an email mailing list, or a weekly online chat, as well as meeting in person.
ANNEXURE 1
QUESTIONNAIRE
11. Extent to which objectives of training program achieved
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Fully
Somewhat
Neither of
Somewhat
Not at all
achieved 5
achieved 4
the two 3
Not achieved 2
1
12. Extent to which personal objectives of training been achieved.
Fully
Somewhat
Neither of
Somewhat
Not at all
achieved 5
achieved 4
the two 3
Not achieved 2
1
13. Extent to you will recommend others to attend the training.
Fully
Somewhat
Neither of
Somewhat
Not at all
achieved 5
achieved 4
the two 3
Not achieved 2
1
14. Extent to which your appreciation and understanding of job
enhanced. A lot
Somewhat
5
yes 4
Can’t say
Somewhat
3
Not 2
Not at all 1
15. Post training, extent to which your
a. Line manager helped to implement your Action-plan A lot
Somewhat
5
yes 4
Can’t say
Somewhat
3
Not 2
Not at all 1
b. Colleagues helped to implement your Action plan A lot
Somewhat yes
Can’t say
Somewhat
Not at all
Not
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5
4
3
2
1
Good 3
Satisfactory 2
Poor 1
Just Right 3
2
Too Long 1
Just Right 3
2
Too Long 1
16. Overall rating of training program.
Excellent 5
Very Good 4
17. Length of the program.
Too Short 5
4
18. Pacing of the program.
Too Short 5
4
19. Logically sequence of the program.
Well Sequenced 5
-
Poorly
4
Sequenced 1
3
2
20. Has post-training debriefing meeting line manager been arranged?
•
•
Yes No
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BIBLIOGRAPHY AND REFERENCES
1. Bhatia S.K., Training and Development Concepts and Practices,
2005 1st ed. Deep & Deep Pub. 2. Davies Eddie, The Training Manager’s-A Handbook, 3rd ed. 1995
3. Landale A., Advanced Techniques for Training and Development 4. Lynton P Rolf and Udai Pareek, Training for Development, 3 rd ed.
1999 5. Noe .A Raymond, Employee Training and Development 6. Pande Ashutosh, Perspectives on Training Need Assessment,
Training and Management, 2nd ed. 1999 7. O’Donnell Chir Amanda, Thomas N. Garavan, Carole Hogan, ,
Handbook of Training and Development-A Best Practice Guide, 1st ed. 1998 8. Sahu R.K., Training for Development All You Need to Know 9. Singh.P.N.,Training for Management Development 10.Tripathi R.N., Human Resource Development 11. www.bnet.com 12. www.workforce.com 13. www.wib.org 14. http://www2.edc.org/NTP/index.html 15. www.nwlink.com/~donclark/about 16. www.geocities.com/Athens/Forum/1650/index.html 17. www.peoplepulse.com.au/staff_skills_audit.html 18. www.allbusiness.com/human-resources/workforce-
management/952-1.html 19. www.managementhelp.org/trng_dev/basics/isd.html 20. www.en.wikipedia.org/wiki/Leaders
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