SMU Project Final-1

Mapping Training Needs of Employees: Training Need Analysis

A PROJECT REPORT Under the guidance Of

______________________________ Submitted by

_______ _______ in partial fulfillment o f the requirement for the award of the degree

Of

MBA IN

Human Resource Management

June 2011

Acknowledgement I would like to thank Xxxxxxs Investments & Loans India Pvt. Ltd. (Xxxxxxs Xxxxxx) and its employees that provided us with overall support for the completion of this project. A very special thanks to the HR team without which the project itself would not have been initiated.

This project bears on imprint of the tireless effort put in by the faculty of Webuniv Institute under whose guidance the project has been undertaken.

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Bonafide Certificate:

BONAFIDE CERTIFICATE

Certified that this project report titled Mapping Training Needs of Employees: Training Need Analysis” is the bonafide work of “” who carried out the project work under my supervision.

SIGNATURE

SIGNATURE

HEAD OF THE DEPARTMENT

FACULTY IN CHARGE

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Executive Summary

In a Xxxxxxing institution it is very necessary to provide necessary and regular trainings to manage resources and work available at all levels. With the help of continuous and proper training a xxxxxxing institution can optimize its manpower to ensure the smooth operation of the business. This study was designed to assess the management training needs of all the Executive and Senior Executive Level employees. The sample of the study comprised of 90 respondents (30% of the target population) with equal representation across location. It was found that a lot of employees who were a part of the assessment were in dire need of cross training in functions where they have never operated. It was also found that certain vertical heads also required a lot of training as they were being asked to manage an entirely different vertical than their expertise.

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Contents

INTRODUCTION

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Contents...................................................................................................................5 Graphic Representations..........................................................................................5 WHY TRAINING NEED ANALYSIS.................................................................15 It is always recommended to have an INTEGRATED TRAINING SYSTEM (ITS) is focused on producing individuals who perform specific tasks to a high standard. This is accomplished by integrating learning activities with actual performance of the tasks being learned. An ITS; incorporates the features of both instructional design and systems engineering. Necessary elements are: a set of goals and target behaviors, courseware, a delivery system, training personnel, training aids and an ongoing support system.........................................................28 RESEARCH METHODOLOGY..........................................................................77

Graphic Representations

GAP ANALYSIS

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LEVELS FOR TRAINING NEED

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SWOT ANALYSIS

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MODEL FOR PEOPLE DEVELOPMENT

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TRAINING NEED ANALYSIS

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PERFORMANCE ANALYSIS

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ASPECTS FOR TRAINING NEED ANALYSIS

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INFORMATION FOR TRAINING NEED ANALYSIS

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MULTI LEVEL NEED ASSESSMENT PROCESS

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LIFE CYCLE OF TRAINING NEED ANALYSIS

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BRAINSTORMING SESSION

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DIRECT OBSERVATION SESSION

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INTERVIEW SESSION

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360 DEGREE EVALUATION SESSION

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COMPUTER BASED TRAINING SESSION

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DEMONSTRATION SESSION

52

COACHING SESSION

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JOB ROTATION PROCESS

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IN-BASKET TECHNIQUE

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KIRKPATRICK MODEL OF EVALUATION

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GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 91 GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 93 GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 94 GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 95

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Contents...................................................................................................................5 Graphic Representations..........................................................................................5 WHY TRAINING NEED ANALYSIS.................................................................15 It is always recommended to have an INTEGRATED TRAINING SYSTEM (ITS) is focused on producing individuals who perform specific tasks to a high standard. This is accomplished by integrating learning activities with actual performance of the tasks being learned. An ITS; incorporates the features of both instructional design and systems engineering. Necessary elements are: a set of goals and target behaviors, courseware, a delivery system, training personnel, training aids and an ongoing support system.........................................................28 RESEARCH METHODOLOGY..........................................................................77

INTRODUCTION Training is an expensive process not only in terms of the money spent on it but also the time and the other resources spent on the same. The most important question therefore is determining whether or not a need for training actually exists and whether the intervention will contribute to the achievement of organisational goal directly or indirectly? The answer to the above mentioned question lies in ‘training needs analysis’ which is the first step in the entire process of training and development. 7

Figure 1

Training needs analysis (TNA) is a term used in the corporate world “to evaluate the training gap and providing the required training for carrying out the job.” Training has a broader concept but broadly it deals with necessary improvements in the job environment achieved with the help of employees and training them to cope up with the new skills, attributes and concepts. This can also be described as analyzing the right potential of the candidate and training him in required attributes to gain versatility so that he can be a useful asset to the company. Principal concept of training suggests to ‘identifying the training needs before implementing any training solutions’.

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Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group. Training Need arises at three levels:

Figure 2

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

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Figure 3

After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs. According to many training experts, attaining the objectives of the business should be the ultimate concern of any training and development effort. Therefore, conducting an organizational needs analysis should be the first step in effective 10

needs assessment. It begins with an examination of the short and long-term objectives of the organization and the trends that are likely to affect these objectives. It can include a human resource analysis, analysis of efficiency indexes, and an assessment of the organizational climate. The organizational needs analysis should translate the organization's objectives into an accurate estimate of the demand for human resources. Efficiency indexes including cost of labor, quantity of output (productivity), quality of output, waste, and equipment use and repairs can provide useful information. The organization can determine standards for these indexes and then analyze them to evaluate the general effectiveness of training programs. Organizational analysis also can address the organization's performance in the "softer" domains that constitute the corporate culture. For example, it may reveal a misalignment between the current value system in the organization and the values espoused by top management. Many companies today espouse values such as focusing on customers, following ethical business practices, and supporting diversity, yet behavior within these companies may fail to reflect those values. In such cases, training for everyone in the company, regardless of their specific job, may be needed. For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level. 11

Individual Level – Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. Person needs analysis can be either broad or narrow in scope. The broader approach compares actual performance with the minimum acceptable standards of performance. The narrower approach compares an evaluation of employee proficiency on each required skill dimension with the proficiency level required for each skill. The first method is based on the actual, current job performance of an employee; therefore, it can be used to determine training needs for the current job. The second method, on the other hand, can be used to identify development needs for future jobs. However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:

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Appraisal and performance review

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Peer appraisal

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Competency assessments

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Subordinate appraisal

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Client feedback 12

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Customer feedback

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Self-assessment or self-appraisal

General system model for people development (based on Swanepoel, Erasmus, van Dyk and Schenk, 2003)

Figure 4

Whether the focus is on performance of the job as a whole or on particular aspects of the job, several approaches can be used to identify the training needs of individuals: 13

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Output Measures: Performance data (e.g., productivity, accidents, customer complaints), as well as performance appraisal ratings, can provide evidence of performance deficiencies. Person needs analysis can also consist of work sample and job knowledge tests that measure performance capability and knowledge.

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Self-Assessed Training Needs: The self-assessment of training needs is growing in popularity. Here top managers require the employee and his or her supervisor to identify what the business needs are for the department and the business, as well as the skill needs and deficiencies of the individual. Self-assessment is premised on the assumption that employees, more than anyone else, are aware of their weaknesses and performance deficiencies. Therefore, they're in the best position to identify their own training needs.

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Attitude Surveys: Attitude surveys completed by a supervisor's subordinates or by customers or by both also can provide information on training needs. For example, when one supervisor receives low scores regarding her or his fairness in treating subordinates, compared with other supervisors in the organization, the supervisor may need training in that area. Similarly, if the customers of a particular unit seem to be particularly dissatisfied compared with other customers, training may be needed in that unit. Thus, customer surveys can serve a dual role: providing information to management about service and pinpointing employee deficiencies. 14

Operational Level – Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. With the changing business world and the dynamics of emerging economies it has become a requirement for the employers to keep their employees up-to-date with everything that has anything to do with their business and the roles of their employees in the conduct of such business.

Figure 5

WHY TRAINING NEED ANALYSIS

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Figure 6

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A needs assessment is the process of identifying performance requirements within a department and the “gap” between what level of performance is required and what present level of performance is. If there is a variance between the desired and actual levels, a needs assessment explores the causes responsible for the gap and methods for closing the gap. A complete needs assessment also considers the possible consequences of ignoring the gaps. Training Needs Assessment (TNA) takes cognizance of the need to develop competent, resourceful and responsible personnel in the organization to steer the tasks of growth for oneself and the organization. It seeks to strengthen the capacity for effectiveness of resources at all levels of the system through the delivery of continuous, competency-based, responsive and demand-driven training. The rationale for individual skills enhancement can be linked with organizational, task and job competency in the TNA deliverables. At the organizational level, capacity building requires the elaboration and establishment of enabling management systems, structures, processes, and procedures. At the policy and institutional level, capacity building includes making legal and regulatory changes to enable the leaders at all levels to enhance their capacities. Departments require to work towards reducing the barriers associated with bureaucracy and increasing the flexibility of employees and work teams to accomplish the department’s mission. As a result, there is a need for well-trained,

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responsive workforce capable of meeting tomorrow’s challenges: improving the quality of work and service to the Indian citizens. This movement brings human resources development (HRD) to the forefront of the organizations growth aspirations. As departments look at training and development as a necessary investment in people, they must assess priority needs of the organization and direct training to those areas. This is most effectively accomplished through a process to systematic determination of training needs. There are various reasons which needs to be thought before defining a training need analysis for an individual. -

Trainees come from different backgrounds and work environments

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Trainees vary in their strengths and weaknesses

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Some trainees might need more help to cope

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TNA monitors whether or not the trainees are reaching a proper standard required for effective functioning of the Department as well as the Organization

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It informs for future training requirements

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It encourages trainees to become aware of their own limits/knowledge – a sound base

There are some strategic steps in training needs analysis that needs to be defined before implementing the training procedure. It is always best to analyze the requirement of training as by whom, to whom and for what? The analysis can be done in different ways and under different perpetual norms. 18

Figure 7

The perpetual norms are mentioned below for reference. Context Analysis: this analysis is done to understand the need of training, either this training going to solve the business problems or the employees are going to benefit from this training.

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User Analysis: this has to be analyzed as for whom the training is going to be conducted and by whom? Analysis of the trainer and the trainee is must in terms of their knowledge level, learning and teaching styles do matter in training. Work Analysis: this is done mainly to analyze the relevant links of the training in job environment. A good analysis of the current project and the future project has to be done so that training can be provided to the near skilled employees and who have good track record of completing given job or task. It reduces the chances for duplication of effort, less time spent correcting mistakes, faster access to information, etc. Content Analysis: the most important analysis of documents, procedures and laws used for the job. The training should be helpful for the employees and should not be irrelevant or cause conflicts within the working environment. Suitable Training Analysis: to analyze requirement of training in employment issues and looking at it as necessity and effectively. Cost Benefit Analysis: Lower staff turnover, lower recruitment costs; reduction in bad debts; reduced customer support calls; reduced help desk calls; reduced need for supervision; reduced downtime; increased staff productivity; fewer machine breakdowns; lower maintenance costs, etc. Sometimes assessment of profits after initial investment on training the graph goes flat. Performance improvement: in quality, quantity, speed, safety, problem solving, etc. 20

Behavioral

improvements:

in

attitude,

ethics,

motivation,

leadership,

communication, reduced staff conflict, etc. Increased staff satisfaction: Well trained staff tend to be happier, stay longer, and are more loyal. In-depth

Type of Information

Methods

Scope Length

Quantitative

Mini

Qualitative

Multi-tiered approach Surveys Observation Interviews Focus groups Document review Widespread organizational involvement Broad ranging objectives Several months to a year

Cost

Expensive

Focus

Linked o defined outputs

Exposure/Visibility High profile and risk

Interviews Focus groups

Fewer people involved Short term focus Few days to a week Inexpensive Immediate, quick results Lower risk

Figure 8

Simultaneously there needs to be a multi-level need assessment. Departments work towards reducing the barriers associated with bureaucracy and increasing the flexibility of employees and work teams to accomplish the department’s mission. 21

As a result, there is a need for well-trained, responsive workforce capable of meeting tomorrow’s challenges: improving the quality of work and service to the Indian citizens. The assessment can be as detailed and involved as needed. Factors to consider when considering the level of detail are time, money, number of people involved, criticalness of skill, anticipated return on investment?, resources available, etc. A comparison of some of the factors between in-depth and a mini assessment follows.

Multi-Level Needs Assessment Process

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Figure 9

LIFE CYCLE OF TRAINING NEED ANALYSIS 23

A needs analysis is not a one-time event. Professional organizations administer needs analysis at regular intervals, usually every year or two. To most organizations, the benefits of investing in ongoing staff training are clear.

Figure 10

Stage 1 - Identification of training needs This initial stage of the training cycle addresses the identification of a training need. If a need is identified, then this stage defines who needs to be trained (target 24

audience), in what area of expertise and how you will know the training has had the intended impact success criteria of the training. Stage 2 - Design of training solutions This stage covers planning, design and development of the overall training schedule. It aims to ensure that a systematic and consistent approach is adopted for all training solutions. Training solutions cover face to face training and open and flexible learning including e-learning. Stage 3 - Delivery of training solutions This stage of the training cycle ensures that the delivery of the training is effective and provides opportunities for the learners to learn. This will involve choosing the most appropriate format for meeting training needs, and taking advantage of different training methods. Stage 4 - Application of training in the court environment This stage of the training cycle is concerned with ensuring that all learning outcomes are applied and reinforced in practice within the court environment. This stage will help those who monitor the development of individual learners and review their progress. Stage 5 - Evaluation of training solutions This stage of the cycle deals with the collection, analysis and presentation of information of the outcome to establish the improvement in performance that results from the said training. This stage will define on who has responded to 25

learning, what all improvements were introduced through learning interventions. This stage would also define the whether there is a requirement of additional training or re-training basis the result of the information collected. Incase there is a requirement of re-training, the stage redirects the trainer back to Stage 1 where the person assessing the training requirement has to rework on the identification of training requirement.

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DEFINING WHO CONDUCTS THE TRAINING? An in-house trainer or a consultant performs a needs analysis to collect and document information concerning any of the following three issues: 1. Performance problems 2. Anticipated introduction of new system, task or technology 3. A desire by the organization to benefit from a perceived opportunity In all three situations, the starting point is a desire to effect a change. Given this, you must know how the people who will experience change perceive it. In the absence of a needs analysis, you may find employees resistant to change and reluctant to training. They may be unable to transfer their newly acquired skills to their jobs because of the organizational constraints. A needs analysis often reveals the need for well-targeted training areas. However, we must keep in mind that training is not always the best way to try to close a particular gap between an organization’s goals and its actual performance. Those conducting the needs analysis must get a clear idea of the problem, look at all possible remedies and report on their findings to management before deciding on the best solution. When properly done, a needs analysis is a wise investment for the organization. It saves time, money and effort by working on the right problems. Organizations that fail to support needs analysis make costly mistakes; they use training when another method would have been more effective; they use too much or too little 27

training, or they use training but fail to follow up on it. A well-performed analysis provides the information that can lead to solutions that focus on the areas of greatest need. Process of conducting a training needs analysis is a systematic one based on specific information-gathering techniques. Needs analysis proceeds in stages, with the findings of one stage affecting and helping to shape the next one. There is no easy or short-cut formula for carrying out this process. Each particular situation requires its own mix of observing, probing, analyzing and deducting. In many ways, the needs analysis is like detective work; you follow up on every lead, check every piece of information and examine every alternative before drawing any solid conclusions. Only then you can ensure of having the evidence on which to base a sound strategy for problem solving. It is always recommended to have an INTEGRATED TRAINING SYSTEM (ITS) is focused on producing individuals who perform specific tasks to a high standard. This is accomplished by integrating learning activities with actual performance of the tasks being learned. An ITS; incorporates the features of both instructional design and systems engineering. Necessary elements are: a set of goals and target behaviors, courseware, a delivery system, training personnel, training aids and an ongoing support system. Team Approach: An effective technique in planning and conducting a needs assessment is to develop a team within the department. This team, composed of key players, may consist of: 28

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Line management (supervisors and upper management)

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Employees

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HRD/HR personnel (including instructors)

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Subject matter experts

The makeup of the organization being assessed and the various internal relationships dictate the composition of the team. Identifying Team Members: Identifying the team members will vary from department to department. For example, in one department, HRD staff members may do this, while in another, the head of the department or a task force will identify team members. Formation of the Team: Following is a list of suggestions to consider when forming a team: -

Draw team members from many organizational levels and across different functions.

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Consider soliciting support in other HR areas, for example: Workforce Planning and Analysis, Organizational Development, and other Personnel Management functions.

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Be sure to include representatives from the organization being assessed.

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Consider forming a “core team” and supplementing the team with temporary or part time assistance. The use of personnel details and rotational assignments may be exactly what is needed to support the effort. 29

(For example, you may want several days of help from your Information Resources Management Office for data collection and analysis.) -

Determine the cost and feasibility of utilizing external resources, primarily private contractors or consultants. This resource offers assistance only when needed and provides an unbiased, fresh view of the organization.

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Decide team members’ roles and leadership responsibilities who have: o Good interpersonal communication skills. o Effective management skills, including time management. o Breadth of knowledge of the organization. o Strong interest in training and development. o Clear understanding and support of the needs assessment goals and

process. Private Consultant Roles: Below are possible roles for private consultants. -

Supplement your staff in areas of expertise that are missing.

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Design data collection tools.

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Collect data (e.g., interviews).

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Analyze data.

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Perform follow-up activities such as designing, developing, and delivering training.

Key Role Assignments: Within the team, key role assignments are important to make. Consider the following criteria when making assignments:

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The competency level of the employee to effectively perform his/her duties.

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Organizational knowledge and subject matter specialty of employee.

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Availability of the key player.

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Previous experience in conducting a needs assessment or involvement in a similar activity.

1. Develop a training plan. This is a vital planning stage. The training plan may include your mission and goals; the specific tasks to be performed; the processes, procedures and methods to be used in the training; the standards to be met by instructors; and expected performance by trainees. 2. Design the training materials. During the design phase, create the materials used by instructors and students. Create student and instructor manuals, electronic presentations, projects and task simulations, assessment tests or quizzes and any required job aids. Polish all materials and review them for accuracy. 3. Release a test program. The purpose of the test program is to determine the viability and usability of the training program. Test the hardware and software, conduct trial training sessions and verify results. After testing, make any needed changes to the program before general release. 4. Train the trainers. Workshops to train the trainers in the use of the new

system are vital. Trainers should participate in sessions like those they will 31

deliver, supplemented by instructions on how the process works; its intended result and the use of training aids. Practice the delivery methods. This makes the training go much more smoothly from the outset. 5. Implement training with the target audience. In this phase, trainers who have demonstrated their competency conduct training sessions with the target population. Some of the training may be delivered in an electronic format, but should be supplemented by face-to-face instruction that includes practice, participation in simulated activities or projects and assessment of competency in the tasks being learned. 6. Evaluate the results of the training against the original goals. Once training is completed, it is important to evaluate the performance of the target group against the desired standard. Results should meet the standards set for the training and contribute to overarching organizational goals. This feedback can be used to modify and change the training process or content as needed.

CONSTRUCTING A TRAINING CALENDAR When constructing an annual training calendar, be wary of simply asking managers what training they want delivered. Assessing training needs this way; you will most probably get a wish list with little connection to the real needs of 32

the organization. When the time comes and they and their workers are pressed for time, you may find it difficult to fill seats. Training is expensive, and there is no better method for wasting your scare training dollars. It has been observed that many managers are not skilled in identifying which of their problems can be solved by training and which cannot. For a training calendar to be effective, it needs to be tailored for your specific organization’s real needs. Ask your managers what training they need. However, make sure you engage them in constructive dialog about what their real problems are and which of them can realistically be addressed through training. If the performance shortfall is a one-off problem, such as an increasing number of customer complaints, it may be more effective and cost efficient to address the issue on an improvement project basis. Training calendars are best suited to repeatable and regular demand, such as refresher skills training for infrequently performed technical tasks and for new recruits joining the organization. In these cases, review what training is required on a regular basis and look at what new recruits need to be proficient at soon after they join your organization. Generally speaking, consult with your management team by checking off which of the following areas require inclusion in your training calendar: -

management, leadership and supervision skills

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soft skills, such as communication and conflict resolution

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environment, health and safety 33

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human resource processes, such as performance management

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business skills, such as strategy, planning and process improvement

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technical line and staff skills such as telephone etiquette and inventory management

In constructing your training calendar, we suggest you also consider looking at one or more of the data sources listed in the next section. Once you have composed your list of courses, assess demand for each course and the required frequency, all the while, keeping an eye on your budget. With a limited budget, we suggest you get your management team to help you assess priorities.

CHARACTERISTICS OF A GOOD TRAINING PLAN A good plan is characterized by the following: -

Identifies the goal, purpose, and level (organizational, occupational, and/or individual) of the particular assessment.

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Shows a relationship between the levels of assessment. 34

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Demonstrates at what level the assessment begins and how that data will be linked to the other levels.

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Uses relevant department planning documents, productivity reports, work studies, evaluations, trend analyses, and needs assessment instruments to provide accurate and reliable information on organizational, occupational, and individual performance.

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Incorporates, as needed, other systems such as performance appraisal processes, succession planning strategies, and career planning systems to retrieve information on organizational, occupational, and individual performance.

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Forms the basis for ongoing process for planning

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Has scopes for improvement

METHODS FOR IDENTIFICATION OF TRAINING NEED Appraisal Reviews: During the periodic counseling performance interview, an employee should be questioned regarding the duties and training of a worker. Comments rendered during the appraisal interviews normally are genuine, and can frequently assist in establishing the needs, variations and penetrations that a training program should include. Feedback during an appraisal interview is 35

valuable since it is timely information. Training needs differ from worker to worker, and appraisal sessions allow the employee and supervisor/manager to uncover the cause of weakness in performance of an individual and/or the team. These deficiencies represent areas for training. Analysis of Organizational Policy: Organization policy will affect the amount of training offered. An explanation of various policies should be covered in the training program. Of particular concern are those policies that involve change, alteration and major revamping of training programs. In organizations undergoing merger activity, product diversification and new penetration, a great deal of sensitivity must be placed on policies today and expected changes in the future. For the purpose of completion of this project, a combination of all the above methodologies would be used. Random samples would be chosen from different teams and would become subjects for each technique such as observation, interview etc. For appraisal reviews in specific, appraisal documents would be selected at random and analysed to identify any mention of training and development needs. Brainstorming is the name given to a situation when a group of people meet to generate new ideas around a specific area of interest. Using rules which remove inhibitions, people are able to think more freely and move into new areas of thought and so create numerous new ideas and solutions. The participants shout out ideas as they occur to them and then build on the ideas raised by others. All

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the ideas are noted down and are not criticized. Only when the brainstorming session is over are the ideas evaluated.

Figure 11

Brainstorming creates new ideas, solves problems, motivates and develops teams. Brainstorming motivates because it involves members of a team in bigger management issues, and it gets a team working together. However, brainstorming is not simply a random activity. Brainstorming needs to be structured and it follows brainstorming rules. The brainstorming process is described below, for which you will need a flip-chart or alternative. This is crucial as Brainstorming needs to involve the team, which means that everyone must be able to see what's happening. Brainstorming places a significant burden on the facilitator to manage the process, people's involvement and sensitivities, and then to manage the follow up actions. Use Brainstorming well and you will see excellent results in improving the organization, performance, and developing the team. The process of Brain storming is provided below: -

Define and agree the objective: Ensure everyone participating in the brainstorm session understands and agrees the aim of the session (ex. to 37

formulate a new job description for a customer services clerk; to formulate a series of new promotional activities for the next trading year; to suggest ways of improving cooperation between the sales and service departments; to identify costs saving opportunities that will not reduce performance or morale, etc.). Keep the brainstorming objective simple. Allocate a time limit. This will enable you to keep the random brainstorming activity under control and on track. -

Manage the actual brainstorming activity: Brainstorming enables people to suggest ideas at random. Your job as facilitator is to encourage everyone to participate, to dismiss nothing, and to prevent others from pouring scorn on the wilder suggestions (some of the best ideas are initially the daftest ones - added to which people won't participate if their suggestions are criticized). During the random collection of ideas the facilitator must record every suggestion on the flip-chart. Use Blue track or sticky tape to hang the sheets around the walls. At the end of the time limit or when ideas have been exhausted, use different colored pens to categorize, group, connect and link the random ideas. Condense and refine the ideas by making new headings or lists. You can diplomatically combine or include the weaker ideas within other themes to avoid dismissing or rejecting contributions (remember brainstorming is about team building and motivation too - you don't want it to have the reverse effect on some people). With the group, assess, evaluate and analyze the effects and validity of the ideas or the list. Develop and prioritize the ideas into a more finished list or set of actions or options. 38

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Implement the actions agreed from the brainstorming: Agree what the next actions will be. Agree a timescale, who's responsible. After the session circulate notes, monitor and give feedback. It's crucial to develop a clear and positive outcome, so that people feel their effort and contribution was worthwhile. When people see that their efforts have resulted in action and change, they will be motivated and keen to help again.

Direct Observation: Direct Observation is an underused and valuable method for collecting evaluation and information. “Seeing” and “listening” are the key to observation. Through observation the opportunity to document activities, behavior and physical aspect without having to depend upon peoples’ willingness and ability to perform to questions. In this approach, an employee’s performance itself is the source of information. The worker’s performance is evaluated through first-hand observation and analysis. This is best accomplished by watching the worker and playing the role of non-participating observer. This means that you watch and listen and evaluate what you see and hear, but do not get involved in his work process in any way.

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Figure 12

To make this activity more productive, a checklist can be used to be reminded of what to look for and notes can be taken. The objective during observations is to identify both the strengths to build on and the deficiencies to overcome. A key advantage of using direct observation in the needs analysis is that you gain first-hand knowledge and understanding of the job being performed and the strengths and weaknesses of the relevant worker. Observation is a useful tool when: - When there is a requirement of direct information - When one is trying to understand an ongoing behavior, process, unfolding situation or event. 40

- When there is physical evidence, products or outcomes that can be readily seen. - When written or other data collection procedures seem inappropriate. Interviews: The use of interviews in conducting the needs analysis is strongly urged. The prime value of interview guides is that they ensure the same types of data from all sources. This allows the analyst to determine whether a piece of information is one person’s opinion, or part of a widespread perception. Since the interview guide forces you to ask each worker a number of predetermined questions, you must select those questions that are essential to what you are trying to learn.

Figure 13

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Interviews also allow the analyst to meet employees face to face to discuss their impressions of performance. Because he is in conversation with workers, their responses can be explored in depth. A personal interview by a trained interviewer who is independent of the organization is a means of obtaining high quality information about an individual or members of a team. Not only can the interviewer collect standard information, but he/she can ask penetrating questions to identify the reasons for the feedback. The information can be fed back to the subject in a non-attributable manner, but with much more information, including not only actual quotes but the appropriate voice tone and emphasis of the original quote. If the interviewer is also commissioned to coach the individual or team, this quality information will ensure that real issues are properly dealt with. Interviews are normally used as an additional way of obtaining information and should always be supplemented by other means of gathering information. The main advantages of an interview are: - The information received is more detailed, adding qualitative information to quantitative answers in questionnaires. - Misunderstandings may be avoided, as the respondent is able to ask clarifying questions.

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The interview method recommended for use during missions is called the structured or formalized interview as opposed to an open interview. The structured interview should always follow a list of questions decided upon beforehand and changes and/or additions to the questions should not be made unless absolutely necessary. However, the interviewer is of course welcome to answer clarifying questions from the respondent, whenever necessary. Each interview should take between one and two hours, taking into account that the respondent sometimes needed time to find the right answers. 360° feedback surveys: helps the organization obtain quality information about performance and relationships by posing a set of standard questions to an individual's line manager, peers and direct reports. This all around (360°) approach identifies any variation of behaviour in different roles and minimises personal bias. The information can be collected on paper forms or using computer systems; the print-out in either case acts as a third party report which managers or coaches and their clients can discuss in a non-emotional manner. 360 degree appraisals involve the employee to be appraised receiving feedback from people (named or anonymous) whose views are considered helpful and relevant. The feedback is typically provided on a form showing job skills/abilities/attitudinal/behavioral criteria and some sort of scoring or value judgment system. The employee assessed should also assess themselves using the same feedback instrument or form.

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360 degree respondents can be the assessed employees peers, up-line managers/execs, subordinate staff, team members, other staff, customers, suppliers - anyone who comes into contact with the employee being appraised and has opinions/views/reactions of and to the appraised employee. Numerous systems and providers are available – however it wouldn't be recommended that any in particular system or provider be selected because this process should be developed with materials for ones’ own situation, keeping in mind the organizations environment in this, which like all participative approaches, often works well.

Figure 14

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Developing 360 degree appraisals systems process make ideal subjects for a workshops, which in itself contains some very helpful developmental benefits and experience for all involved. If you're not able to get everyone together for a workshop you should solicit input and ideas - particularly about appraisal criteria and respondents and anonymity - then draft out process and materials - then issue for approval, then pilot, review, adapt and then implement. Adapt, improve and develop on an ongoing basis. It recommends that a 360° survey should precede any developmental coaching programme. When reviewing an individual it is often best to ask open questions such as: -

Keep doing: What are the things which 'name' currently does which help you and which you hope (s)he will continue to do?

-

Do more of: What are the things you would like 'name' to start doing or do more of?

-

Do less of: What are the things which 'name' does which get in the way and which you would like to be done less often?

-

Development needs: What are the areas upon which you feel 'name' should really concentrate in order to improve the managerial performance of the organisation? You may wish to highlight aspects of how (s)he manages or specific objectives or accountabilities which you feel need attention.

-

Personal strengths: What do you see as the key strengths which 'name' brings to his/her job? 45

This information can then be consolidated by an independent consultant and fed back in a relatively unattributed manner. One needs to ensure the below mentioned factors when using 360° degree appraisal. - Consider and decide what you need the 360 degree system to achieve. What must it be? How must it work? What difference must it make? - Choose/design a system (or system provider), i.e., research and investigate the options (other local or same-sector companies using 360 already are a helpful reference point). - Check the legal and contractual issues for your situation - privacy, individual choice, acceptable practices and rules, training, data protection, individual rights, adoption guide, etc. (360 degree systems are welldeveloped and established. Best practice and good reference should be used.) - When you've decided on a system, pilot it with a few people to make sure it does what you expect. (It's best to establish some simple parameters or KPI's by which you can make this assessment, rather than basing success on instinct or subjective views.) 46

- When satisfied with the system, launch it via a seminar or workshop, preferably including role-plays and/or practical demonstration. - Support the implementation with ongoing training, (include an overview in your induction training as well), a written process guide/booklet, and also publish process and standards on your intranet if you have one. - Establish review and monitoring responsibility. -

Ensure any 360 degree appraisal system is introduced and applied from top down, not bottom up, so everyone can see that the CEO is happy to undertake what he/she expects all the other staff to do. As with anything else, if the CEO and board agree to undertake it first, the system will have much stronger take-up and credibility. If the plan for 360 feedback introduction is likely to be seen as another instrument of executive domination then re-think your plans.

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TRAINING METHODS COGNITIVE METHODS These are more of giving theoretical training to the trainees. The various methods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating learning. Cognitive training involves completing a variety of computerized exercises specifically designed to improve cognitive functioning in areas such as sustained attention, thinking before acting, visual and auditory processing, listening, reading etc. The principle underlying cognitive training is to help improve the "core" abilities and self-control necessary for an individual to succeed professionally. The purpose of cognitive training is to teach the concepts and attitudes necessary for working towards the defined goals. Computer Based Training: With the worldwide expansion of companies and changing technologies, the demands for knowledge and skilled employees have increased more than ever, which in turn, is putting pressure on HR department to provide training at lower costs. Many organizations are now implementing CBT as an alternative to classroom based training to accomplish those goals.

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Figure 15

CBT does not require face to face interaction with a human trainer. This method is so varied in its applications that it is difficult to describe in concise terms. The various methods that come under Cognitive approach are: 1. Intelligent Tutorial system: This system uses artificial intelligence to assist

in training or tutoring the participants. This system learns through trainee responses. Features of Intelligent Tutorial Systems (ITS) - It selects the appropriate level of instructions for the participants - It guides the trainees 49

- It is a text-based system - It also evaluates the training program - It also improves the methodology for teaching the trainee based on the information - It is an interactive system - It determines the trainee’s level of understanding Intelligent Tutorial System (ITS) comprises of 5 components: a. A domain expert also called the expert knowledge base b. A trainee model – stores the information on how the trainee is performing during the training program c. A scenario generator d. A training session manager – interprets trainees responses and responds either with tutoring, more content or information e. A user interface – allows the trainee to communicate with the Intelligent tutorial System 2. Programmed Instructions: This is a Computer-based training that

comprises of graphics, multimedia, text that is connected to one another and is stored in memory. Programmed instruction is the procedure of guiding the participants strategically through the information in a way that facilitates the most effective and efficient learning. It provides the participant with content, 50

information, asks questions, and based on the answer goes to the next level of information i.e. if the trainee gives the correct answer; one branch moves the trainee forward to the new information. And if the trainee gives the wrong answer then different branch is activated, taking the trainee back to the review relevant information in more elaborate manner. This method allows the trainees to go through the content according to the individual speed, and capability. Those trainees, who respond better, move through the content rapidly. In programmed instruction, trainees receive information in substantial amount and then tested on their retention of information. If the trainees are not able to retain the information, they are referred back to the original information. If the trainees retain the information, they are referred to the next log of information that is to be learned. Features of Programmed Instructions: a. It provides immediate feedback to trainee response b. It frequently reviews the content c. It programs small learning steps that results in fewer response errors d. It allows trainees to move through the content at their own speed, or capability e. It requires frequent active responses by the trainees

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3.

Virtual Reality: This training method that puts the participant in 3-

D environment. The three dimensional environment stimulates situations and events that are experienced in the job. The participant interacts with 3-D images to accomplish the training objectives. This type of environment is created to give trainee the impression of physical involvement in an environment. To experience virtual reality, the trainee wears devices, like headset, gloves, treadmills, etc. Virtual Reality provides trainees with an understanding of the consequences of their actions in the work environment by interpreting and responding to the trainees’ their actions and responses. Features of Virtual Reality System a. Requires sound technical understanding b. It is expensive c. It is time consuming d. It is flexible in nature e. It reduces travelling cost overheads f. It requires excellent infrastructure g. It predicts the outcome with outmost precision Demonstration is a visual display of how something works or how to do something. As an example, trainer shows the trainees how to perform or how to

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do the tasks of the job. In order to be more effective, demonstration method should be should be accompanied by the discussion or lecture method.

Figure 16

To carry out an effective demonstration, a trainer first prepares the lesson plan by breaking the task to be performed into smaller modules, easily learned parts. Then, the trainer sequentially organizes those modules and prepares an explanation for why that part is required. While performing the demonstration, trainer: - Demonstrates the task by describing how to do, while doing - Helps the focusing their attention on critical aspects of the task

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- Tells the trainees what you will be doing so they understand what you will be showing them - Explains why it should be carried out in that way After completing the demonstration the trainer provide feedback, both positive and or negative, give the trainee the opportunity to do the task and describe what he is doing and why. ON THE JOB TRAINING On-the-job training focuses on the acquisition of skills within the work environment generally under normal working conditions. Through on-the-job training, workers acquire both general skills that they can transfer from one job to another and specific skills that are unique to a particular job. On-the-job training, typically includes verbal and written instruction, demonstration and observation, and hands-on practice and imitation. In addition, the on-the-job training process involves one employee—usually a supervisor or an experienced employee— passing knowledge and skills on to a novice employee. On-the-job training is the oldest form of training. Prior to the advent of off-site training classrooms, the only practical way of learning a job was working alongside an experienced worker in a particular trade or profession—as evinced by the practice of apprenticeship during the Middle Ages when master craftsmen passed on skills and knowledge to novices who worked alongside them. 54

Coaching is one of the training methods, which is considered as a corrective method for inadequate performance. It provides an opportunity to receive feedback from an expert. It helps in identifying weaknesses and focus on the area that needs improvement. This method best suits for the people at the top because if we see on emotional front, when a person reaches the top, he gets lonely and it becomes difficult to find someone to talk to. It helps in finding out the executive’s specific developmental needs. The needs can be identified through 360 degree performance reviews.

Figure 17

The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed by successive counseling and meetings at the executive’s convenience by the coach. The procedure for Coaching is:

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1. Understand the participant’s job, the knowledge, skills, and attitudes, and resources required to meet the desired expectation 2. Meet the participant and mutually agree on the objective that has to be achieved 3. Mutually arrive at a plan and schedule 4. At the job, show the participant how to achieve the objectives, observe the performance and then provide feedback 5. Repeat step 4 until performance improves For the people at middle level management, coaching is more likely done by the supervisor; however experts from outside the organization are at times used for up and coming managers. Job Rotation takes on different perspectives. The executive is usually not simply going to another department. In some vertically integrated organizations, for example, where the supplier is actually part of same organization or subsidiary, job rotation might be to the supplier to see how the business operates from the supplier point of view. Learning how the organization is perceived from the outside broadens the executive’s outlook on the process of the organization. Or the rotation might be to a foreign office to provide a global perspective. For managers being developed for executive roles, rotation to different functions in the company is regular carried out. This approach allows the manger to operate in diverse roles and understand the different issues that crop up. If someone is to be a corporate leader, they must have this type of training. A recent study 56

indicated that the single most significant factor that leads to leader’s achievement was the variety of experiences in different departments, business units, cities, and countries.

Figure 18

An organized and helpful way to develop talent for the management or executive level of the organization is job rotation. It is the process of preparing employees at a lower level to replace someone at the next higher level. It is generally done for the designations that are crucial for the effective and efficient functioning of the organization.

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Benefits of Job Rotation a. It provides the employees with opportunities to broaden the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries b. Identification of Knowledge, skills, and attitudes (KSAs) required c. It determines the areas where improvement is required d. Assessment of the employees who have the potential and caliber for filling the position BEHAVIOURAL METHOD: These methods are more of giving practical training to the trainees. The various methods under Behavioral approach allow the trainee to behavior in a real fashion. These methods are best used for skill development. The behavioral approach measures learning in terms of relatively permanent changes in behavior, unlike the cognitive approach, which insists that even though learning can be inferred from behavior, it is separate from the behavior itself. The behavioral approach suggests that learning has only taken place if the learner displays behavior related to the new learning. When using the behavioral approach in training, the trainer controls learning by controlling what incentives the trainees are subjected to, and what reinforcements the learner experiences during training. The learner is dependent on the trainer to 58

provide reinforcement to show the correct responses to incentives. The trainer has almost all control over the content being learned and the training processes being used, while the trainees have little to no control and are generally more passive. Their motivation tends to be a result of external factors, such as competition and rewards, rather than because of a personal wish to learn the material. When using the behavioral approach in training, it is especially important to provide feedback to the trainees. Without feedback on their behaviors, it is difficult for the trainees to know what behavior to continue and what behavior to stop. The behavioral approach is best used when the training is fact or task oriented. The behavioral approach to training has many implications for trainers. More time will have to be allotted for providing feedback on the trainees’ work and behaviors to allow them to adjust their behaviors appropriately. This may mean extra time spent in class or training to provide feedback then or the trainer may need to provide feedback on his or her own time. Some challenges to applying this technique include the trainees’ attention and enthusiasm for the training may be less than desired, and the behavioral approach ignores personal growth and development. Also, there is little or no self-guided learning with this approach, so the trainer would have to take on the role of disciplinarian. Few Behavioral training methods are:

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Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather than a solution. Their solutions are not as important as the understanding of advantages and disadvantages. A case study is all about how something exists within a real world context that is created by carefully examining an instance. It recounts real life situations that present individuals with a dilemma or uncertain outcome. The case describes the scenario in the context of the events, people and factors that influence it and enables students to identify closely with those involved. When multiple cases are examined then it is called a comparative case study. A case study as a general approach to understanding phenomena can involve many specific methodologies such as interviews and direct observation. The art and science of creating case studies is known as the case method. Thus the case method is a set of specialized research and writing techniques designed to create rigorous case studies. It also refers to ways of teaching with case studies. Procedure of the Case Study Method - The trainee is given with some written material, and the some complex situations of a real or imaginary organization. - A series of questions usually appears at the end of the case study. 60

- The longer case studies provide enough of the information to be examined while the shorter ones require the trainee to explore and conduct research to gather appropriate amount of information. - The trainee then makes certain judgment and opines about the case by identifying and giving possible solutions to the problem. - In between trainees are given time to digest the information. If there is enough time left, they are also allowed to collect relevant information that supports their solution. - Once the individuals reach the solution of a problem, they meet in small groups to discuss the options, solutions generated. - Then, the trainee meets with the trainer, who further discusses the case. Case Study method focuses on: - Building decision making skills - Assessing and developing Knowledge, Skills and Attitudes (KSAs) - Developing communication and interpersonal skills - Developing management skills - Developing procedural and strategic knowledge In-Basket Technique acquaints new or promoted employees with the complexities of their jobs by presenting them with a range of problems they might find in their 'in basket' when they take up the job. It provides trainees with a log of written text or information and requests, such as memos, messages, and 61

reports, which would be handled by manger, engineer, reporting officer, or administrator. Procedure of the In-basket Technique - In this technique, trainee is given some information about the role to be played such as, description, responsibilities, general context about the role. - The trainee is then given the log of materials that make up the in-basket and asked to respond to materials within a particular time period. - After all the trainees complete in-basket, a discussion with the trainer takes place. - In this discussion the trainee describes the justification for the decisions. - The trainer then provides feedback, reinforcing decisions made suitably or encouraging the trainee to increase alternatives for those made unsuitably. A variation on the technique is to run multiple, simultaneous in baskets in which each trainee receives a different but organized set of information. It is important that trainees must communicate with each other to accumulate the entire information required to make a suitable decision. This technique focuses on: - Building decision making skills - Assess and develops Knowledge, Skills and Attitudes (KSAs) - Develops of communication and interpersonal skills 62

- Develops procedural knowledge - Develops strategic knowledge

Figure 19

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EVALUATION OF TRAINING SOLUTIONS It is important to think about how you are going to evaluate your learning and development activities at the planning stage and build this into your Training Needs Analysis. Evaluation helps demonstrate the value of training and learning and will help you plan future training and learning activities. The main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training. Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes. Process of Training Evaluation Before Training: The learner's skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to 64

give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style. During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals After Training: It is the phase when learner’s skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Techniques of Evaluation The various methods of training evaluation are: - Observation - Questionnaire - Interview - Self-diaries - Self-recording of specific incidents

Benefits of Training Evaluation Evaluation acts as a check to ensure that the training is able to fill the competency gaps within the organisation in a cost effective way. This is especially very 65

important in wake of the fact the organisations are trying to cut costs and increase globally. Some of the benefits of the training evaluation are as under: - Evaluation ensures accountability - Training evaluation ensures that

training programs comply with the competency gaps and that the deliverables are not compromised upon. . - Check the Cost - Evaluation ensures that the training programs are effective

in improving the work quality, employee behaviour, attitude and development of new skills within the employee within a certain budget. Since globally companies are trying to cut their costs without compromising upon the quality, evaluation just aims at achieving the same with training. - Feedback to the Trainer / Training - Evaluation also acts as a feedback to

the trainer or the facilitator and the entire training process. Since evaluation accesses individuals at the level of their work, it gets easier to understand the loopholes of the training and the changes required in the training methodology. Once the data gathered at organisational, team and individual level, the data gets analysed at all levels to check if the desired results has been obtained. Further, it also brings together into the future learning and development plan basis the outcome. The plan should not only identify the learning requirements within the organisation, but should prioritise them and set out the ways in which the 66

requirements can be met, the resources needed, the timescale, and the way in which the learning will be evaluated. The Kirkpatrick model identifies four levels of evaluation:

Figure 20

Level 1: Reaction This asks learners how they felt about the learning they took part in. It is usually assessed using a course evaluation questionnaire or ‘happy sheet’. 67

There are alternatives to questionnaires. For example, you could end a training session by asking people to jot down answers on post-it notes to questions such as what I liked, what could be improved, what I learnt, what else do I need to learn. You can then collate these on a flipchart. Level 2: Learning This assesses what has been learnt and the ways you assess this wil depend on what participants should have learnt at the end of the training (the learning objective). For example, if the learning objective was particular information about health and safety policies, then this could be tested with a quiz. If the learning objective was to learn to perform a particular task such as producing a spreadsheet or chairing a meeting, then this can be tested and observed in the workplace. Level 3: Behaviour This evaluates the effect that taking part in the training or learning has on an individual’s behaviour in their job. This can be assessed by reviewing changes in their knowledge, skills and competence as part of their supervision and appraisal process. Level 4: Results No training assessment system is complete without an evaluation element. The main objective in this phase is to find out whether the actual training and 68

development needs, not wants, were detected. It is also an attempt to pinpoint inadequacies in the needs assessment system, provide feedback to the concerned parties and to suggest corrections. This looks at the impact of the learning on the organisation’s performance as a whole. If the learning objectives are clearly linked to organisational objectives, then data linking learning to organisational changes will be easier to obtain and analyse. However, it is not always easy to link learning and development activities directly to overall organisational performance. There are the two principal factors which need to be resolved: - Who is responsible for the validation and evaluation processes? - What resources of time, people and money are available for validation/evaluation purposes? (Within this, consider the effect of variation to these, for instance an unexpected cut in budget or manpower. In other words anticipate and plan contingency to deal with variation.) Responsibility for the evaluation of training Traditionally, in the main, any evaluation or other assessment has been left to the trainers "because that is their job...". However, the 'Training Evaluation Quintet' advocated consists of: 1. Senior management 2. The trainer 69

3. Line Manager

4. The Training Manager 5. The Trainee

Each has their own responsibilities, by which they are supposed to evaluate the trained individual on set parameters.

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COMPANY PROFILE Xxxxxxs Xxxxxxs are a major global financial services provider engaged in retail and commercial xxxxxxing, credit cards, investment xxxxxxing, wealth management and investment management services, with an extensive international presence in Europe, the USA, Africa and Asia. With over 300 years of history and expertise in xxxxxxing, Xxxxxxs operates in over 50 countries and employs over 140,000 people. Xxxxxxs has over 49 million customers and clients worldwide. Xxxxxxs has grown to offer a range of products and services tailored to meet the specific needs of its customers all over the world. As a responsible global citizen, Xxxxxxs is committed to ensuring the sustainability of the communities in which the business operates, and strives for sustainable relationships with customers and clients worldwide. From basic accounts in developing markets to financial expertise in high street branches, Xxxxxxs services include credit cards, insurance, loans, mortgages and more. Personal Xxxxxxing Xxxxxxs offers personal xxxxxxing services to customers in 20 key countries around the world, and provides credit card facilities through Xxxxxxcard to many more. 71

Products and services for personal customers include: - Xxxxxx accounts, from entry-level through to premier options - A range of credit cards through Xxxxxxcard

- Savings accounts - Loans - Insurance - Online xxxxxxing

- Mortgages through Woolwich. Premier Xxxxxxing Xxxxxxs also offers a preferential xxxxxxing service through Xxxxxxs Premier to customers in selected countries around the world. The services available to Premier customers include: - A preferential service for everyday xxxxxxing needs

- A local relationship team - Exclusive lifestyle membership programmes - Premier global lounges in key cities across the world - Preferential xxxxxxing products.

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Xxxxxxs supports businesses all over the world with services to suit their location, ambitions, challenges and scale, from local enterprises to multinational corporations. Xxxxxxs provides a range of financial services to business customers all over the world, offering, when appropriate, specialist advice and products to meet their diverse demands. Products and services for corporate and business customers include: Corporate and business xxxxxxing - Support for businesses of any size – from microenterprises to multinationals - Online xxxxxxing

- Savings and investments - Card services - Risk management - Access to services from Xxxxxxs Investment Xxxxxxing and Investment

Management portfolio - Leveraged xxxxxx

- International trading - Business loans. Investment Xxxxxxing Xxxxxxs Capital is the investment xxxxxxing division of Xxxxxxs PLC. With a distinctive business model, Xxxxxxs Capital provides large corporate, government and institutional clients with a full spectrum of solutions to their 73

strategic advisory, financing and risk management needs. Xxxxxxs Capital has offices around the world, employs over 25,000 people and has the global reach, advisory services and distribution power to meet the needs of issuers and investors worldwide. Xxxxxxs Capital provides large corporate, government and institutional clients with a full spectrum of solutions to their strategic advisory, financing and risk management needs. Wealth Management Xxxxxxs Wealth is a leading global wealth manager and the UK’s largest, with total client assets of £170bn, as at 30 June 2011. With offices in over 20 countries, Xxxxxxs Wealth focuses on private and intermediary clients worldwide,

providing

international

and

private

xxxxxxing,

investment

management, fiduciary services and brokerage. Xxxxxxs Wealth focuses on private and intermediary clients worldwide, providing international and private xxxxxxing, investment management, fiduciary services, and brokerage. Xxxxxxs India Xxxxxxs Corporate India services the needs of over 400,000 clients and customers across the country. Xxxxxxs opened its doors to commercial customers in November 2006 and today has a roster of over 2000 clients. Xxxxxxs Corporate, India is focused on servicing the needs of large Indian corporates, the corporates in the SME sector, 74

and Indian companies looking to grow overseas. Xxxxxxs offers its clients a broad spectrum of services including loans, deposits, payments & cash management services, trade xxxxxx and treasury solutions. The consumer xxxxxxing division, launched in May 2007, offers primarily mass affluent customers a growing suite of products and services. These include arguably the best Premier services offering in the country, with products ranging from secured and unsecured lending to cash management investment products and insurance. Xxxxxxs Corporate also offers ‘Hello Money’, a revolutionary mobile xxxxxxing service that combines technology and convenience. Xxxxxxs Corporate currently has a network of over 50 distribution points through its network of branches and Xxxxxxs Xxxxxx outlets across the country. Xxxxxxs Xxxxxx was launched in March 2008, as a non-xxxxxxing xxxxxx company, to bolster the Xxxxxxs Corporate footprint in the country. Investing in the community is an important part of Xxxxxxs’ sustainability strategy. Globally, Xxxxxxs has focused efforts on financial inclusion, entrepreneurship, education, enterprise and helping people into employment. Xxxxxxs Xxxxxx Xxxxxxs Xxxxxx is the trade name of Xxxxxxs Ltd. offering competitive products and services to deliver superior value and more importantly suit

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customer needs. The various products on offer are Personal Installment Loans, Business Installment Loans, and Loan against Property etc. Xxxxxxs Xxxxxx in India has about 230 employees who cater to about 15 lakh customers and their loan requirements. Xxxxxxs Xxxxxx deal with providing financial support under various headings. Personal Installment Loans Personal Installment Loans Personal Loans from Xxxxxxs Xxxxxx are tailor made to help you put your short term monetary worries to rest. Whether it's for realizing a long unfulfilled dream or a sudden emergency, the quick and easy to avail Personal Loan from Xxxxxxs Xxxxxx will always be available to you. Business Installment Loans Every small and medium sized enterprise needs access to working capital. The business installment loan not only helps you meet your working capital needs, but also helps fulfill your aspirations of expanding your business. With easy documentation and maximum benefits, this loan makes for some sensible capital fulfillment. Loan against Property Xxxxxxs Xxxxxx loan against property helps you ensure you make an easy choice between satisfying your business requirements and personal ones. You can avail loans up to 65% of the property value, for tenures as high as 15 years for various purposes. 76

RESEARCH METHODOLOGY There are a number of practical methods that can be used to gather data about employees’ performance. Each has its advantages; therefore, it is important to determine which would be the best in the given circumstances. The research methodology used for assessing the Training Need Analysis for Xxxxxxs Xxxxxx was through questionnaire. Questionnaires: A questionnaire is a sort of interview on paper. The questionnaire could be generic or different for different individuals/teams. The individual responses can then be collated to get a broad idea of the training needs. The key advantage of a questionnaire is that every person, from whom an input is desired, can be included in the process. Employees can complete the questionnaire when and where they choose. Questionnaires can be useful in obtaining a ‘the big picture’ of what a large number of employees think while allowing everyone to feel that they have had an opportunity to participate in the needs analysis process. A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents.

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Although they are often designed for statistical analysis of the responses, this is not always the case. Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. Why Questionnaire: The resources were limited and data was needed from many people. As it was easy to disseminate questionnaires relatively inexpensively, this method was used. The information was also required in a uniform form for a set of parameters to decide on the a balanced authentic information. 1 We were to gather quick data about the knowledge, beliefs, attitudes and behaviors of the employees. The questionnaires were helpful in gathering information that is unique to individuals, such as attitudes or knowledge. It was important to protect the privacy of participants. Questionnaires are helpful in maintaining participants’ privacy because participants’ responses can be anonymous or confidential. This is especially important as we were gathering sensitive information. How do you plan and develop a questionnaire? Define your objectives: The most critical part of developing your questionnaire is defining what you want from it and how you will use the information to answer 78

your evaluation questions. By taking the time to define your purpose and objectives you will reduce the likelihood of gathering unusable information. Select the number and type of participants for your questionnaire: Selecting the type of participants you want to include is part of determining your objectives. For example, if you need to know if health educators who participated in your training are using the information in their teaching, your participants will be teachers who participated in the training. You should also decide if you should include all possible participants or if a sample will suffice. This will depend on the number of possible participants and the resources you have available. Develop questions that clearly communicate what you want to know. - Use clear and simple wording written at the reading level of your participants. - Avoid using abbreviations, jargon, or colloquial phrases. Decide when to use closed-ended versus open-ended questions: Closed-ended questions include a list of predetermined answers from which participants can choose. Open-ended questions allow the participant to answer the question in their own words. Closed-ended questions are easier to analyze. Open-ended questions can be useful if you do not know the possible answers to questions or for gathering insightful or unexpected information. However, open-ended questions are more difficult and time-consuming to analyze because you have to categorize and summarize the answers. 79

Include demographic question: Questionnaires usually include demographic questions such as sex, race, age, education, and where the participant works or lives. The purpose of these questions is to describe subgroups of respondents. Limit the demographic questions to only those that are important for your analysis. For example, if you do not plan to compare the data by age, do not include age on the questionnaire. Place questions in a logical order that flows well: Start with less sensitive questions and end with more sensitive questions. Order the questions in a way that makes sense to the participant, such as by topic area. Pilot test the questionnaire: Testing your questionnaire before you administer it will help you find out if participants will understand the questions, if the questions mean the same thing to all participants, if it provides you with the data you need, and how long it takes to complete. Test your questionnaire with a small group who are similar to your intended participants. Communicate the value of your questionnaire: Participants will be more likely to complete your questionnaire if they understand its value. Communicate the purpose of the questionnaire, how you plan to use the data, and how the results will help participants. Follow-up: If the questionnaire is administered by mail or electronically you will need to re-contact the participants, perhaps a few times. The more follow-up contacts, the higher the response rate. 80

Provide incentives: Giving modest financial or other incentives to participants increases the likelihood that they will complete your questionnaire. RESEARCH OBJECTIVE “Xxxxxxs, plans to wind up its medium and small business division in India as it realizes that cross-selling of investment xxxxxxing and normal xxxxxxing was not developing as expected, two people familiar with the matter said.” “Xxxxxxs PLC's Indian unit will lay off about a third of its relationship managers following a merger of its client-relationship division with investment xxxxxxing arm Xxxxxxs Capital India, a person with knowledge of the development said Monday. Of about 60 members in the client-relationship team, 20-25 people have been asked to leave, the person, who didn't wish to be named, told Dow Jones Newswires. In April it had cut almost 250 jobs across various departments in India while shifting focus to wealthy clients from the mass market.” “Our retail strategy remains unchanged and we are committed to building the retail business franchise in India, said the Xxxxxxs India spokesperson.” Xxxxxxs has withdrawn its retail lending operations from India - a market the lender entered in 2007. 81

The retail business of Xxxxxxs is worth approximately $1bn in assets. Xxxxxxs will continue the deposits side of its operations and the lender does not plan to shut down any of its 5-branch network in India. Xxxxxxs will also continue with its investment xxxxxxing, corporate xxxxxxing and wealth management businesses in India. Xxxxxxs’ Indian retail expansion was undertaken by XXXXXX XXXXX, the former chief executive of Xxxxxxs’ global retail and commercial operations. The Xxxxxxs expansion strategy in Asia included Indonesia and India – both markets that the lender has now moved out of. The above news reports suggest that Xxxxxxs in India and specifically Xxxxxxs Xxxxxx is undergoing a major restructuring exercise. There are employees who are being asked to leave, which would mean that there would be changes to job profiles; this would also lead to a lot of uncertainty and restless amongst the employees as well as the clients. There is a clear case for change management, which would help the company ease through these business transformations seamlessly. Hence, it is very necessary for the management to understand and ensure a stable emotional and mental preparedness for change. Xxxxxxs Xxxxxx would like to ensure that the employees are trained and equipped enough for them to be able to perform their duties which a high level of efficiency. Customer retention and satisfaction would be high on the company agenda during this phase. 82

The questionnaire was distributed among the existing 250 employees across all the locations through their respective unit heads for further distribution and collation of the said questionnaire within a said timeline. The reports are shared at the end of the questionnaire for reference. The objective of this training need analysis exercise is: 1. To identify areas of strength in employees and teams which can be developed to get maximum results for the company, and 2. To identify gaps and challenges with employees and teams, and isolate training needs.

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QUESTIONNAIRE FORMAT Name of staff member (optional)

……………………………….…

Location

……………………………….…

Department

……………………………….…

General

1.

Are you a new employee or a long-standing employee of the company?

2.

…………………….

How long have you been in your present job? Confirmation of Current Duties

……………………. 84

3.

Do you have a duty statement for your job? Yes

4.

Is your job accurately described in the duty statement?

No (Go to Q 13)

Yes (Go to Q 21)

No

5.A If no, what are your key responsibilities and do you do that need to be added to your duty statement?

……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… 5.B What duties are no longer part of your job and can be deleted from your duty statement, and what?

……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ………………………………………………………………………

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Motivation

6. The salary increments given to employees who do their jobs very well motivates them.

7.

a) Strongly agree

b) Agree

d) Disagree

e) Strongly disagree

c) Neutral

Financial incentives motivates me more than non-financial incentives.

8.

a) Strongly agree

b) Agree

d) Disagree

e) Strongly disagree

c) Neutral

I am satisfied with the salary I draw at present.

a) Strongly agree

b) Agree

d) Disagree

e) Strongly disagree

c) Neutral

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9.

Visibility with top management is important to me.

a) Strongly agree

b) Agree

d) Disagree

e) Strongly disagree

c) Neutral

10. I feel that my superior always recognizes the work done by me

a) Strongly agree

b) Agree

d) Disagree

e) Strongly disagree

c) Neutral

11. I feel that the job I do gives me a good status.

a) Strongly agree

b) Agree

d) Disagree

e) Strongly disagree

c) Neutral

12. I am satisfied with the responsibility and role that I have in my work

a) Strongly agree

b) Agree

c) Neutral 87

d) Disagree

e) Strongly disagree

Job Analysis

13. Describe the tasks you regularly perform that are critical to carrying out your job effectively.

……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ………………………………………………………………………

14. Describe the type of equipment you are required to use (for example, keyboard, machinery, tools of trade, software, hardware etc). ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ………………………………………………………………………

15. Do you require a high degree of technical knowledge for your job? 88

a) Yes

b) No

16. How do you work? Please circle

Alone

Part of a team

Other (specify below)

……………………………………………………………………… ……………………………………………………………………..

17. If you work as part of a team, do you perform the same of different work to members of your team?

……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ………………………………………………………………………

18. To what extent does your job require you to work closely with other people, such as customers, clients or people in your own organization? Please circle. 89

Very little

Moderately

A lot

………………………………………………………………………

19. How much autonomy is there in your job, i.e., to what extent do you decide how to proceed with your work? Please circle.

Very little

Moderately

A lot

……………………………………………………………………

20. How much variety is there in your job, i.e., to what extent do you do different things at work, using several skills and talents? Please circle.

Very little

Moderately

A lot

……………………………………...……………………………

Training Needs

90

21. To perform your current job: What training do you still need (either on-the-job or a formal course) to perform your current job competently (eg, Excel, accounting, bookkeeping, English as a second language, etc)? ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...……………………………

22. To perform other jobs in the organization: What other roles in the organization would you be interested in doing if a vacancy became available (eg, transfer to another section, supervisor position, etc)? ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...……………………………

23. To perform other jobs in the organization:

What training or

experience would be required (eg., machine operation, negotiation skills, Occupational Health and Safety Awareness, etc)? 91

……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...……………………………

Future Development Needs

24. What are your career aspirations? ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...……………………………

25. What training or development do you need to help make this happen (eg, external degree study, formal meeting procedures, leadership training, etc)? ……………………………………...…………………………… ……………………………………...…………………………… 92

……………………………………...…………………………… ……………………………………...……………………………

Recognition of Prior Learning

26. What training have you attended within the last year? (This will help identify if any training sessions have been missed or if any refresher training is required.) ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...……………………………

27. What training or skills have you acquired outside your current job that may be relevant to the wider organization? ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...…………………………… ……………………………………...……………………………

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Action Plan

Agreed training and development to be provided over the next 12 months: (Record the details of training courses, on-the-job experiences, buddy systems or mentor arrangements, and include the recommended dates the staff member can expect these to occur.)

Training

Date

……………………………………...…………………………………… ……………………………………...…………………………………… ……………………………………...…………………………………… ……………………………………...…………………………………… ……………………………………...…………………………………… ……………………………………...……………………………………

Signature of Supervisor REPORTS

General Location

Employee Tenure New Old Empl. Empl.

Date

In Present

Duty Statement Yes No

Accurate Duty Statements Yes No

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EAST WEST NORTH SOUTH

1 5 4 2

Total Emp.

Role 5 82 64 46

8 95 80 55

7 68 62 38

2 32 22 19

6 52 40 30

3 48 44 27

250

Zone Wise Ratio

Old Vs. New

EAST WEST NORTH SOUTH

11% 5% 5% 4%

In Present Role 56% 82% 76% 81%

Duty Statement 78% 68% 74% 67%

Accurate Duty Statement 67% 52% 48% 53%

Figure 21

As it can be inferred from the above mentioned report that though the majority of employees have been with the organization for a long period an average of 74% people have been in the same profile. 95

It can be also observed that of the 72% employees having a duty statement only 55% of the employees have an accurate duty statement. This clearly defines that though there is very little number of employees who have been in the same profile, it would be better to cross train them into different verticals to charge the organization environment. Motivation Strongly Agree THROUGH SALARY INCREMENTS FINANCIAL OR NON FINANCIAL CURRENT SALARY SATISFATION VISIBILITY TO TOP MANAGEMENT SUPERIOR RECOGNIZING WORK FEELING GOOD ABOUT JOB STATUS SATISFACTION ROLE AND RESPONSIBILITY Total Emp.

All Zones Combined Disagr Agree Neutral ee

Strongly Disagree

50

75

10

35

80

70

85

45

50

0

5

40

60

90

55

54

75

75

34

12

0

44

90

44

72

40

66

105

25

14

20 250

52

69

45

64

Positive Motivation Average (Strongly Agree & Agree) Negative Motivation Average (Strongly Disagree & Disagree)

39% 35%

96

Figure 22

Through the Table above we can see that in an overall perspective; the people who are motivated as well as demotivated are almost equal whereas only 26% people are neutral. It has been clearly defined that there is a lot of effort that would be required to ensure that the employees existing remain motivated and the organization does not get impacted financially. The organization is to find innovative ways to ensure that the people remain financially motivated and timely incentives are given to performing employees to encourage positive competition.

Job Analysis

All Zones Combined

97

HOW DO YOU WORK

Alone

Part of a Team

Others

40

154

56

Very Little Moderately

A Lot

WORK CLOSELY WITH OTHER TEAMS

25

50

175

AUTONOMY IN WORK

65

85

100

180

30

40

VARIETY IN WORK

Figure 23

98

Figure 24

As you can see the graph defined for Job analysis you will realize that the employees work very efficiently as a team and believe in team work, however there is very little scope for variety or autonomy. This also comes down to an understanding that the employees though work as a team are very much inter reliable and there is no delegations of responsibility and no authority for decision making has been provided to the employees performing a particular work. In an overall nutshell the employees who have been working in the same area of expertise have to do the same work repeatedly and without any authority there by leading to frustrations and disengagement from the organizational goals in the longer run. 99

Hence it is very necessary for the organization to ensure that the employees are trained in the area of decision making and then provided with certain effective decision making authority to boost the motivation of employees.

KEY FINDINGS Through the course of the research and discussions a number of key findings arose. The following summarize the more important ones: -

The workforce employed is majorly old and have been with the organization almost since the beginning.

-

Although there has been a recent slowdown in the industry due to the market influences, people are still dedicated to the organization. This has been proved time and again by over achieving the monthly targets.

-

Employee’s key responsibility area or data statement is not clearly defined.

-

Trend that is affecting company is the motivational aspect of the employees.

- Salary and incentives needs a review

100

-

It can be observed that employees would like to get trained and would like to work in other functions

-

Employees would like to use the trainings obtained through previous work experience for improving current work performance and even recommend certain policies and methods to improve the processing operations.

- There is a lot of ambiguity in the organization due to closure, hence, the senior management need to ensure that the due dilemma is resolved.

RECOMMENDATIONS The below mentioned items are being recommended basis the Training Need Analysis are: - Communication is a very necessary element in an organizations success. As the employees are tensed and are in dilemma it is advised to Senior Management to communicate frequently. Also, it is recommended to open avenues for all level employees to directly approach the Senior Management for any clarity or suggestions of improvement. -

It is clear from the survey responses that there is a desire for ‘hands-on’ training and cross training. People want to know how to ‘do’ operations that would improve the quality of services offered and improves efficiency of employees. Unfortunately there is no single way to ‘do’ what is required, 101

but it is nonetheless possible to develop a structured and meaningful training process. -

A module aimed at senior management, decision makers, etc. that would provide an overview of the issues and requirements, plus more in depth training for developing a strategy, creating a policy framework, legal implications, sustainability, resourcing – xxxxxx and staff, expertise and skills required etc.

- Line Managers and Head of the Departments to provided dedicated time with each member of their team to understand the exact work profile of the team member and provided valuable, measurable and meaningful achievable targets to give clarity in terms of performance and what is required of the team member. -

It is necessary to have a one to one discussion by HR along with Line managers and Senior Management with all the employees who feel there is a disparity in their salary. It is very necessary to clarify the doubts without hampering the confidentiality of other employees credentials.

- Employees having good knowledge about the business through prior training should be asked to impart their best practices with the organization as well as his/her team members.

102

-

Employees are the most valuable resources of the organization, the organization should ensure that the employees are always motivated. The company should ensure that there are regular ice breaking sessions, team building sessions etc.

REFERENCES AND BIBLIOGRAPHY 1. The Training Needs Analysis Toolkit, by Sharon Bartram, Brenda Gibson 2. A Practical Guide to Needs Assessment, by Kavita Gupta 3. Wikipedia (www.wikipedia.com) 4. www.training.com 5. www.dalecarnegie.com 6. www.livemint.com 7. The Economics Times 8. The Wall Street Journal 9. http://www.ehow.com 103

10. http://www.businessballs.com 11. http://www.explorehr.org/ 12. http://www.businessperform.com 13. http://traininganddevelopment.naukrihub.com

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