Upload
jatinyadav
View
15
Download
1
Tags:
Embed Size (px)
DESCRIPTION
This is a vijay yadav file
Citation preview
CONTENTS
EXECUTIVE SUMMARY 2
INTRODUCTION 3
COMPANY PROFILE 5
OBJECTIVES AND METHODOLOGY 12
LITERATURE REVIEW 15
TRAINING AND DEVELOPMENT AT KHEMKA POWER PROJECTS 52
DATA ANALYSIS AND FINDINGS 59
CONCLUSION 67
RECOMMENDATIONS 68
BIBLIOGRAPHY 70
1
EXECUTIVE SUMMARY
The greatest resources of the world are the humans, without whom nothing could ever be
a resource Of what value, for instance, would gold or silver or other natural endowments
be if there was no man? The homo sapiens is, indeed, the resource of all resources.
Resources may be wasted by neglect, depleted by consumption, destroyed by misuse or
enhanced by developmental interventions. Obviously no one will ever advocate neglect,
deplete or misuse the greatest of resources we have. And yet, humans have for long
wallowed in these very predicaments – for reasons of either ignorance or failure. The
times are changing, now.
It is this human resource, which is of paramount importance for success in any
organization and their appropriate development, pave down its foundation. And
considering these aspects, the organization can develop, change and excel, only if it
possesses developed human resources. Thus, HRD plays a significant role in making the
human resources vital, useful and purposeful.
HRD involves various techniques such as performance appraisal, potential appraisal,
career planning, employee training etc. for deleting the difference between present and
future capabilities requirement of an employee. In this project the emphasis is made to
understand the concept of TRAINING AND DEVELOPMENT and the techniques
adopted at KHEMKA POWER PROJECTS to enhance it’s effectiveness. Khemka Power
Projects caters to the requirements of a various industries such as Electrical, Automation,
and Automobiles by providing a variety of products.
It is tough to consider all the nuances of this vast topic, so certain objectives were set to
reach while doing this study. This project is prepared after the deep study of the topic and
observations, keeping in mind all practical applications of the concept. It has been
divided into appropriate sections and sub-sections for better understanding of the
methodology conceived.
2
INTRODUCTION
Organization and individual should develop and progress simultaneously for their
survival and attainment of mutual goals. So, every modern management has to develop
the organization through human resource development. Employee training is the most
important sub system of human resource development. Training is a specialized function
and is one of the fundamental operative functions for human resource management. It is a
short term educational process and utilizing a systematic and organized procedure by
which employees learn technical knowledge and skills for a definite purpose.
Organization provide managerial skills to employees at all levels, in addition to technical
skills Managerial skills are provided through management development programes
whereas technical skills are provided through training. Thus, while the former refers to
training given to employees in the areas of operations, technical and allied areas, the
latter refers to developing an employee in the areas of principles and techniques of
management, administration, organization and allied areas.
The purpose of training is basically to bridge the gap between job requirements and the
present competence of an employee. It is an organized procedure by which people learn
knowledge and skill for a definite purpose .
Development on the other hand means growth of the individuals in all respects. All
organization works for the development of its executive or potential executive in order to
enable them to be more effective in performing the various functions of management.
Management development is a systematic process of growth and development by which
the managers develop their abilities to manage. It is concerned with improving the
performance of the managers by giving them opportunities for growth and development,
which in turn depends on organization structure of the company. It is a long – term
educational process utilizing a systematic and organized procedure by which managerial
personnel learn conceptual and theoretical knowledge for general purpose .
3
Empowering employees so that they can identify there own training needs is powerful
technique and can fetch rich dividends for the organization. This approach would help
him in self-development of employee, who then can learn at his won pace and strength.
Much new organization now a day want to see how enthusiastic are their employee in
terms volunteering for training is encouraged and the practice of nominating is phased
out. At the outlet be clear as to what we aim to achieve through training, otherwise
training program can become meaning less ritual being done.
4
COMPANY PROFILE
Established in the year 2007, Khemka Power Projects Pvt. Ltd. is a renowned Bhiwani,
Haryana based organization engaged as a major Manufacturer and Wholesale Supplier of
different types of products. Th1e range of products includes Metal Products, Electrical
Cables, Electric Insulators, Insulator Clevis, Solar Power Plant Structure and GO
Switches. The company is headed by the CEO Mr. Bajrang Lal Khemka who, with his
vast experience and sharp business outlook, enables them to scale new heights of success
as a well-known manufacturer and supplier in the market.
Team
Their team is dedicated to offer superior quality services to the clients. They have hired
highly skilled professionals who have in-depth knowledge in their respective domains.
Working with total coordination with one another, these individuals ensure that all the
processes are streamlines. Khemka train their team professionals from time to time to
enhance their skills.
Their team comprises of the following experts :
Procuring agents
Administrative staff
Sales & marketing personnel
Quality auditors
Engineers
Technicians
Warehousing professionals
Quality Assurance
Being a quality conscious organization, we strive hard to offer better services to the
clients. We use premium grade components, raw materials and advanced technology in
the production process to make sure that the products are of high functionality and are
user-friendly. All the products are made as per the approved quality standards and are
duly tested and inspected by the experts for flawless functioning.
5
Why Khemka?
They have established themselves as a major manufacturer and supplier in the market.
Owing to the support of an experienced team of professionals, they are able to offer
expert solutions at economical prices. Following are the reasons that always keep them
way ahead of the competition:
Competent work force
Close familiarity with the industry
Modern infrastructure
Economical price
High quality services
Wide variety
Timely services
Wide client base that has complete faith in their capabilities
Adaptable to all kinds of technological and procedural overhauls
Effective consultancy services
Provision of trained personnel
They are a prominent Manufacturer and Wholesale Supplier of a range that comprises of
Metal Products, Electrical Cables, Electric Insulators, Solar Power Plant Structure and
GO Switches. They stand apart in the crowd when it comes to the manufacturing of
premium products that are known for their high performance and durability.
They have been in this field from more than four years now and have developed deep
understanding of the requirements of the market. Their state-of-the-art infrastructure,
efficient team and complete dedication towards their business are the important reasons
that help them develop the best for the clients. Their clients always remain satisfied by
their accurate and timely services that efficiently planned to get total reliability and cost
efficiency.
6
PRODUCTS AND SERVICES
Steels Products
They bring forth Steel Products that are highly demanded din the market for their high
strength. Manufactured using the finest quality sturdy steel, their Steel Products are very
durable in nature and are corrosion resistant. These Steel Products are offered in different
types such as Substation Structures, Lattice Tower, Outdoor Panel, Stay Set, V-Shaped
Cross Arm, Earthing Rods and Pole Top Bracket. These Steel Products are precision
engineered to give have functioning and usability.
Substation Structures
Clients can avail from them, creatively designed Substation Structures. These Substation
Structures are innovatively manufactured and have complex structure with every part
well placed. These Substation Structures are fabricated with the use of the best quality
raw materials and are guaranteed for efficient long term usage. The excellent structure is
the outcome of their hard work of their engineers design Substation Structures with
perfection.l
Lattice Tower
They are a major Lattice Tower Manufacturer and Wholesale Supplier in Bhiwani,
Haryana. They can design Lattice Tower up to 33 KV. Their Lattice Tower is assembled
with the use of high quality material. Poles in these Lattice Towers have high strength
and are resistant to adverse temperature conditions. Cement colored fencing poles
provided by them is widely demanded for various establishments.
DP Set/Double Pole
They have established themselves as a reputed DP Set/Double Pole Manufacturer and
Wholesale Supplier in Bhiwani, Haryana. DP Set/Double Poles manufactured by Khemka
Power Projects Pvt. Ltd. are suitable for medium voltage switchgears and have special
design as per the set industrial standards. They provide 11 KV Up-to 33 KV DP
Set/Double Pole. These DP Set/Double Poles are made for the best suitability for
electrical condenser current switching.
7
Stay Set
They are a well-known Stay Set Manufacturer and Wholesale Supplier in Bhiwani,
Haryana. These Stay Sets are especially made in accordance to the specifications laid by
the esteemed clients. Manufactured with the use of best quality raw materials, these Stay
Sets are guaranteed for long term usage. Apart from this, They offer these Stay Sets at the
most economical prices.
V-Shaped Cross Arm
Khemka Power Projects Pvt. Ltd. is a prominent name as a V-Shaped Cross Arm
Manufacturer and Wholesale Supplier in Bhiwani, Haryana. Their V-Shaped Cross Arm
are fabricated from Mild Steel and come with clamps for 11 kV and 33 kV overhead
power lines made out of MS channel, hot dip galvanized generally conforming to IS 2633
/ 72.
Earthing Rods
They bring forth high quality Earthing Rods for their esteemed clients. These Earthing
Rods are made out of best quality metals and are very strong. Their Earthing Rods have
excellent conductivity and can successfully pass on the current. Their durable Earthing
Rods are ideal for the areas with a high risk of corrosion such as soil with high salt
content.
Top Bracket/Top Hamper
They are a well-established Top Bracket/Top Hamper Manufacturer and Wholesale
Supplier in Bhiwani, Haryana. Fabricated with the use of quality tested raw materials,
their Top Bracket/Top Hamper is highly durable and optimum in quality. They provide
these Top Bracket/Top Hampers in a variety of designs as demanded by the clients. Very
durable in nature, these Top Bracket/Top Hampers are very economical as well.
Electrical Cables
They bring forth Electrical Cables that are highly demanded in the market for their better
conductivity and high tensile strength. Manufactured using superior quality metals, these
Electrical Cables have excellent electrical, mechanical and thermal properties. Their
Electrical Cables are available in different types such as Aerial Bunched Cables and
XLPE Cables. Their Electrical Cables are made as per the approved quality parameters of
8
conductivity, safety and durability. They make sure that these Electrical Cables are
properly tested by the experts so as to assure shock proof characteristics.
Aerial Bunched Cables
They have acquired a reputable place in the market by providing superior quality Aerial
Bunched Cables to their esteemed clients. These Electrical Cables are available in
different thickness, colors, diameters and dimensions as required for the clients. Their
Electrical Cables have unmatched characteristics of electrical, thermal and mechanical
excellence. Apart from these, these Electrical Cables also have better voltage and shock
proof characteristics.
XLPE Cables
They have gained expertise in the manufacturing of XLPE Cables. Their XLPE Cables
are provided up to 11 kv units. These cross linked Polyethylene (XLPE) have replaced
the traditional paper insulated cables and thermoplastic insulated cables. Their XLPE
Cables are totally in compliance to the international quality standards and are well-tested
by the experts for safe usage.
Electric Insulators
Clients can avail from us, Electric Insulators. Acknowledged for their high performance,
their Electric Insulators are manufactured with the use of high grade raw materials. These
Electric Insulators are available in various types namely Disc Insulator and LT Shackle
Insulator. Their Electric Insulators come with features that make them efficiently used in
electrical lines. Their Electric Insulators have excellent capacity to withstand different
ranges of voltage. These Electric Insulators are thoroughly tested by the professionals to
ensure flawless functioning.
Disc Insulator
They are a well-known Disc Insulator Wholesale Supplier in Bhiwani, Haryana. These
Disc Insulators offer an economical solution for low and medium polluted environments.
Primarily known to be used in the transmission and distribution lines, these Disc
Insulators are manufactured with the use of best quality raw materials to give efficient
9
and safe transmission. These Disc Insulators have the benefit of capacitive gradation
associated with them.
LT Shackle Insulator
They offer LT Shackle Insulator which is acclaimed for its capacity to withstand normal
domestic voltage. These LT Shackle Insulators has semi vitreous body and They
manufacture it with the use of the superior quality raw materials to get higher efficiency.
Their LT Shackle Insulators come with various features that make it highly demanded in
the market. They are amongst the major LT Shackle Insulators Manufacturer and
Wholesale Supplier in Bhiwani, Haryana.
KHEMKA POWER PROJECTS
ORGANIZATIONAL STRUCTURE
MNCOM
CEO
VICE PRESIDENT
GENERAL MANAGER
SENIOR MANAGER MANAGER ASSISTANT
10
HR DEPARTMENTAL CHART OF KHEMKA POWER PROJECTS
CEO
VICE PRESIDENT (HR)
GENERAL MGR. (HR) ASSISTANT GENERAL MGR. (HR)
SENIOR MGR. (HR)
REGIONAL MGR. ASSISTANT MGR./DEPUTY MGR.
EXECUTIVES
ASSISTANTS SR. EXECUTIVE (HR) ASSISTANTS
ASSISTANT OFFICER (HR)
In Khemka Power Projects VP (HR) leads the Human Resource Department. Next in the
hierarchy is General Manager (HR) heading strategic business units, Assistant General
Manager heading operations and Sr. Manager HR. Under GM (HR) comes the Regional
Manager (HR) followed by Assistants. Regional Manager deals with policies like TA,
DA, Transfer etc. Assistant General Manager manages Assistant Manger / Deputy
Manager who in turn regulates the working of Sr. Executive (HR) and other Assistants.
Assistant manager deals with induction training of employees and executives perform
functions involving employees PF, Gratuity, ESI, Mediclaim etc.
11
OBJECTIVES AND METHODOLOGY
OBJECTIVES OF THE STUDY
1. To identify the current Training and Development techniques of employees in
Khemka Power Projects
2. To determine their impact on the organization and the level of satisfaction among
employees with these practices.
3. To ascertain new Training and Development of employees practices which can be
implemented at Khemka Power Projects and recommend certain improvements for a
sound training and Development programme.
SCOPE OF THE STUDY
This study will be useful to the HR department of Khemka Power Projects for developing
an insight into the Training and Development programs being organized in the
organization and give them sufficient information to maintain and improve the present
methodology of Training and Development programmes.
This report is initiated to identify the effectiveness of existing Training and Development
practices for employees of Khemka Power Projects and to suggest some changes, if any.
The study also elucidates the theoretical and conceptual fundamentals we learn during the
course and help us to relate them to real life situations. Training and Development helps
an organization to surge in the process of growth and success, these are the techniques
which polish the organizational employees and prepare them for various challenges
which they may face during their working.
12
METHODOLOGY
For the purpose of this study a combination of primary and secondary data was used. The
primary data was obtained by means of structured questionnaires. The secondary data
was compiled from company manuals, Annual Report and personalized interaction with
the HR Department.
The questionnaire for the primary data is prepared in such a way that the training and
development practices, techniques and their effectiveness can be evaluated. The
questionnaire contains questions pertaining to both training effectiveness as well as
developmental effectiveness. The questionnaire consists of open indeed as well as close
ended questions. The questionnaires are prepared for staff and managerial level of
employees separately.
Data has been collected through following techniques:
a) Structure Questionnaires -: Under this method questionnaires were prepared in
two sets, for staff level of employees & for managerial level of employees. The
questionnaire consisted of a number of questions printed in a definite order. They
included questions covering various training and development aspects. It was
prepared very carefully so that maximum information can be obtained from the
respondent. The data collected was of primary nature and has proved to be very
useful in making this project.
b) For further information secondary data such as magazines, company’s journals,
annual reports and several other documents has been referred to.
c) Personal Interaction with various employees of varied departments was also
conducted to gain authentic and maximum information.
13
Selection of Sample size:
The random sampling method of sample selection has been applied. From a total of
approximately 50 employees who received training and development at any given point
of time, 40% employees were chosen among them, out of which 20% were of staff level
and 20% were of managerial level.
Statistical tool used:
The primary data obtained by means of a structured questionnaire has been
diagrammatically represented in the form of Bar Graphs and Pie Charts for better
understanding and assimilation.
LIMITATIONS OF THE STUDY
The Universe is very large so the sample may not be true representative. The
sample size might not be adequate to do the research work on the concerned topic.
The error due to personal prejudice may be present.
Many employees were hesitant in revealing the complete information in response
of the queries asked to them which was major drawback.
There is also difficulty in timely availability of published data in magazines,
journals, books etc.
Certain type of respondents such as important officials or executives may not be
easily approachable due to nature of their job. To that extent the data may prove
insignificant and might have adversely affected the findings of the survey.
14
LITERATURE REVIEW
TRAINING AND DEVELOPMENT
Organization and individual should develop and progress simultaneously for their
survival and attainment of mutual goals. So, every modern management has to develop
the organization through human resource development. Employee training is the most
important sub system of human resource development. Training is a specialized function
and is one of the fundamental operative functions for human resource management. It is a
short term educational process and utilizing a systematic and organized procedure by
which employees learn technical knowledge and skills for a definite purpose.
Organization provide managerial skills to employees at all levels, in addition to technical
skills Managerial skills are provided through management development programmes
whereas technical skills are provided through training. Thus, while the former refers to
training given to employees in the areas of operations, technical and allied areas, the
latter refers to developing an employee in the areas of principles and techniques of
management, administration, organization and allied areas.
TRAINING
Training may be defined as systematized tailor made programme to suit needs of a
particular organization for developing certain attitudes, actions, skills and abilities in an
employee irrespective of his/her functional levels. Training means learning the basic
skills and knowledge necessary for doing a particular job or a group of jobs. In other
words, training is the act of increasing the knowledge for doing a particular job.
The purpose of training is basically to bridge the gap between job requirements and the
present competence of an employee. It is an organized procedure by which people learn
knowledge and skill for a definite purpose .
15
DEVELOPMENT
Development on the other hand means growth of the individuals in all respects. All
organization works for the development of its executive or potential executive in order to
enable them to be more effective in performing the various functions of management.
Management development is a systematic process of growth and development by which
the managers develop their abilities to manage. It is concerned with improving the
performance of the managers by giving them opportunities for growth and development,
which in turn depends on organization structure of the company. It is a long – term
educational process utilizing a systematic and organized procedure by which managerial
personnel learn conceptual and theoretical knowledge for general purpose .
16
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT
TRAINING DEVELOPMENT
1. Training means learning skills and
knowledge for doing a particular job. It
increases job skills
2. The term training is generally used to
denote imparting specific skills among
operative workers and employees.
3. Training is a short term perspective as it
is concerned with maintaining &improving
current job performance.
4. Training is job centered in nature.
5. Training is designed for non managers
6. The role of trainer is very important.
1. Development means the growth of an
employee in all respects. It shapes attitude.
2. The term development is associated with
the overall growth of executives.
3. Development seeks to develop
competence & skills for future performance
so it is long term.
4. Development is career oriented.
5. Development involves managers.
6. All development is self development.
Thus executive has to be internally
motivated for self development.
17
TRAINING
Training improves changes and moulds the employee’s knowledge, skill, behaviour,
aptitude and attitude towards the requirements of the job and the organization. It trains
the employee for the current as well as intended jobs.
According to STEINMEZ – “Training is a short term process utilizing a systematic and
organized procedure by which non managerial personnel learn technical knowledge and
skills.”
According to CAMPBELL –“Training refers only to instructions in technical and
mechanical operations. Training courses are typically designed for short term stated set
purpose.”
According to TRIPATHI- “Training is the art of increasing the knowledge and skill of an
employee doing a particular job.”
OBJECTIVES OF TRAINING
1. Change in technology:-
Technology is changing at a fast pace. The workers must learn new technique to
make use of advanced technology.
2. To increase productivity :-
Increased human performance often directly leads to increased operational
productivity and increased company profits.
3. To improve quality:-
Better trained workers are less likely to make operational mistakes. Hence the
better quality of products or services is produced.
4. Effective utilization:-
18
Material and equipment and costs can be often cut by the implementation of an
efficient training scheme. And there will be effective utilization of human as well
as other resources.
5. Reduced learning time:-
when skills and knowledge are systematically taught the trainees are brought to
efficient performance more quickly than if they had to proceed by trail and error
method.
6. Manpower change and adjustments:-
Organizations that have a good internals education programme will have to make
less drastic manpower changes and adjustments in the event and sudden personal
alterations. When the need arises organization vacancies can more easily be
staffed from internal sources if a company initials and maintains adequate
instructional programme forits employees.
7. Quick learning:-
Training helps to reduce the learning time to reach the acceptable level of
performance. The employees need not learn by observing others and waste time if
the formal programme exists in the organization.
8. Less supervision:-
If the employees are given adequate training, the need of supervision will be
lessened. Training does not eliminate the need for supervision, but it reduces the
need for detailed and constant supervision. A well trained employee is self reliant
in his work because he knows what to do and how to do. Under such situations
close supervision is accordingly not mandatory.
9. Increased safety:-
Proper training helps prevent industrial accidents. Trained workers handle the
machines safely. They also know the use of various safety devices in the factory.
Thus, they are less prone to accidents.
19
10. Higher morale:-
The morale of employees is increased if they are given proper training. A good
training programme will mould employee’s attitude towards organizational
activities and generate better cooperation and greater loyalty.
11. Training for promotion:-
The talented employees may be given adequate training to make them eligible for
promotion to higher jobs in the organization. Therefore, it is essential that he
should be given sufficient training to learn new skills, to perform his new duties
efficiently. The purpose of the training for promotion is to develop the existing
employees to make them fit for undertaking higher responsibilities. This serves as
a motivating force to the employees. The training provides opportunity for quick
promotion and self development.
12. Confidence:-
Training creates a feeling of confidence in the minds of workers. It gives a
feeling of safety and security to them at the work place.
13. Adaptability:-
Training develops adaptability among workers. They need not worry when
methods are changed.
TYPES OF TRAINING
On the basis of purpose, several type of training programmes are offered to the
employees. The important types are as follows:
Induction or orientation training
Job training
Apprenticeship training
Internship training
Refresher training or training
Training for promotion
20
TRAINING METHODS
As a result of research in the field of training, a number of programmes are available.
Some of these are new methods, while others improvements over the traditional methods.
The training programmes commonly used to train operative and supervisory personnel
are explained below.
TRAINING METHODS
ON THE JOB TRAINING METHODS
This type of training, also known as job instruction training, is the commonly used
method. Under this method, the individual is placed on a regular job and taught the skills
necessary to perform on that job. The trainee learns under the supervision and guidance
of a qualified worker or instructor. On the job training has the advantage of giving first
hand knowledge and experience under the actual working conditions. The emphasis is
placed on rendering services in the most effective manner rather than learning how to
perform the job. It includes:
21
On-the-job Methods
- Job Rotation
- Coaching
- Job Instruction
- Committee Assignment
- Special Meetings
-
Off-the-job Methods
- Verstibule Training
- Role Playing
- Lecture Methods
- Conferences/discussion
- Programmed Instruction
- T-Group Training
(i) JOB ROTATION:
This type of training involves the movement of the trainee from one job to another. The
trainee receives job knowledge and gains experience from his superior or trainer in each
of the different job assignments. This method gives an opportunity to the trainee to
understand the problems of employees on other jobs and respect them.
(ii) COACHING:
The trainee is placed under a particular supervisor who functions as a coach for training
the individual. The supervisor provides feedback to the trainee on his performance and
offers him some suggestions for improvement. Often the trainee shares some of the duties
and responsibilities of the coach and relieves him of his burden. A limitation of this
method of training is that the trainer may not have the freedom or opportunity to express
his own ideas.
(iii) JOB INSTRUCTION:
This method is also known as training through step by step. Under this method, the
trainer explains to the trainee the way of doing the jobs, job knowledge and skills and
allows him to do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee.
(iv) SPECIAL MEETINGS OF THE DEPARTMENT:
Special meetings of staff of the department are held periodically to discuss the problems
faced by employees during the performance of jobs and suggestions are inveted to
improve performance of the job. Taking a retreat from the work for a short while
concludes these meetings.
22
(v) COMMITTEE ASSIGNMENTS:
Under the committee assignment, a group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. It develops team
work.
OFF THE JOB TRAINING METHODS
Under this method of training, the trainee is separated from the job situation and his
attention is focused upon learning the material related to his future job performance.
Since, the trainee is not distracted by job requirements; he can place his entire
concentration on learning the job rather than spending his time in performing it. There is
an opportunity for freedom of expression for the trainees. Companies have started using
multimedia technology and information technology in training. Some of its methods are
as follows:
(i) VESTIBULE TRAINING:
In this method, actual work conditions are simulated in a class room. Material, files and
equipment, which are used in actual job performance, are also used in training. This type
of training is commonly used for training personnel for clerical and semi-skilled jobs.
The duration of this training ranges from days to a few weeks. Theory can be related to
practice in this method.
(ii) ROLE PLAYING:
It is defined as a method of human interaction that involves realistic behaviour in
imaginary situations. This method of training involves action, doing and practice. The
participants play the role of certain characters such as the production manager,
mechanical engineer, superintendents, maintenance engineers, quality control inspectors,
23
foremen, workers and the like. This method is mostly used for developing inter-personal
interactions and relations.
(iii) LECTURE METHOD:
The lecture is a traditional and direct method of instruction. The instructor organizes the
material and gives it to a group or trainees in the form of a talk. To be effective, the
lecture must motivate and create interest among the trainee. An advantage of the lecture
method is that it is direct and can be used for a large group of trainees. Thus, costs and
time involved are reduced. The major limitation of the lecture method is that it does not
provide for transfer of training effectively.
(iv) CONFERENCE OR DISCUSSIONS:
It is a method in training the clerical, professional and supervisory personnel. This
method involves a group of people who pose ideas, examine and share facts ideas and
data, test assumptions and draw conclusions, all of which contribute to the improvement
of job performance. Discussion has the distinct advantage over the lecture method in that
the discussion involves two-way communication and hence feedback is provided. The
participants feel free to speak in small groups. The success of this method depends on the
leadership qualities of the person who leads the group.
(v) PROGRAMMED INSTRUCTION:
It is a self teaching method particularly useful for transmitting information of skill that
need to be learnt and placed in logical order. An “Instruction Booklet” a “Teaching
Machine” or both replace the instructor. It is possible to present programmed instruction
entirely in written form. Programmed instruction presents what is to be learnt in a brief
logical sequence, one step at a time.
24
(vi) T-GROUP TRAINING:
According to “CHRIS ARGYIS”, Sensitivity Training is a group experience designed to
provide maximum possible opportunity for the individuals to expose their behaviour and
developed awareness of self and of others. It is known by several names such as
“Sensitivity Training”, “Action Training”, “Group Dynamics”, “Confrontation Groups”,
“Awareness Expertise”, “Laboratory Training” and so on.
According to Edwin Flippo – “The objective of this technique is the development of
awareness of sensitivity to behaviour pattern of oneself and other”. The participants
here are provided open environment where they discuss freely among themselves. A
professional behaviouralist creates the environment. They openly express their ideas,
concepts, attitudes and get opportunity to know about themselves and the impact of their
behaviour on their fellow participants. This technique helps in creating mutual trust and
respect. It thus develops managerial sensitive team spirit.
TRAINING PROCESS
Training process involves the design and development of training programme. Following
are the major steps involved:
1. Identification of training needs
2. Planning and preparation of training programme
3. Implementation of training
4. Performance evaluation
25
1. Identification of training needs
This is the most important part of the training process as it deals with the initial
identification of training needs. Need Assessment of training is a crucial part of an
organization’s theory of training. A Needs Assessment is a systematic exploration of the
way things are and the way they should be. These “things” are usually associated with
organizational and/or individual performance. Realistically, it makes wise investments in
training and other possible interventions.
ASSESSMENT OF TRAINING NEEDS
There are five steps towards the assessment and analysis of training and development of
the organization.
Collection of information through interviewing and discussing with key personnel
both inside and outside the organization or specific departments; observing the work
place, working conditions, processes and outcomes; examining records, other written
information and annual employee appraisal.
Compare performances of each department and each employee against objectives,
targets and standards set for them and keeping in mind future work requirements in
the organization.
Identify cause of problems faced by the organization to enable the management to
train the employees in handling the problems as well as solving the problem in a
satisfactory manner.
Segregate identified problems into problems requiring staff development action such
as training and into problems requiring other management actions, so that these
problems are accurately addressed.
Prioritize training actions in accordance to where the training need is more urgent.
26
TYPES OF TRAINING ADDRESSING VARIOUS TRAINING NEEDS :
Entry training involving new recruits and employees required to take a new job.
Problem resolution training to meet a shortfall or deficiency in job performance.
Training for change to prepare employees for job identified in near future.
Development to equip employees to meet organizational changes in future.
Relationship Between Mutual Gain and Training Needs
High
High Individual
Low organisational
High Individual
High organizational
Low
Low Individual
Low organisational
Low Individual
High organizational
Low Organizational Gain High
Figure- Will help us in initiating the need identification process.
Situation-1 though a rare one yet generally occurs with the organization where in the
individuals are receptive but not willing to perform or they leave the organization shortly.
27
1 2
3 4
Individual gain
Hence to have maximum gains situation-2 is ideal, for only a well designed and through
of training programme can lead to high individual vis-à-vis organizational gains.
Situation-3 is most prevailing one as in spite of huge investment and efforts gains, either
individual or organizational are very less.
Situation-4 is impossible as high organizational gain can be attained through high
individual gain only.
Thus it is clear that identification of training needs is not only a prerequisite for having
maximum gains for individuals and organization but also the central instrument of the
HRD philosophy of the organization.
Organizations with a positive HRD are well aware of the fact that competitive advantage
can be achieved only with higher quality people full of skills and competencies. Training
need analysis is partly concerned with defining the gap between what is happening and
what should happen.
Training needs identification of any organisation must contain three types of analysis i.e.
of corporate, group and individuals. As shown in the (Figure 2) the three types of needs
are interconnected and can operate from both sides i.e. corporate to individual and
individual to corporate. To make it more simpler and practical, organisational analysis
should concentrate on organisational goals. In-group need identification focus is on
operations analysis i.e. task to inculcate specific worker behaviour. Individual i.e. man
analysis reviews the knowledge, attitudes and skills possessed and required by the
jobholder.
28
IDENTIFICATION OF TRAINING NEEDS
Every organization need to have experienced and well-trained employee to perform the
activities to them. Rapid changes in the environment have not only made the jobs more
complexes but have also created the products and services offered to compete in this fast
changing world. There in rapid changing society training is an activity, which is, must for
maintaining a viable and knowledgeable workforce. Incase the current job occupants are
equipped to meet challenged of change, training is not required, and otherwise training is
necessary to increase the versatility and adaptability of employee.
29
PERFORMANCE PLANNING & TARGET SETTING
EMPLOYEE ASKED ABOUTTRAINING NED
RECRITMENT/SELECTION WEAK AREAS OF EMPLOYEE
SUPERVISOR FEED BACK/PERFORMANCE APPRAISAL
TRADE UNION
TRAINING NEED OFSUBORDINATES
TRAINING NEEDS OF EMPLOYEE
TRAINING NEED IDENTIFICATION
Success of any training programmed largely depends upon proper identification of
training needs. The managers feel training needs when they discover deviation between
standard performance and actual performance of its employee. It is not that only
worker’s need training of course they need training to operates machine, reduce scrap and
avoid accidents. Simultaneously supervisor, managers and executives need to be trained
and developed to grow and acquire maturity of thoughts and action apart from other
specific training too like communication skill, negotiation.
It has been seen that many organizations invest considerable resources in training and
development but never really examine how and where this can be most effectively
promote organizational objectives and individual growth. The failure to analyze training
needs with the organization will lead to lesser of benefits and huge investment in the
training programme of the institute. Hence it would be pertinent to analyze training needs
first and then imparting training accordingly.
30
Training need Analysis: area and methods
31
CORPORATE GROUP INDIVIDUAL
ANALYSIS OF
STRATEGIC PLAN
ANALYSIS OF
HUMAN
RESOURCE PLAN
TRAINING
SURVEYS
PERFORMANCE
REVIEWS
JOB ANALYSIS
CATEGORISE OF ORGANIZATIONAL EMPLOYEE
PROBLEM CHILDREN STARS
DEAD WOOD WORK-HOURS
32
HIGH
POTENTIAL
LOW
1) Dead Wood: Those with low potential and low performance level, these could be
outcome of faulty selection policy of the organization.
2) Work hours: Those employees with high performance level but with low potential.
These are good performance for the existing and routine jobs but lack confidence for
higher level responsibilities hence need training.
3) Problem children: Is the employee with high potential but not willing to perform.
Organization face difficulty in handling them and they need attitudinal training to
develop positive attitude towards work.
4) Stars: the employee upon which the organization may feel pride.
These employees are very high performers with high level of potential. The only
difficulty the organization face with these is detaining them and proper career plan
should be devised to facilitate their continuous and sustainable development. Keeping
in view the category of employee the major area of organizational training are human
relation, value system, attitude, motivation and morale, stress management and
communication and mutual trust but then it depends from organization to organization as
to what they would conduct according to there need and requirement.
33
LOW PERFORMANCE LEVEL HIGH
Generally for organizational success individuals work is groups. For a performing group
mutual respect team spirit and co-operative environment is must. Hence training need for
groups may be human relation, safety method improvement, times management,
communication, cost and control techniques, problem solving, business planning conflict
management team spirit and work culture. Individual act as core component for
organizational success or failure.
Having studied meaning, significance and process of training need, identification one
feels compelled to see as to how training is imparted how need are identified advantages
gained and deficiency areas discovered in the organization. So study the gray area where
employees and organization need training the present study has been undertaken.
FOUR STEPS TO CONDUCT A NEEDS ASSESSMENT:
Step 1. PERFORM A “GAP” ANALYSIS
The first step is to check the actual performance of our organizations and our people
against existing standards, or to set new standards. There are two parts to this:
Current situation: We must determine the current state of skills, knowledge, and
abilities of our current and/or future employees. This analysis also should examine
our organizational goals, climate, and internal and external constraints.
Desired or necessary situation: We must identify the desired or necessary conditions
for organizational and personal success. This analysis focuses on the necessary job
tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish
these successfully. It is important that we identify the critical tasks necessary, and not
just observe our current practices. We also must distinguish our actual needs from our
perceived needs, our wants.
34
The difference the “gap” between the current and the necessary will identify our needs,
purposes, and objectives.
What are we looking for? Here are some questions to ask, to determine where HRD may
be useful in providing solutions:
Problems or deficits . Are there problems in the organization which might be solved
by training or other HRD activities?
Impending change . Are there problems which do not currently exist but are foreseen
due to changes, such as new processes and equipment, outside competition, and/or
changes in staffing?
Opportunities . Could we gain a competitive edge by taking advantage of new
technologies, training programs, consultants or suppliers?
Strengths . How can we take advantage of our organizational strengths, as opposed to
reacting to our weaknesses? Are there opportunities to apply HRD to these areas?
New directions . Could we take a proactive approach, applying HRD to move our
organizations to new levels of performance? For example, could team building and
related activities help improve our productivity?
Mandated training . Are there internal or external forces dictating that training and/or
organization development will take place? Are there policies or management
decisions which might dictate the implementation of some program? Are there
governmental mandates to which we must comply?
Step 2. IDENTIFY PRIORITIES AND IMPORTANCE
35
The first step should have produced a large list of needs for training and development
and/or other interventions. Now we must examine these in view of their importance to
our organizational goals, realities, and constraints. We must determine if the identified
needs are real, if they are worth addressing, and specify their importance and urgency in
view of our organizational needs and requirements. For example:
Cost – effectiveness: How does the cost of the problem compare to the cost of
implementing a solution? In other words, we perform a cost-benefit analysis.
Legal mandates: Are there laws requiring a solution? (For example, safety or
regulatory compliance.)
Executive pressure: Does top management expect a solution?
Population: Are many people or key people involved?
Customers: What influence is generated by customer specifications and expectations?
If some of our needs are of relatively low importance, we should do better to devote our
energies to addressing other human performance problems with greater impact and
greater value.
Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR
OPPORTUNITIES.
Now that we have prioritized and focused on critical organizational and personal needs,
we will next identify specific problem areas and opportunities in our organization. We
must know what our performance requirements are, if appropriate solutions are to be
applied. We should ask two questions for every identified need:
Are our people doing their jobs effectively?
Do they know how to do their jobs?
This will require detailed investigation and analysis of our people, their jobs, and our
organizations -- both for the current situation and in preparation for the future.
36
Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.
If people are doing their jobs effectively, perhaps we should leave well enough alone. (“If
it ain’t broke, don’t fix it.”) However, some training and/or other interventions might be
called for if sufficient importance is attached to moving our people and their performance
into new directions.
But if our people ARE NOT doing their jobs effectively:
* Training may be the solution, IF there is a knowledge problem.
* Organizational development activities may provide solutions when the problem is not
based on a lack of knowledge and is primarily associated with systematic change. These
interventions might include strategic planning, organization restructuring, performance
management and/or effective team building.
Now to do this need assessment analysis several methods can be implemented, some of
them are as follows:
(a) OOM ANALYSIS
It is the short name given to organizational, operational and man analysis. Proposed by
Mc Gehee and others –
Organizational analysis
It is a systematic study of the organization in terms of its objectives. Its resource
allocation and utilization, growth, potential and its environment. Its purpose is to
determine where training emphasis should be placed in the organization is studied. This
will establish a framework on which training needs can be defined.
Operational analysis
37
Here the focus will be on various jobs in order to determine knowledge, skills and
abilities and person who must be suitable to discharge his work this will clearly indicate
training needs as applicable to the job with no reference to employ that is employed for
the job.
Man analysis
Here the analysis focuses on the individual that is employed on each job. Here the
abilities, skills, attitude and knowledge of the person in studied and compared with those
and the job discussed in the operation analysis above. The comparison clearly gives rise
to the mismatch or gap of abilities, knowledge and skills available with the incumbent
with those desired. Those will give a good picture of training needs.
(b) TASK DESCRIPTION ANALYSIS
Task description comes up with other set of analysis to determining the training needs of
employees. It is systematic analysis of jobs to identify job contents, knowledge, skills and
aptitude required to perform a particularly job. Particularly attention should be paid to the
task to be performed, the methods and the performance standards required of employees.
Task analysis requires the study of various types and training required to perform the job
effectively.
Task analysis consists of following steps:
1. List duties and responsibilities of job as per job description.
2. List the desired performance standard on the job.
3. List actual performance of employee in the job and compare against the standard
fixed in the desired performance standards on the job.
4. Locate trouble spots of work where the employees performance is below standard.
5. Determine training need of that particular employee to overcome his shortfall.
6. Repeat this to cover all jobs and all employees in the organization.
38
(c) AD HOC ANALYSIS
This is a method of determining specific need for training when certain specific problem
like the following arises:
1. Bottleneck in production.
2. Repeated case of delayed deliveries
3. Excessive scrap or wastages, etc
The analysis can be carried out in the following ways:
Interviewing and observing on the job
Performance appraisal analysis
Questionnaire techniques
Expert opinion surveys
Informal observation and talks wit superiors
Suggestion from employees
Management and staff conferences etc.
(d) MANPOWER ANALYSIS
The quality of manpower required by the organization has to be carefully analyzed. It has
to be done in the light of both internal and external environment of the organization the
economic, technological environment of the organization should be properly scanned to
determine the quality of human resources desire. To achieve these quality standards,
specific training needs should be determined on the following lines:
Specific area where individual needs training
The capability of present workforce to learn new skills and behaviour
The time frame within which training must be imparted
Job designing and redesigning, introduction of new work methods and technology
39
2. Planning and preparation of training programme
Planning aspects of training programme
(a) Categories of personnel
The proper selection of trainees is of major importance if permanent and gainful results
are to be obtained. A trainee should be trained for the kind of job he likes and is fitted to
perform. The planners must ensure the training packages are designed in such a way that
is application specific and suit each category of personnel very well.
(b) Preparation of the instruction
The instructor or the trainer is a key figure in an effective training programme. The
trainer must have the knowledge about the job for which he is going to instruct the
trainees. The trainer should explain and demonstrate the operation step by step and
should allow the trainees to repeat these operations. Further whether qualified instructor
may be obtained from inside or outside the organization should also be taken into
consideration.
(c) Training method
A large number of training methods are available. Planning must spell the method of
training as is appropriate to the category of persons for whom such method is intended.
(d) Training aids
Type of training aids required depends on the nature of the training. Category of
personnel involved frequency of training etc.
(e) Written material
To increase the effectiveness of training, some written material is usually desirable as
basis for instruction, review and reference. A complete outline of whole course should be
made with the main topics included under each heading. The training material should be
40
distributed among the trainees well in advance so that they mat come prepared in the
lecture class and mat be able to understand the subject quickly and remove their doubts
by asking questions from the instructor.
(f) Training period
The length of the training period depends upon the skill to be acquired by the trainees
learning capacity and the training methodology used. A big organization can afford to
send their employees will be more than compensated by the benefits obtained from
training in the form of increased productivity, less wastage heightened morale etc.
3. Implementation of training
(a) Guidelines to the instructor
In the initial stages trainees may exhibit a certain amount of nervousness of insecurity.
He is not familiar with the environment and co-students. Trainer has an important role in
this situation.
Put the learner at ease
Explain why the course is important
Indicate the various advantages gained in the training
Give an outline ‘how’ he wants to cover the course indicating various steps/topic
being discussed
Create interest in trainees by encouraging them to ask questions and state their
experience relevant to the course.
Whenever any equipments, tools, workbenches or machines are used for training,
familiarize the trainees with such pieces of equipments.
(b) Training methods
41
There are number of training methods available. Use of particular training method
depends on the type of trainees, workers, supervisors and managers.
The following are the popular methods of training:
Job instruction training, classroom lectures, conferences seminars, group discussion,
computer modeling, case study analysis, audio visual / film shows, simulation,
programmed instruction, games and role playing, T-group training and retraining.
4. Evaluation of training
It would provide useful information about the effectiveness of training as well as about
design of future training programmes. It will enable an organization to monitor their
training programme and also to modify its future programme of training.
5. Follow up
It ensures that the trainee learnt what he is supposed to learn, correctly and the trainee
updates his knowledge and skill on the area or subject. Self graded and programmed
learning kits provide the necessary feedback to a person on his progress on a particular
subject.
EVALUATION OF TRAINING
The specification of values forms a basis for evaluation. The basis of evaluation and the
mode of collection of information necessary for evaluation should be determined at the
planning stage. The process of training evaluation has been defined by various authors,
such as:
According to Prof. Warr – Training evaluation is nothing bur the systematic collection
and assessment of information on how best to utilize training resources in order to
achieve organizational goals.
42
Accordingly to Haasseliy – “The main task of the evaluation is to test training
effectiveness to validate this professional claim that the selected training methods have
brought about the desired results”.
According to Hamblin – The process of training evaluation is defined as “Any attempt to
obtain information on the effects of training performance and to assess the value of
training in the light of that information.”
OBJECTIVES OF TRAINING EVALUATION
1. The organization giving training to its employees can come to know what returns it is
getting for efforts and expenditure it had committed to training and it finds out from it
whether the training efforts are in correct direction decision or not.
2. The training evaluation can justify the expenditure incurred in giving training and
help the organization to determine to what extend objective have been achieved and
the results are for away from the target or nearby the targets.
3. Evaluation and training effectiveness does not only help to assess the quality of
training imparted but also suggests what changes should be incorporated to the
training plan to make it more effective.
4. The training evaluation programme helps to ascertain how far the training is useful to
improve career prospects of individual employees of the organization.
TECHNIQUES EVALUATING TRAINING PROGRAMMES
A number of techniques have been developed for evaluating effectiveness of training
programmes, some of them are as follows:
HAMBLIN suggested five levels at which evaluation of training can take place that are –
43
(i) Reactions:
Training programme is evaluated on the basis of the trainee’s reactions to the usefulness
of coverage of the matter, depth of the course content method of presentation, teaching
methods etc.
(ii) Learning:
Training programme, trainer’s ability and trainee ability are evaluated on the basis of
quantity of content learned and time in which it is learned and the learner ability to use or
apply content he learned.
(iii) Job Behaviour
This evaluation includes the manner and extent to which the trainee has applied his
learning to his job.
(iv) Organization:
This evaluation measurers the use of training, learning and change in the job behaviour of
the department / organization in the form of increased productivity, quality, morale, sales
turnover and the like.
(v) Ultimate Value:
It is the measurement of the ultimate result of the contributions of the training programme
to the company goals like survival, growth, profitability etc. and to the individual goals
like development of personality and social goals like maximum social benefits.
One of the most comprehensive and widely referenced models of evaluation is Donald
Kirkpatrick’s (1979). The four levels of this model are as follows:
Reaction; Learning; Behavior; and Results.
Level 1 : Reaction Evaluation
44
Reaction is the term that Kirkpatrick uses to refer to how well the participants liked a
particular training program. Evaluation of participants’ reactions consists of measuring
their feelings; it does not include a measure of actual learning. Kirkpatrick contends that
although the evaluation of reactions is an easy measurement, many trainers do not follow
these five essential steps for accurate measurement:
1. Determine what information is desired.
2. Devise a written “comment sheet” that includes items determined in the previous
step.
3. Design the sheet so that reactions can be easily tabulated and manipulated by
statistical means.
4. Make the sheets anonymous.
5. Encourage the participants to make additional comments not elicited by questions on
the sheet.
Although Kirkpatrick suggests that participants should feel free and be encouraged to
make additional comments, he also contends that this type of qualitative data is extremely
difficult to analyze. Thus, it is difficult to discern any patterns or trends in order to revise
the training program.
Level 2: Learning Evaluation
According to Kirkpatrick (1979), the second level of analysis in the evaluation process is
that of learning. Kirkpatrick defines learning as the “principles, facts and techniques that
were understood and absorbed by the participants” and identifies the following guidelines
or standards for evaluation in terms of learning:
Each participants learning should be measured by quantitative means. A pretest and
posttest should be administered so that any learning can be attributed to the training
program. The learning should be measured by objective means. When feasible, a control
45
group should be used so that comparisons can be made with the actual training group.
When feasible, the evaluation results should undergo statistical analysis so that learning
can be viewed in terms of correlation and/or levels of confidence. Obviously, evaluation
of learning is much more difficult to measure than reaction. According to Kirpatrick’s
guidelines, a knowledge of statistical procedures is essential for accurate and meaningful
measurement
Endres and Kleiner (1990) also state that pretest and posttests are necessary when
evaluating the amount of learning that has taken place. Without a point of comparison the
measurement of learning at the end of the training program will not reveal exactly how
much knowledge has been obtained from the training experience. Although paper and
pencil tests are the most frequently used tools to measure knowledge, there are other
means for gathering this kind of data.
For instance, when simulations, role plays, or demonstrations are used to measure
knowledge, the trainer can use before and after situations in which participants can
demonstrate or perform the knowledge and techniques that they have learned. This
information if consistent with Kirpatrick’s research on the measurement of learning. In
fact, like Endres and Kleiner, Kirkpatrick maintains that simulations and demonstrations
can closely approximate the participant’s work environment and can help them relate the
learning in meaningful ways, especially when specific job skills are the focus of the
training.
Level 3: Transfer of Learning Evaluation
Kirpatrick’s third level in the evaluation model is transfer of learning. In the HRD
literature there are relatively few examples of studies that have specifically attempted to
assess the transfer of training skills or knowledge of the job. Even Kirpatrick warns that
“evaluation of training program in terms of on the job behavior is more difficult than the
reaction and learning evaluations……..As a result, much training is delivered without a
46
plan for measuring the transfer of training”. Kirpatrick goes on to suggest a framework
for evaluating training programs in terms of behavioral changes:
1. A systematic appraisal should be made on the job performance on a before and after
basis.
2. The appraisal of performance should be made one or more of the following parties
(The more the better): The participant: the Partiicpants superior(s); The participant’s
subordinates; and / or The participants peers or other people who are familiar with the
participants performance.
3. A statistical analysis should be made to compare before and after performance and to
relate changes to the training program.
4. The post training appraisal should be made three months or more after the training so
that the participants have an opportunity to practice what they have learned.
Subsequent appraisals may validity to the study.
5. A control group (of people who did not receive the training) should be used.
Like Kirpatrick, Endres and Kleiner also suggest multidimensional on the job
evaluations, including feedback from the participant, his or her subordinates, and peers,
“By using all three forms of feedback”, they say, “the built in biases of the evaluator can
be reduced as the number of evaluators having different perspectives is increased.”
Level 4: Results Evaluation
Kirpatrick’s fourth level of evaluation is results or impact on the organization.
Attempting to measure results is not for the fainthearted! Although measuring training
programs in terms of results may be best way to measure effectiveness, Kirpatrick
himself points out that “there are ……..so many complicating factors that it is extremely
difficult if not impossible to evaluate certain kinds of programs in terms of results.” The
separation of variables to measure how much of the improvement is due to training is
extremely difficult. Instead of offering a specific formula, Kirpatrick simply reports
anecdotal efforts to measure results. He does applaud attempts by researchers such as
47
Liker to use qualitative data in measuring results, but he laments the fact that current
research techniques are essentially inadequate and that progress in this area is slow.
He states that results are important outcome of any programme. Result of the training
imparted can be in the form of increased efficiency, productivity, morale, reduction in the
cost, rejection rates of finished goods, incidents of accidents, absenteeism, conflicts etc.
Various other techniques invented by other authors are as follows:
Tracey’s View
According to Tracey four methods are taken into consideration while evaluating the
training programme.
Observation
Ratings
Trainers Survey
Interview
Observation
In observation method, the behavior of the trainees in a certain situation is observed.
However, it must be systematic and specific. Observers must be well trained and they
should have ideas about what they are looking for. Observation method is a direct one on
evaluating or assessing the quality of formal training and of identifying defects,
deficiencies.
Rating
Rating is another method of evaluation outlined by Tracey. He states that various element
of the training system should be rated independently by several qualified rates. These
elements include trainees, instructors, equipments, materials training and facilities.
48
Trainee Surveys
In this method opinions of trainees are used for training evaluation. Questionnaire may be
prepared in which the question related to the effectiveness of training , instructions,
equipments, materials, training aids and facilities incorporated may be mentioned.
Training effectiveness on the techniques used and duration of training can also be
included. Then the information colleted is tabulated, analysed and interpreted. The
interpretation indicates the areas, which required improvements and modification e.g.
scoring methods.
Trainee Interview
In this method the views and ideas of the trainees which cannot be put down on the paper
can be determined by asking them skillful questions. The information thus obtained by
interviewing the trainees helps to prevent ambiguity, especially in interpretation.
COST BENEFIT ANAYSLIS
Cost Benefit analysis deals with whether the likely benefits after training are worth the
cost involved in achieving them.
The following aspects are generally taken into consideration while analyzing the cost for
training.
Designing the programme – Designing the learning event might include such as
audio visual aids, telephones, production of booklets, slides, paper, test materials,
printing expense etc.
Delivering the programme – The cost of actually running the event might include,
salaries of trainers, trainers lectures, clerical/administration staff, travel cost etc.
cost conference centers, up keep of classrooms, buildings, offices,
accommodation and food maintenance and repair of aids.
49
Evaluating the programme – the cost of evaluation is usually low compared to the
other two elements, and it includes, cost of designing questionnaires, analysis and
summary of data collected, delivering the evaluation report, tests, questionnaire,
postages etc.
MANAGEMENT / EXECUTIVE DEVELOPMENT
Management development is a systematic process of growth and development by which
the managers develop their abilities to mange. So, it is the result of not only participation
in formal course of instruction but also of actual job experience. It is concerned with
improving the performance of the managers by giving them opportunities for growth and
development, which in turn depends on organization structure of the company.
OBJECTIVES OF MANAGEMENT DEVELOPMENT
The management development programmes are organized with a view to achieving
specific objectives, They are:
To overhaul the management machinery
To improve the performance of the mangers.
To give the specialists on overall view of the functions of an organizations and
equip them to coordinate each others efforts effectively.
To identity persons with the required potential and prepare them for senior
positions.
To increase morale of the members of the management group.
To increase versatility of the management group.
To keep the executives abreast with the changes and development in their
respective fields.
To create the management succession which can take over in case of
contingencies.
To improve though process and analytical skills.
50
To broaden the outlook of the executive regarding his role position and
responsibilities.
To understand the conceptual issues relating to economic, social and
technological areas.
To understand the conceptual issues relating to economic, social and technical
areas.
To Understand the problems of human relations and improve the human relation
skills.
To stimulate creative thinking.
NEED FOR MANGEMENT DEVELOPMENT
The need for management development programme arises due to the following reasons:
1. Techno-managers like basic chemical engineers, mechanical engineers,
information/systems engineers need to be developed in the areas of managerial skill,
knowledge and abilities.
2. Efficient functioning of public utilities, transport, communications, etc deptnd on
profefssionalisation of management in the sectors.
3. Professionalisation of management at all levels particularly in service organizations
need the development of managerial skills and knowledge particularly at lower and
middle levels.
4. Transmission of communist/socialistic societies into capitalistic economies change
the structured of the principals of business. These changes along with the
liberalization, privatization and globalization of business changed the principle.
Hence, development of the present mangers in these new principle/areas is highly
necessary.
5. Human resources development if the mangers in multiple areas necessitate the
executive development programme.
6. The need for management development arises due to providing technical skills and
conceptual skills to non technical mangers skills and conceptual skills to technical
mangers.
51
7. The intensive competition and consequently upon employment of various grand
strategies by various business organizations necessitates the development of
mangers.
8. The emergence of new concepts in management like Total Quality Management,
Enterprise Resource Planning, Business Process Re-engineering Empowerment etc.
necessitates the management to offer development progammes.
52
TRAINING AND DEVELOPMENT AT KHEMKA POWER
PROJECTS
PROLOGUE
From the organizational context HRD is a process which helps employees of an
organization to improve their functional capabilities for their present and future roles, to
develop their general capabilities, to harness their inner potentialities both for their self
and organizational development and to develop organizational culture to sustain
harmonious superior subordinate relationships, teamwork, motivation, quality and a sense
of belongings. Essentially, HRD activities are designed to make people effective in their
present job position, which is a part of training function. For future unidentifiable jobs,
i.e. to develop capabilities for a future position of new activities within the organization,
which are not very specific at the present stage, it becomes a part of development
function. As regards this an organization must develop its training and development
practices with due care and caution. Considering all these aspects Khemka has laid down
its training and development policies.
TRAINING
Under this head Khemka has its INDUCTION TRAINING PROGRAMME for fresh
management trainees who join the organization and it is demeanoured thorugh the
comprehensive management training programme.
Khemka also has a special SALES TRAINING DEPARTMENT which aims at
accomplishing perfection in the fields of sales. This cell was particularly established for
accomplishing perfection people. This step is viewed as a major foothold in Khemka ’s
history. And how this programme led its journey since 1984-04, to educate Khemka ’s
sales personnel in each and every nuance of sales, is depicted as follows:
METHODOLOGY ADOPTED
1999-2002 Phase 1
53
When Khemka decided to adopt a single sales training programme in 1999, the sales
system consisted of:
Khemka laid down “Train the trainee approach”to remove the hiatus between required
performance of their employees and their actual performance. Under this approach
mangers were trained by the professional trainers to inculcate in them new areas of
learning. Then these mangers were required to download this training to their respective
sales officer in their JOURNEY CYCLE meetings (Which were held each month), then
sales officers trained interim sales representative and so on. Thus, they followed TOP-
BOTTOM approach.
Managers
Sales Officers
Interim sales representatives
Sales Stockists / Salesmen
Managers were trained by National Sales Trainer in their functional things as well as in
skills (functional things included their day to day working in the organization). They
were trained in various basic issues which proved to be hindrances in accomplishing their
objective. The procedure followed was:
Managers were divided into 8 groups consisting of 15 mangers each. Training period was
split over 4 quarters in each year and in every quarter 3 modules were converted & 2 days
classroom lecturers were conducted.
Managers were then required to pass on each module every month to sales officers in
their JC meetings and to spend half day in classroom lecture and remaining period in
conducting on the Job Training. Similarly this chain of train the trainee approach
proceeded at each level. This system was followed till 2002 and during this period 24
modules (which included sales related topics) were completed.
2002-2004 Phase – II
54
Under this phase the main emphasis was laid down in imparting some professional skills
which in turn facilitated in making the programme more interesting and knowledgeable.
The hierarchy was defined as follows:
Senior Manager
Managers
Sales Officers
Interim sales representatives / Stockists salesmen.
Senior manger – They were extensively trained in advance leadership, which aimed at
enhancement of skills rather than emphasizing on functional matters.
Managers – they were trained in both leadership qualities as well as functional aspects.
The division was 60% & 40% respectively.
These were trained by NSTM & hired professional external faculty.
Sales officers- their training also included functional aspects & basic leadership
knowledge but the percentage was 50-50.
Interim sales representative –their training basically involved in promoting perfection in
their functional skills i.e. their day to day working.
Their training was controlled by NSTM.
Under this sales training programme many studious mangers were also send to different
college to attend lecturers in order to multiply their skills.
Thus, in nutshell this was the basic structure of the sales training programme which was
introduced in Khemka way back in 1984 to 04. But implementation of special training
modules for the satisfaction of particular departments is yet to come.
55
DEVELOPMENT
Development component of HRD is to conduct learning experience for a future undefined
job. Unlike general training, Management Development Programme aim at developing
conceptual and human skills of mangers and executives through organized and systematic
procedure. The Management trainee programme in Khemka has been a focus area to
induct young and vibrant professionals at the entry level. With every passing year, up
gradations are made to it to make the learning experience more enriching and rigorous
with a greater focus on functional and conceptual inputs and an objective learning
evaluation system, because of this need the YOUNG MANAGEMNET
DEVELOPMENT PROGRAMME was conceived.
YOUNG MANAGEMENT DEVELOPMENT PROGRMAME
YMDP has been conceived with the primary purpose of providing a more focused
approach towards functional and cross functional training inputs. Moreover, a more
integrated and scientific metric for evaluating learning of trainees has been developed to
help them evolve as better managers through constant evaluation and feedback.
Objectives:
1. To groom managers of tomorrow.
2. To instill a sense of camaraderie and develop a vibrant progressive culture.
Features:
1. The YMDP has a structured approach and a fixed training schedule to standardize
the training processes and systems.
2. The YMDP has focused core functional training to develop a sound conceptual
foundation for the trainee.
3. Cross – functional is integral components of this programme to develop a better
sense of inter functional interlinkages.
4. Projects are an important focus area in the YMDP. The purpose of this being to
develop a better understanding of Khemka ’s business among trainees by
56
enduring that they utilize their training experience, cross functional exposure and
business concepts in providing practical solution to real business problems.
5. On – job – training exposes the YMDP trainees to real life business situations
along with actual responsibilities and authority to handle them.
Support mechanisms:
1. Mentors have vital role to play in the YMDP. They are a support mechanism for
the trainees who can counsel them regarding their training and other professional
of personal issues concerning them.
2. Trainers ensure that training inputs are provided and training schedule is
implemented.
3. Review Committee comprises of the senior management who comprehensively
review the trainees.
Feedback & Evaluation
1. The learning evaluation is done through a combination of tests, presentations and
evaluations by trainer.
2. Feedback from trainees ensures that modifications can be made to the YMDP to
ensure better quality training inputs.
Roles:
a) Mentor
The Mentors for YMDP Sales and Marketing trainees will be the Heads of the Sales or
Heads of Marketing of Family Products Division, Health Care Division or Khemka
Foods. The mentor for the YMDP trainee from Functions will be the Head HR, while the
mentor for Operation will be GM (Operation). The mentor’s primarily role will be:
1. To personally interact with trainees (at least 3 times during the training period) and
provide overall guidance by giving value adding inputs for their development.
2. To act as a support mechanism for the trainee, wherein he/she can communicate
personal/professional issues.
57
3. To interact with trainers and follow up the progress of the trainers in terms of
learning and quality of training inputs.
4. To ensure that the trainer does not only implement the training programme, but
also practices in spirit.
5. To be part of the Review Committee to provide objective and Comprehensive
overview of the trainee.
b) Trainer
The trainer’s primary role will be
1. To implement the training schedule in totality and in spirit.
2. To personally guide and provide developmental inputs to the trainee.
3. To identify areas of improvements of their respective trainees and recommend /
implement inputs for improvement.
4. To provide objective evaluation of trainee’s learning.
5. To install managerial and leadership qualities in trainees.
c) Review Committee
The role of the Review Committee will be :
1. To comprehensive review each trainee twice during the YMDP.
2. To recommend subsequent course of action, which may be:
Recommending final confirmation of trainees at the end of YMDP, or
Recommending another review of the trainee (after 3 months) if overall
learning or conduct of the respective trainee is not as per the desired standards, for
Recommending consequence management if overall learning or conduct
of the respective trainee is not as per the desired standards.
d) National Sales Training Manger
1. To develop training modules for classroom training.
2. To develop tests to assets the conceptual understanding of trainee based on inputs
imparted in classroom.
e) HR Department
58
CORPORATE HR
The role of Corporate HR will be:
1. To allocate trainers and mentors for individual trainer.
2. To communicate overall training expectations to the trainees and their respective
trainers.
3. To track and analyse learning of the trainers.
4. To consolidate identified areas of improvement and subsequently follow-up in
terms of recommended inputs for improvement of the respective trainees.
5. To ensure that Zonal / Unit HR does subsequent follow-ups in terms of the
adherence of schedule by trainers, collection of assessment forms form trainers
and feedback given to taken from trainers.
6. To regularly interact and counsel trainees (wherever required).
7. To ensure that the designated mentors interact and meet their respective trainees
regularly.
ZONAL / UNIT HR
1. To ensure that the trainers in their Zone / Unit adhere to the training schedule in
totality and in spirit.
2. To collect learning assessment forms of trainers from their respective trainers.
3. To give and take feedback form the trainees regularly.
4. To be responsible for the welfare of trainees in their respective Zone/Unit.
Taking care of all these statutes as, defined by the company Khemka ahs segregated its
management development programs for following departments as per their requirements.
For Sales & Marketing employees.
For CSCC department employees
For CPPD departmental employees.
And for Engineers.
59
DATA ANALYSIS AND FINDINGS
How do you identify the employees who need to be trained?
New Technology 13
Change in policies 20
Core competencies 8
Inefficient work culture 9
Others 0
It should be done so root of problem can be traced out and accordingly it can be treated
well for the best output. There are so many ways to identify the cause of the problem.
Over here we discussed 3 main causes where by few find that 3 of them are very much in
use in industry. That is employee himself, performance appraisal, and superior
assessment. Here we can see that the best to know about you is he. He can be monitored
by the team head too who sees him working regularly and if found then can recommend
him to undergo training.
60
Duration of Training Programme
Learning at Khemka is a continuous process and they learn at each and every stage. The
education and training team continuously strive to make its colleague learn as frequent as
possible. So that they are always prepared for any situation to face the competitive world.
Proper training of employee is held as per the need and requirement of the employee
related to the work he is assigned. So that he can do his best. But still if we see people
frequently go for training.
61
Who are the trainers?
Internal Trainers 42
External trainers 8
In Khemka 87% of the respondents said that Khemka have internal trainers
62
On What parameters do you decide the duration of training?
Most of the respondents (40 out of 50) said duration of training depends upon nature of
the job and 5 of them said that it depends upon accountability of the job.
63
On what parameters cost depend?
The graph shows that Training cost depends upon the number of trainees and trainers
participated in the training programme.
64
How do you evaluate the effectiveness or otherwise of the training programme?
Training small word covering wide connotation, is the way you groom some one in
different environment and ways available as per the capacity as well as availability. On
the complexities of it training is imparted to individual. At Khemka employee have been
undergone in almost all the above category but most of them feel it should be held on the
job so that they can concentrate approximately in what ever they are taught, where as
they feel that some training like 6 sigma, 5s, Kaizan should be help on the job for its
effectiveness.
65
Do you train your employees on working culture of your organization?
According to your professional needs, which policy areas should a training programme be foucsed on?
66
What training format would be more convenient for your needs? Please indicate your preference in terms of duration and location
Two day session training format would be more convenient for their needs.
67
CONCLUSION
It is found that the average age group of trainees are in their twenties or early thirties
which signifies that the power sector need more of young blood as enthusiasm is an
integral part of the industry.
The maximum emphasis is given to job instruction methods where the trainee are made to
understand their job thoroughly and the role they are going to play in performing their
job.
Lecture as well as the presentation is the major part of imparting the education and
training them.
The training objective are in keeping with needs and abilities of the trainee and it is this
that proves to be the major reason for success of the training as whole...
The trainee fill the feedback form and from time to time test are conducted to know the
gauge the effectiveness of training to employee to check their memory if they retain
anything or not.
We think that time management is one of the thing on which Khemka team must
emphasis so that there employee can be more productive as it was found during the visit
to the corporate office people they lack in managing themselves.
Stress management training is more important for employee as it was observed that
people are all the time in tension like situation as to how to do what to do when to do, no
time and things like that which kept them tensed all time.
Last but not least behavioural training is more important as while doing the study it was
found that people are less cooperative and outgoing to help out..
68
RECOMMENDATIONS
In this age of cut throat competition obsolescence sets in very fasts as new technologies
are being invented and developed at a rapid pace. Therefore, in order to ensure that
Khemka Projects employees are kept constantly technically updated with the latest in the
industry, the following suggestions are recommended for implementation:-
Training policy should be made known to 100% of the employees through Policy
Manuals, notices and holding of seminars by departmental heads.
Training need identification or assessment methods should be systematic and
transparent e.g. OOM Analysis.
Frequency of training courses for all employees should be increased to prevent
technical obsolescence.
Classroom sessions should be followed by on-the-job training in every training
programme.
Level of complexity of training programmers should be in keeping with the latest
requirements of the industry.
Adequate updated reference material should be made available to the employees.
The training programmes should regularly reviewed to cater to latest
developments in technology, so as to increase the effectiveness of training.
The evaluation of training should be carried out regularly by the training
department in liaison with concerned departments to asses the effectiveness of
training being imparted to employees and to make necessary improvements, if
required.
69
The developmental programmes conducted for employees should lay more
emphasis on building and developing managerial capabilities and qualities in
them.
Employees attending the training and development programmes should attend
these programems with clear understanding of the skill and knowledge they are
expected in this regard.
70
BIBLIOGRAPHY
Horwitz, F.M. (2013), The Emergence of Strategic Training and Development: The
Current state of Play, Journal of European Industrial Training, vol. 23, no. 4, 5,
pp. 180-90.
Aswathappa K. (2009), Human Resource & Personnel Management, Third edition, New
Delhi Tata McGraw-Hill Publishing Co. Ltd
Ivancevich J.M. (2011), Human Resource Management, 9th edition, Tata McGraw Hill
Publishing Company Ltd.
Pattanayak B. (2011), Human Resource Management, Third edition, Prentice Hall of
India
Stone, R. (2008) Human Resource Management, 4th edition, Milton, Queensland: .John
Wiley
http://www.khemkapower.com/company-profile.htm
www.domain-b.com
www.cite-hr.com
71