Neetu Project

APROJECT REPORT

ONTRAINING AND DEVELOPMENT

Submitted in partial fulfillment of the requirement ofMaster of Business Administration (MBA)

PUNJAB TECHNICAL UNIVERSITY

Under The Supervision Of SUBMITTED BY:MRS. SUDHA BARNWAL MS. NEETU TANWARSoftdot HI-Tech Educational & Roll No. 9214740076Training Institute South Ex-I MBA 4TH SEM (HR)

SESSION: 2009-2011

DIRECTORATE OF OPEN AND DISTANCE LEARNINGPUNJAB TECHNICAL UNIVERSITY, JALANDHAR

THROUGH CENTRE CODE-1103SOFTDOT HI-TECH EDUCATIONAL & TRAINING INSTITUTE

NEETU TANWAR | 9214740076 | MBA (HR) | 1

TO WHOM SO EVER IT MAY CONCERN

This is to certify that the project work title “Training and Development” by Ms. Neetu Tanwar , Roll No. 9214740076 is an authentic work carried by her under my guidance and supervision in the Masters of Business Administration from PUNJAB TECHNICAL UNIVERSITY, JALANDHAR through SOFT DOT HI-TECH EDUCATION INSTITUTE. The report submitted has been founded satisfactory for the partial fulfillment of the degree of M.B.A.

-----------------------

MRS. SUDHA BARNWAL

(PROJECT SUPERVISOR)


STUDENT DECLARATION

I, Neetu Tanwar, student of MBA (HR), batch 2009-2011, studying at Softdot Hi-

Tech Educational & Training Institute, New Delhi, hereby declare that the the

project report on “TRAINING AND DEVELOPMENT: TRAINING NEED

IDENTIFICATION & EVALUATION OF EXECUTIVES” submitted to

Punjab Technical University, Jallandhar in partial fulfillment of degree of

Master’s of Business Administration is the original work conducted by me.

I also declare that this project is the result of my own effort and the information

and data given in the report is authentic to the best of my knowledge.

This summer training report is not being submitted to any other university for

award of any other degree, diploma and fellowship.

Ms. Neetu Tanwar

Roll No. 9214740076


ACKNOWLEDGEMENT

I would like to take an opportunity to thank all the people who helped me in collecting necessary information and making of the report. I am grateful to all of them for their time, energy and wisdom.Getting a project ready requires the work and effort of many people. I would like to thank to all those who have contributed in completing this project. First of all I would like to send my sincere thanks to MRS. SUDHA BARNWAL for her helpful hand in the completion of my project.

Ms. Neetu TanwarRoll No. 9214740076


CONTENTS

Introduction of Organization

Business profile

Introduction to Project

I. Problem definition statement

II. II. Research Objective

III. Methodology

IV. Limitations

Chapter-1 Litrature Reveiw

1.1 Introduction

1.2 Need for training

1.3 How training is related to HRM

1.4 Training process

1.5 Objectives and goals of training

1.5.1. Issues in employee training

1.6. TRAINING NEED ASSESSMENT

1.7. Identifying training needs

1.8. Training methods and techniques for employees

1.9. Designing training and development programme

1.10. Using the evaluation to improve training & Methods of evaluation

Chaptar -2 Findings

2.1 Analysis of General feedback

2.2. Analysis of feedback on Balance of the Program

2.3. Analysis of feedback on Post Training Scenario

2.4. Overall findings of questionnaire

2.4.1. Analysis of General feedback

2.4.2. Analysis of feedback on Balance of the Program

2.4.3. Analysis of feedback on Training Program Content

2.4.4. Analysis of feedback on Post Training Scenario


2.4.5 Forms designed

Chapter 3 Summary of findings

Chaptar 4 Conclusions and Suggestions

ANNEXURE 1

Bibliography


EXECUTIVE SUMMARY REPORT

I did my SIP with DCM Shriram Industries Ltd. - Shriram Rayons.

(www.dcmsr.com) during May - July 2011.

I was assigned the task of creating a systematic model of training, training

system and design of training need identification & evaluation forms for

executives.

Profile:

Project: Training Need Identification & Evaluation of Executives.

Studying the similar systems and models of training adopted by other

companies.

Analyzing the executive’s level in the organization and design the training

need identification forms accordingly.

The learning from their experience.

Pilot testing of the identification forms and to see how effectively they can

be designed.

Documenting every activity during the project.

Reporting:

I reported to Assistant Manager, Personnel who acted as the delivery head for this

particular project.

Learning during SIP:

I learnt a lot during the project. It provided me the much needed corporate

exposure (business communication, prioritizing work). Though we are


continuously given inputs on soft skills and business communication during our

program; but there is no better place to hone these skills than the workplace. The

plant exposure given by the organization was an added feather to my cap. It proved

as an opportunity to spent time at plant and having a direct contact with the

workforce.

Preparation:

I began preparing my inputs for the project even before I joined, that helped a lot. I

took along some other project titles and one of them was selected. The training

model, system and forms designed were approved by the Chief Operating Officer

of the organization and organization was keen to design a handbook based on the

project report.


DCM SHRIRAM RAYONS

“We have always looked upon the development of human

resources as both crucial and the most rewarding task of

management. I believed that not machines and techniques, but

human beings are, and should be, our greatest care and

concern.”

- Lala Shri Ram (1884-1963)

Founder, Shriram Group of Industries

DCM Shriram Industries Ltd. (DSIL) is the flagship company of the DCM Shriram

Industrial Group based predominantly in Northern India with a portfolio of

products comprising of sugar, alcohol, fine chemicals, and rayon. Tyrecord &

textiles. The group has a strong emphasis on technology and quality as also a

strong commitment to environmental & social concerns.


Business Profile

A series of ISO 9000 certified DCM Shriram Industries Ltd was formed in 1990

after the restructuring of DCM group by combining five units of DCM group

namely Sugar factory at Daurala, Distillery at Daural, Rayon tyrecord plant at

Kota, Liquor Operations at Daurala and Aromatic Chemicals Plant at Daurala. The

company is essentially a manufacturer of Sugar, Alcohol, Chemicals and Rayons.

The company has five manufacturing units in India. Daurala Sugar works is

located at Daurala, UP where Sugar, Refined sugar, Pharma Grade Sugar, Alcohol,

Potable Liquor and Aromatic Chemicals are manufactured. Products like Industrial

Rayon, Nylon and Chemicals are manufactred at Shriram Rayons, Kota, Rajasthan.

Daurala Organics manufactures Drug Intermediates and Fine Chemicals. DCM

Hyundai Ltd and Daurala Food and Beverages (P) Ltd are Shriram's promoted

companies. DCM Hyundai Ltd located at Pollivakkam, Tamil Nadu manufactures

Dry Cargo Marine Freight Containers, Freight Containers for Trucks and Sheet and

metal fabrications and Daurala F and B (P) Ltd is manufacturer of Scotch and

Blended Whickies and Liqueurs.

The company had promoted ISO 9002 certified Daurala Organics Ltd in 1994 to

manufacture high technology, high value drug intermediates.

For over a hundred years, the name DCM Shriram has been synonymous with

Excellence, Quality, Integrity, Environmental consciousness and pioneering spirit.

This is the legacy that DCM Shriram Industries Group - born in 1990 on

restructuring of the erstwhile DCM Ltd - aspires to live up to & surpass.


As a business group that has inherited the rich legacy of sound governance,

effective corporate management, technological sophistication & above all the

goodwill & loyalty of numerous stakeholders & associates, we continue to build

our business on the vision & values endowed by our founder.

DCM Shriram Industries is a diversified group with operations in Sugar, Alcohol,

Organic and Inorganic Chemicals, Drug Intermediates, Rayon Tyrecord, Shipping

Containers and processed cotton yarn.

The group comprises five main business operations, each with a history of

consistent performance over the years.

Daurala Sugar Complex, comprising a cane sugar plant, distillery and an

aromatic chemicals unit.

Shriram Rayons, comprising rayon tyrecord/yarn/fabric and nylon chafer/fabric

plants.

Daurala Organics, manufacturing new generation drug intermediates.

Daurala Foods & Beverages (P) Ltd., manufacturing high-class liquors.

DCM Hyundai Ltd., manufacturing shipping containers.

As market-driven agglomerate, responsive to customer needs, DCM Shriram

Industries group remains committed to continuous modernization, expansion,

diversification and innovation.

It is a commitment that has helped us maintain leadership in every area of our

operations.

DCM is definitely maintaining a tradition of excellence.


MILESTONESPRODUCTS AND UNITS

Manufacturing Place Products


1889 Delhi Cloth Mills founded at Delhi1932 Sugar factory set up at Daurala

1934Textile Mills set up at Lyallpur (Now Faisalabad in Pakistan)

1940 Sugar factory set up at Mawana1941 Heavy inorganic chemicals plant set up at Delhi1943 Distillery set up at Daurala1948 New textile mills set up at Delhi1958 Spinning mills at Hissar and Silk mills set up at Delhi1960 PVC, Chlor-alkali and Calcium Carbide plant set up at Kota1965 Rayon tyrecord plant set up at Kota1967 Liquor operations started at Daurala1969 Urea plant set up at Kota1970 Aromatic chemicals plant set up at Daurala

1972Textile mills set up at DasnaComputers unit set up at Delhi

1977 Precision castings (for automobiles) foundry set up at Ropar

1990DCM restructured into 4 different groups(Birth of DCM Shriram Industries Group)

1994

Drug intermediates company established with works at Daurala (Daurala Organics Ltd.)Yarn dyeing and processing unit established at Alwar(Indital Tintoria Ltd.)

1995Shipping containers company established at Chennai(DCM Hyundai Ltd.)

1997Joint Venture Liquor company established with works at Daurala (DCM Remy Ltd.)

2004Commercial production of Anhydrous Alcohol (for admixing field)

2005Daurala Organics Ltd. , amalgamated with DCM SHRIRAM INDUSTRIES Ltd.

Units

Daurala Sugar

Works

Daurala, U.P. - Sugar

- Refined Sugar

- Pharma Grade Sugar

- Alcohol

- Potable Liquor

- Aromatic Chemicals

Shriram Rayons Kota, Rajasthan. - Industrial Rayon

- Nylon

- Chemicals

Daurala Organics Daurala, U.P. - Drug Intermediates

- Fine Chemicals

DCM Hyundai Ltd. Pollivakkam,

Tamil Nadu.

- Dry Cargo Marine Freight

Containers

- Freight containers for

Trucks

- Sheet metal fabrications

Daurala F & B (P)

Ltd.

Daurala, U.P. - Scotch & Blended

Whiskies

- Liqueurs

ENVIRONMENT HEALTH & SAFETY

DCM Shriram Industries Group has always been dedicated to meeting their

responsibility towards protection of environment and conserving scarce natural

resources. This has prompted us to adopt the following measures:


Boilers modified for multi-fuel arrangement and can be run on various

renewable fuels, viz., bagasse, rice-husk and eco-friendly bio-gas (methane).

Effective flue gas wet scrubbing system using in-house technologies to

release pollution free flue gases.

ESP's

Bio-methanation and secondary Plant set up to obtain eco-friendly bio-gas

from distillery effluent, using in-house technologies.

Effluent Treatment Plants set up in all factories to not only control discharge

of pollutants within prescribed limit but also generates bio gas which is used

as a clean fuel in the boilers

Green Belt in and around the factory and residential complexes.

Minimizing energy and water consumption in processes.

Yearly Plantation practice.

Newer technologies are adopted to minimize consumption of energy and

water in the complex.

Bio compost plant provides eco-friendly manure to the farmers of the area.

It is our policy to maintain the wholesomeness of the environment and

preserve the ecosystem.

HEALTH & SAFETY

Health and safety of employees and the public is of paramount importance to us.

Shriram Rayons has won the National Safety Award for 15 Yrs.

Organize regular training programmes covering all aspects of safety and

hazardous operations.

Assessment and elimination of potential hazards/risks to Safety, Health and

the environment, supported by regular safety audits and timely

implementation and maintenance of safety systems supported by periodic

drills and rehearsals.

ABOUT SHRIRAM RAYONS


Shriram Rayons was set up in 1965 to produce rayon tyre cord. The engineering

and design was provided by Chemtex of USA.

Shriram Rayons is amongst the country's major manufacturers of high grade rayon

tyre cord with nylon and rayon conversion facilities catering to the needs of both

domestic and overseas markets. It also has a complex for the manufacture of

inorganic chemicals.

Technology Sources

- Beunit Fibres Inc, USA.

- Chemtex Inc, USA.

Quality Systems

Certified under ISO 9002 by RWTUC, Germany.

ACHIEVEMENTS

We are known for adapting to change. We have transformed the unit from

domestic one to a virtual 100% Export Oriented Unit.

Recipients of 8 Export Awards for highest exports of Rayon Tyre Cord

Product from the Silk & Rayon Textile Export Promotion Council.

Recipients of 15 Safety Awards for safe and healthy operations from

Government of India .Ministry of Labor.

We have been accredited with ISO-9002/ 9001/2000 from RWTUV of

Germany continuously since 1994.


SOCIAL CONCERNS

Helping to improve the quality of life of our workers is very much a part of the

basic management philosophy at DCM Shriram Industries.

Facilities like housing, education, medicare, family welfare, libraries and reading

rooms, play grounds and cultural centres for employees and their families are

provided at all our units.

Highlights

Workers' clubs equipped with reading room, sports room, gymnasium etc. to

encourage social interaction.

In-house facilities for regular sports and cultural events at all units, to

encourage participation by all employees and their families.

Sponsoring of national sporting events, like the DCM Shriram Air Force

Open Golf Championships & DCM Shriram All India Hockey Tournament.

Annual Shankar Shad Mushaira with participation of distinguished poets.

Organizing free family planning & welfare camps in rural areas in

collaboration with the local administration on a regular basis.

Operating charitable hospitals for the workmen as well as people of the

nearby villages.

Maintaining green belts in and around manufacturing sites.


CMD

MD

Chief Operating Officer


Sr. General Manager

Dy. General Manager

General Manager

Asst. General Manager

Sr. Manager

Manager A

Dy. Supdt. A

Officer

Dy. Manager

Manager B

Asst. Manager

Dy. Supdt. B

Jr. Officer



INTRODUCTION

Focus of the Project

Training seems very limited and restricting. Life is all about improvement

and improvement is done through transformation. Transformation-

whether of the organization or of individuals- always help liberates and

enables people. Training is to bring about the transformation in people’s

hearts and minds.

In the project undertaken in DCM Shriram Industries Ltd. – Shriram

Rayons, I will under the guidance of the Company Guide and Faculty

Guide will identify the training needs of the organizations executives

respectively. This project will help the organization to design a structured

training module for executives and designing identification and

assessment forms for training needs.

Under the guidance of both the Company Guide and Faculty Guide, I

propose to implement the following model and training system to make a

structured training module for organization’s requirements and suitability.

Model for a Systematic Approach to Training

I. Obtaining of Corporate Objectives:

Linkage of training with corporate objectives and strategies.

II. Identification of Training Needs:

Organizational Analysis: Identification of organization objectives,

needs, growth


potential and resources.

Task Analysis: Identification of knowledge, skills and attitudes

required.

Manpower Analysis: Identification of target population and

performance analysis.

Statement of training need: Identification of gap between existing

and required level

of knowledge, skills and attitudes.

Isolate problem areas amenable to resolution through training.

III. Training Objectives and Plan of Training:

Setting training objectives: In terms of behavioral changes.

Develop measures of job proficiency: In terms of outputs/results.

Develop training policy, plan, procedures, and records.

IV. Design, Conduct and Evaluate:

Plan and design training programmes: Course construction.

Arrange resources.

Conduct training programmes: Individual, Group, On-the-job

Follow-up and Evaluation: Carry out evaluation against objectives

set.

V. Obtain Feedback and Action:

Validate: Against measures of job proficiency.

Ensure feedback of results

Revises training if necessary

Assessment of Training Needs and Remedial Measures


Training System


Performance Deficiency

Lack of Skill or knowledge or Attitude

Other Causes

Training Non-training Measures

Approval for Training Budget

Self Training Needs

Training Needs Recommended by HODS

Performance Appraisal

Training Identification Form

Discussion with HOD

Training Need Analysis Survey

Training Calendar

Training Effectiveness Form by HOD

Training Programme

Training Feedback Form

Department-wise Employee Training Record

Employee Training Record

Organizational need Analysis

I. STATEMENT OF PROBLEM AND ITS IMPORTANCE

Every organization needs to have well-trained and experienced people to

perform the activities that have to be done. If current or potential job

occupants can meet this requirement, training is not important. When this

is not the case, it is necessary to raise the skill levels and increase the

versatility and adaptability of employees.

As jobs have become more complex, the importance of employee training

has increased. When jobs were simple, easy to learn, and influenced to

only a small degree by technological changes, there was little need for

employees to upgrade or alter their skills. But the rapid changes taking

place during the last quarter century in our highly sophisticated and

complex society have created increase pressures for organizations to

readopt the products and services produced, the manner in which

products and services are produced and offered, the types of jobs

required, and the types of skills necessary to complete these jobs.

Evaluating training effectiveness:

It is not enough to merely assume that any training in an organization

offers is effective. We need to develop substantiate data to determine

whether our training effort is achieving its goals; that is if it is correcting

the deficiencies in the skills, knowledge or attitudes that were assessed as

needing attention. It is often easy to generate a new training program, but

if all training effort is not evaluated, it becomes possible to rationalize

any employee training efforts. To avoid the uncontrolled expansion of

training costs, management must insist on a thorough cost benefit


evaluation to ensure that the training dollars generate satisfactory returns.

Here are the three approaches, each of which offers improvement over

subjective opinions.

• Test-retest method:

Participants are given a test before they begin the program. After the

program is completed, the participants retake the test. The difficulty

arises in attempting to substantiate those changes in the test scores will be

reflected in performance and that whatever changes has occurred can be

fully attributed to instructions.

• Pre-post performance method:

The utilization of tests as proxies for job performance creates the

opportunities for error. The pre-post performance method is designed to

correct this error. In this method each participant is evaluated prior to the

training and rated to the actual job performance. After instruction is

completed participants are re-evaluated. This directly deals with job

behavior.

• Experimental control group method:

Two groups are established-comparable as to skills, intelligence and

learning abilities-and evaluated on actual job performance. Members of

the control group work on the job but do not undergo instruction. The

experimental group is given the instruction. At the conclusion of the

training the two groups are re-evaluated. If the training is really effective,


the experimental group’s performance will have improved, and its

performance will be substantially better than that of the control group.

This approach attempts to correct for factors other than the instruction

program that influence job performance.

Summary

From the three methods mentioned, the experimental control group

method is preferred. But costs, time and questions about the ethical

activity is withholding training from some employees may make this

method inappropriate. With in the evaluation we should assess four areas:

Trainee reaction

Learning

Behavior

Results

The trainee’s reaction includes the subjective assessment. If the objective

of the program is consistent with the expectation of the participants. If the

trainees perceive that the training program was ineffective, this should

immediately raise a red flag about the program. An excellent reaction in

the participants may indicate that the session had an entertainment value

and therefore and excellent rating is not an accurate evaluation.

To conduct the analysis we need to generate three measures; cost, change,

and impact. The costs are those monetary outlays for providing the


training. The change factor looks at the difference between what one

knew after the training as compared with before the training. The last

factor impact, tries to show what change was solely attributed to the

training program. It measures “after the training results”.

Thus it is impossible to claim that the training, in and of itself, is effective

unless it is evaluated. If those responsible for training are convinced that

every training program being offered is “good”, it is a reasonable bet that

little evaluation is taking place, and it is very much possible that the

actual training could be improved.

I have tried to reach the different parameters needed to strive upon to

make the training program more effective. The project thus gives the idea

by touching on the different titles which will help practically in making

the organization success in its training programs.

II. RESEARCH OBJECTIVE

The objectives of the project can be broadly classified as –

To identify training needs.

Help the organization in designing training module for its

executives entailing methods to be used for training and addressing

the particular needs according to the organization’s own vision,

mission and objectives.

Designing forms for identification and evaluation of training needs.

To help make learning one of the fundamental values of the

company.


To help organization commit major resources and adequate time to

training.

Use training to bridge the gap with the external world.

Integrate training into initiatives for change management.

Use training as a developmental tool for individuals.

Link organizational, operational and individual training needs.

Install training systems that substitute work experience.

Ensure that training allows the soft skills to bloom.

Use re-training to continuously upgrade employee’s skills.

Create a system to evaluate the effectiveness of training.

III. METHODOLOGY

Primary data:

For purpose of collecting primary data, I worked with my guide Ms. Ashu

Gautam, who helped me in getting aware of the process of training

followed by DCM Shriram Rayons. I also met with few of the employees

of the company who provided me with first hand information.

Secondary data:

As for the secondary data, I went through many books, magazines, files

and folders provided by company and my college library. And quite

deliberately, I have tried to present it with more of graphs to make it

easily understandable to readers.

1. Organizational Analysis: Identification of organization objectives,

needs, growth potential and resources.


2. Task Analysis: Identification of knowledge, skills and attitudes

required.

3. Manpower Analysis: Identification of target population and

performance analysis.

4. Statement of training need: Identification of gap between existing

and required

level of knowledge, skills and attitudes.

5. Setting training objectives: In terms of behavioral changes.

6. Develop training policy, plan, procedures, and records.

7. Plan and design training programmes Forms: Training Need

Identification forms,

Evaluation form for training imparted, designing of Training

Calendar, etc.

The above analysis will be carried out through interviewing the

employees and Departmental Heads personally and through pilot testing

of the forms that will be designed during the project work.

Main Text

As the part of main work done in Shriram Rayons, I designed the

following forms and a Training Model and Training System for the

organization. The forms designed will thereafter.

Designed forms for identification and evaluation of training needs

by carrying out unstructured and informal interviews and also

carried out pilot testing of the forms on a small scale.

a) Assessment of Training & Development Needs Form for

Executives-A


b) Assessment of Training & Development Needs Form for

Executives-B

Designed Preassessment Form for estimating training needs to be

filled in by both the employee and head of the department before

training.

Designed Training estimate form to be filled in by the Trainer.

Designed a Training Calendar for the organization so as to

maintain up-to-date records of all training courses imparted and

organized for employees.

Created a system to evaluate the effectiveness of training and also

supported it by designing Post Course Assessment Form to be

filled by the employee and also by the departmental head after

training.

Designed Department Job List - Training Form so as to define

various jobs in the various departments.

Designed Job Description form for the organization so as to

identify the required competencies needed to perform the job

responsibilities by the employees and to find out the reasons for

gap and taking corrective action.

Designed a Model for systematic approach to Training and

Training System to be followed by the organization.


IV. LIMITATIONS OF THE STUDY

1. Number of employees taken for the proposed project work will not

be true representative of whole population as it will be based only

in Delhi office of the organization.

2. Project work will use Performance Appraisal reports of the

employees as one of its inputs which do not depicts the specific

needs of employees and organization with respect to training.

3. Performance Appraisal reports to be used might entail various

Rater’s errors.

4. Interviewing each and every employee will not be possible due to

time constraints.

5. Pilot testing of various forms to be designed during the project

work will have to be carried on a small population due to time

constraints.

6. Employees might be reluctant to furnish the details needed for their

training requirements due fear of management and to maintain

confidentiality and privacy of company’s internal matters.

CHAPTER 1


LITERATURE REVIEW

1.1. INTRODUCTION

An organization either Business or Industrial Enterprises needs many

factors for its growth, further development and for its very survival. The

most important factors are Capital, Materials, Machineries and Human

Resources as the success or failure of any organization depends on the

effective combination of these factors. Managing all other factors is

comparatively easier than managing Human Resources. The Human

Resources are most important and need to be handled carefully. Since all

the others factors are handled by the human resources, they have to be

trained in an effective manner to utilize the resources at optimal level to

get the desired output and thereby to reach the organization goals. The

effective combination of all these factors results to way for success.

Training is defined as learning that is provided in order to improve

performance on the present job. A person's performance is improved by

showing her how to master a new or established technology. The

technology may be a piece of heavy machinery, a computer, a procedure

for creating a product, or a method of providing a service.

Oliver Sheldon says ‘No industry can rendered efficient so long as the

fact remains unrecognized that the in principally human – not a mass of

machines and technical process but a body of men. If manpower is

properly utilized it causes the industry to run at its maximum

optimization getting results and also work for as an climax for industrial

and group satisfaction in the relation to the work formed. Competitive

advantage is therefore depending on the knowledge and skill possessed

by employee more than the finance or market structure by organization.

The employee training not only serves the purpose to develop their


employers but also safe guard organizational objectives of survival and

success through competitive advantages. The training function now

popularly called as Human Resource Development, coordinates the

provision of training and development experiences in organization

In recent years, the scope of Training and Development has broadened

from simply providing training programs to facilitating learning

throughout the organization in a wide variety of ways. There is increasing

recognition that employees can and should learn continuously, and that

they can learn from experience and from each other as well as from

formally structured training programs. Nevertheless, formal training is

still essential for most organizations or teaches them how to perform in

their initial assignment, to improve the current performance of employees

who may not be working as effectively as desired, to prepare employees

for future promotions and increased responsibilities. The Computer

Application Training and New Employee Training are most popular

training topics. Various Management and supervisory skills such as

leadership, performance appraisal, interviewing, and problem solving

were also commonly taught. Many organization provide ‘Train-the

trainer’ courses for superiors or peers who will in turn provide on-the-job

training to others. Besides being one of the most important HRM

functions, Training and Development is also one of the most expensive.

Meaning and Definition:

After an employee is selected, placed and introduced, he or she needs to

be provided with training facilities. The training is the act of increasing

the knowledge and skill of an employee for doing the particular job.

Training is a short term educational process and utilizing systematic and

organized procedure by which an employee is learned the technical


knowledge.

Definition:

Staimez defines ‘Training is a short term process utilizing a systematic

and organized procedure by which non-managerial personnel to learn

technical knowledge and skill”

Mamoria defines “Development covers not only the activities which

improve job performance, but also those which b ring about growth of

personality, helps individual in the process towards maturity and

actualization of this potential capacities so that they become not only

good employees but also both good men and women.

S. P. Robbins defines “Training is a learning process which seeks a

relatively permanent change in behavior that occurs as a result of

experience.

Dale Yoder defines “It is that deals with the effective control and use of

manpower as a distinguished from other source of man power”

Meaning:

Training is part of Human Resource Development. It is concerned with

concerned with training, development, and education. Training has been

defined as an organized learning experience, conducted in a definite time

period, to increase the possibility of improving job performance and

growth. ‘Organized’ means that it is conducted in a ‘systematic way’.

Although learning can be incidental, training is concerned with the

worker learning clear and concise standards of performance or objectives.

Training is the acquisition of technology which permits employees to

perform their present job to standards. It improves human performance on

the job the employee is presently doing or is being hired to do. Also, it is


given when new technology in introduced into the workplace.

Development is training people to acquire new horizons, technologies, or

viewpoints. It enables leaders to guide their organizations onto new

expectations by being proactive rather than reactive. It enables workers to

create better products, faster services, and more competitive

organizations. It is learning for growth of the individual, but not related to

a specific present or future job. Unlike training, which can be completely

evaluated, development cannot always be fully evaluated. This does not

mean that we should abandon development programs, as helping people

to grow and develop is what keeps an organization in the cutting edge of

competitive environments. Development can be considered the forefront

of what many now call the Learning Organization.

Development involves changes in an organism that are systematic,

organized, and successive…and are thought to serve an adaptive function.

Training could be compared this metaphor -if I miss one meal in a day,

then I will not be able to work as effectively due to a lack of nutrition.

While development would be compared to this metaphor -if I do not eat,

then I will starve to death. The survival of the organization requires

development throughout the ranks in order to survive, while training

makes the organization more effective and efficient in its day-to-day

operations.

1.2 Importance of training in recent years:

Recent changes in the environment of business have made the Training

and Development function even more important in helping organization

maintain competitiveness and prepare for the future. Technological


innovations and the pressure of global competition have changed the

ways organizations operate and the skills that their employee need. The

tight labor market has increased the importance of training in several

ways. First higher employee turnover means that more new employees

need training. Second, it has been suggested that frequent and relevant

development experiences are an effective way to gain employee loyalty

and enhance retention of top-quality staff.

• Optimum utilization of human resource:

Training and development helps in optimizing the utilization of

human resource that further helps the employee to achieve the

organizational goals as their individual goals.

• Development of human resource:

Training and development helps to provide an opportunity and broad

structure for the development of human resource, technical and

behavioral skill in an organization. It also helps the employees in

attaining personal growth.

• Development of skill of employees:

Training and development helps in increasing the job knowledge and

skills of employee at each level. It helps to expand the horizons of

human intellect and an overall personality of the employee.

• Productivity:

Training and development helps in increasing the productivity of the

employees that helps the organization future to achieve its long term

goal.

• Team spirit:

Training and development helps in inculcating the sense of team

work, team spirit, and inter-team collaboration. It helps in inculcating


the zeal to learn within the employee.

• Organization culture:

Training and development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the

learning culture within the organization.

• Quality:

Training and development helps in improving upon the quality of

work and work life.

• Healthy work environment:

Training and development helps in creating healthy working

environment it helps to build good employee relationship so that

individual goal aligns with organizational goal.

• Health and safety:

Training and development helps in improving the health and safety of

the organization thus preventing obsolescence.

• Moral:

Training and development helps in improving the moral of the work

force.

• Profitability:

Training and development leads to improve profitability and more

positive attitude towards profit orientation.

• Training and development aids in organizational development:

Organization gets more effective decision making and problem

solving. It helps in understanding and carrying out organizational

policies.

• Training and development helps:

In developing leadership skills, motivation, loyalty, better attitude,


and other aspects that successful workers and managers usually

display.

1.2 Need for Training:

Training must be tailored to fit the organization’s strategy and structure.

It is seen as pivotal in implementing organization-wide culture-change

efforts, such as developing a commitment to customer service, adopting

total quality management, or making a transition to self-directed work

teams. Pace-setting Human Resource Development departments have

moved from simply providing training on demand to solving

organizational problems. Trainers see themselves as internal consultants

or performance improvement specialists rather than just instructional

designers or classroom presenters. Training is only one of the remedies

that may be applied by the new breed of Human Resource Development

practitioners.

1. Shortage of skill: Skilled and knowledge people are always on short

supply, alternatively they are too expensive to hire from outside. The

best way is to improve the skill and knowledge of the existing

employees through Training and Development.

2. Technological Obsolesce: Growth of technology takes place very

fast. This will render current technological obsolesces in the near

future.

3. Personal Obsolesce: At the time of recruitment employees posses a

certain amount of knowledge and skill. As the time passes their

knowledge becomes obsolesce unless it is uploaded by proper

training. This happens because of changes take place in product


methods procurement of better machines.

4. Organization Obsolesce: Modern management has introduced a

number of innovative steps in functioning of management like play

organizing, controlling to such change are bound to fail and become

obsolete, to prevent obsolesce r organization. Employees must be

exposed to modern Technology through T & D.

5. Increased Productivity: Instruction can help employees increase

their level of performance. Increase human performance often directly

leads to operational productivity and increase company profits.

6. Coercive Training by Government: In order to provide better

employability changes of unemployed youth, certain governments

have taken initiatives to mobilize resource available at

public/government and private to provide training to outside

candidates. One such arrangement is called at “Apprenticeship

Training’ conducted by Government of India. A part of expenditure

incurred for this by the private sectors is reimbursed by government.

7. Human Capital: The latest thinking is to treat employees as ‘Human

Capital’. The expenditure involved in training and development are

now being considered as an investment. This is cause in globalization

it is the knowledge and skill of employees which determine complete

advantages of firm.

1.3. HOW IS T & D RELATED TO HUMAN RESOURCE

MANAGEMENT?

An effective use of materials, money, machines and human resource is

essential for achieving a high level of productivity in the industry.

Whereas other resource have limitation, the human resource has


unlimited potential. Moreover this is the only activity resource, other

being passive. Its quality of human resource through training input is of

vital importance.

Improves communication between group and individual.

Aids in orientation for new employees and taking new jobs throu8gh

transfer or promotion.

Provides information on equal opportunity and affirmation action

Improves interpersonal skill

Builders cohesiveness in groups

Provides a good environment for learning, growth and co-ordination.

Improves labor management relation

Helps to create better corporate image

Provides information for further needs in all areas of organization

Moves a person towards personal goals while improve Human

Resource and organization goal.

1.4. THE TRAINING PROCESS


Organizational Objectives and goals

Assessment of training needsEstablishment of training goalsDevising training programmeImplementation of training programmeEvaluation of results

!.5. OBJECTIVES AND GOALS OF TRAINING:

Training and Development can help an organization in a number of ways.

Ultimately, it is employee knowledge and skill that produce the

organization’s product or service. Training facilitates the implementation

of strategy by providing employees with the capability to perform their

jobs in the manner dictated by the strategy. Training also assists in

solving immediate business problems, such as when a team of Manager

in an action learning program studies a real problem and recommends a

solution. Finally to keep ahead in a highly competitive the turbulent

environment, it has been suggested that the training function must foster a

continuous learning culture and stimulate managers to reinvent their


corporation. Training enables employees to develop and train within the

organization and increase the market value, earning power and job

security. It moulds the employee’s attitude and also helps them to achieve

better co-operation with the company and greater loyalty to it. The

management is benefited in the sense that higher standard of quality are

achieved, a satisfactory organization structure is built up, authority can be

delegated and stimulus for progress applied to employees.

To increase productivity of employees or workers.

To improve quality of work and product.

To enhance and update knowledge and skill level of employee in the

organization.

To promote better opportunity for the growth and promotion chances

of employees and thereby the employability.

To secure better health and safety standard.

To improve quality of life of employees.

To sustain competitive advantage.

To impart new entrants of knowledge and skill.

To build up a sound line of competent efficiency and prepare them as

a part of their career progress to occupy more responsible positions.

To impart customer education, help grading skills and knowledge

and employees estimate career planning of the company.

1.6.1. ISSUES IN EMPLOYEE TRAINING


Communications: The increasing diversity of today's workforce

brings a wide variety of languages and customs.

Computer skills: Computer skills are becoming a necessity for

conducting administrative and office tasks.

Customer service: Increased competition in today's global

marketplace makes it critical that employees understand and meet the

needs of customers.

Diversity: Diversity training usually includes explanation about how

people have different perspectives and views, and includes techniques

to value diversity

Ethics: Today's society has increasing expectations about corporate

social responsibility. Also, today's diverse workforce brings a wide

variety of values and morals to the workplace.

Human relations: The increased stresses of today's workplace can

include misunderstandings and conflict. Training can people to get

along in the workplace.

Quality initiatives: Initiatives such as Total Quality Management,

Quality Circles, benchmarking, etc., require basic training about

quality concepts, guidelines and standards for quality, etc.

Safety: Safety training is critical where working with heavy

equipment, hazardous chemicals, repetitive activities, etc., but can also

be useful with practical advice for avoiding assaults, etc.

Sexual harassment: Sexual harassment training usually includes

careful description of the organization's policies about sexual

harassment, especially about what are inappropriate behaviors.

1.6. TRAINING NEED ASSESSMENT


Training efforts must aim at meeting the requirements of the

organizations (long – term) and the individual employees (short-term).

This involves finding answers to questions such as: Whether training is

needed? If yes, where it is needed? Which training is needed? Once we

identify training gaps within the organization, it becomes easy to design

an appropriate training programme. Training needs can be identified

through the following types of analysis (Thayer & McGhee Model):

1) Organizational analysis: It involves a study of the entire organization

in terms of its objectives, its resources, the utilization of these resources,

in order to achieve stated objectives and its interaction pattern with

environment. The important elements that are closely examined in this

connection are:

Analysis of objectives: This is a study of short term and long-term

objectives and the strategies followed at various levels to meet these

objectives.

Resource utilization analysis: How the various organizational resources

(human, physical and financial) are put to use is the main focus of this

study. The contributions of various departments- are also examined by

establishing efficiency indices for each unit. This is done to find out

comparative labour costs, whether a unit is under manned or over

manned.

.

Environmental scanning: Here the economic, political, socio-cultural

and technological environment of the organization is examined.

Organizational climate analysis: The climate of an organization speaks

about the attitudes of members towards work, company policies,


supervisors, etc. Absenteeism, turnover ratios generally reflect the

prevailing employee attitudes.

2) Task or role analysis: This is a detailed examination of a job, its

components, its various operations and conditions under which it has to

be performed. The focus here is on the roles played by an individual and

the training needed to perform such roles. The whole exercise is meant to

find out how the various tasks h be performed and what kind of skills,

knowledge, attitudes are needed to the job needs. Questionnaires,

interviews, reports, tests, observation and methods are generally used to

collect job related information from time-to-time. After collecting the

information, an appropriate training program may be designed, paying

attention to

Performance standards required of employees,

The tasks they have to discharge,

The methods they will employ on the job, and

How they have learned such methods, etc.

3) Manpower analysis: Here the focus is on the individual-in a given

job. There are three issues to be resolved through manpower analysis.

First we try to find, whether performance is satisfactory and training is

required. Second, whether the employee is capable of being trained and

the specific areas in which training is needed. Finally, we need to state

whether poor performances (who can improve with requisite training

inputs) on the job need to be replaced by those who can do the job. Other

options to training such as modifications in the job or processes should

also be looked into. Personal observation, performance reviews,

supervisory reports, diagnostic tests help in collecting the required


information and select particular training options that try to improve the

performance individual workers.

Methods used in Training Needs assessment:

Group or organizational

analysis

Individuals Analysis

• Organizational goals and

objectives.

• Personnel /skills inventories

• Organizational climate indices

• Efficiency indices

• Exit interview

• MBO or work planning

systems

• Quality circles

• Customer survey/satisfaction

data

• Consideration of current and

projected changes

• Performance appraisal

• Work sampling

• Interviews

• Questionnaires

• Attitude survey

• Training progress

• Rating scales.

1.7. IDENTIFYING TRAINING NEEDS


Action List:

1. Review your business objective and identify critical activities.

2. Set measurable performance standards: for example, measures of

production efficiency or marketing success.

3. Monitor performances to identify problem areas.

4. Get feedback from customers, suppliers, and other key business

partners; consider using interviews and surveys in areas such as

‘employee efficiency’.

5. Ask employees to raise concerns and make suggestions; include

discussion of training need in employee performance management.

6. Identify any dependencies: for example, where only one employee has

crucial skills and knowledge.

7. Review any legal requirement such as health and safety training.

8. Review any changes you plan to expect (e.g. new products and

procedures or technologies); identify potential weakness and

problems.

9. Consider how employees’ role may change: for example, your plans to

promote individuals and develop new employees.

10.Priorities weakness, problems and potential problems.

11.Consider how improving systems or equipment could contribute to

resolving problems.

12.Consider whether poor performance reflects bad management: for

example, a failure to agree clear objectives and motivate employees.

13.Consider whether you have unrealistic expectations given to caliber or

number of employees, and if you need to recruit new talent or reassign

roles.


14.Consider whether training will be an effective solution; assess

employees’ willingness to learn, and preferred learning style.

15.Identify training options; set clear objectives for training objectives for

training activities.

16.Implement a pilot training scheme and review the outcome before

rolling the programme out.

17.Regularly review the outcome of training to identify further training

needs and to assess the effectiveness of your training need analysis.

Do:

Focus on critical activities

Anticipate change.

Analyze the causes of poor performance.

Identify alternatives to training.

Review outcomes.

Don’t:

Assume different employees have same needs.

Expect employees to achieve unrealistic goals, with or without

training.

Ignore other factors contributing to poor performance.

Organize training without clear objectives.

Impose inappropriate training on unwilling employees.

Because of the objective of Human Resource Development is to

contribute to the organization’s overall goals, training programs should be


developed systematically and with the organization’s true needs in mind.

Successful training begins with a thorough needs assessment to determine

which employees need to be trained and what they need to be trained to

do.

Allison Rossett and Joseph W. Arwady states, “The question is not

whether you will solicit this kind of information through needs

assessment. It is how much of it you will do and using which tools. The

culmination for the assessment phase is a set of objectives specifying the

purpose of the training and the competencies required in trainees after

they complete the program.

This section considers the choice of methods for employees training.

With training objectives defined and learning principles in mind, the

trainer must be choose appropriate training methods and design the

sequence of events in the training program. Perhaps the first decision to

be made is whether to conduct the training on the job or away from the

job. In many cases, the decision is to do some of both.

On the Job Training:

On the job training is conducted at he work site and in the context of the

actual job. The vast majority of all industrial training is conducted on the

job, often by the trainee’s immediate superior or a nominated peer trainer.

On-the job training has several advantages:

Because of training setting is also the performance setting, the

transfer of training to the job is maximized

The cost of a separate training facility and a full-time trainer are

avoided or reduced.

Trainee motivation remains high because it is obvious to trainees

that what they are learning is relevant to the job


Trainees generally find on-the-job training more valuable than

classroom training.

Apprenticeship Training:

This training is combination of on and off the job training. The

department of Labor regulates apprenticeship programs, and often

management and a union jointly sponsor apprenticeship training. This

training is normally given to artisans, electricians, plumbers, bricklayers

etc., The duration is normally vary from 2 to 6 years. Apprenticeship

training is carried out under the guidance and intimate supervision of

master craftsman or expert worker/supervisor. During apprenticeship

training period, the trainees are paid less than that of a qualified worker.

Advantages:

Workmanship is good

Immediate returns from training

Economical, better loyalty

Feed back is given quickly about the correctives of performance

Disadvantages:

It takes times to learn the skill

Required job knowledge is too complex

Job Rotation:

In the job rotation, management trainee/employee is made to move

from one function to another at planned intervals. Job rotation is widely

used as a management executive development program which makes

the employee or management trainee, a multi-tasking individual. It can

be done either vertical or horizontal.


Coaching and Understanding method:

Training under experienced worker they are coached and instructed by

skilled co-worker by supervisor by special trainee instructor.

Advantages:

Excellent for supervisor

Quick and economical

Sequences in logical and simple

Instructions are clear and concise.

Job Instruction Training (JIT):

Job Instruction Training was part of the training within industry

program. JIT proved highly effective and became extremely popular.

JIT consists of four basic steps:

Preparing the trainees by telling them about the job and

overcoming their uncertainties.

Presenting the instruction, giving essential information in a clear

manner.

Having the trainees try out the job to demonstrate their

understanding.

Placing the workers into the job, on their own, with a designated

resource person to call upon should they need assistance.

Under this productivity significantly improves and rejects are reduced.

Job Enlargement:


Jobs are getting over simplified, specialized and routine and thus

become monotonous.

Worker feels bore and dissatisfied. This leads to absenteeism and

turnover.

It involves expanding the number of tasks or duties to a given job.

Enlarge jobs by adding tasks of similar nature and skill.

It is horizontally enlarged. For example, tightening 4 nuts and 4

bolts instead of one. And also to do additional assignment to go to

store.

Job Enrichment:

Like job rotation and job enlargement, job enrichment is also a

technique of job design.

Workers do not visualize how their work contributes to the

organization goals.

It is vertical change in loading, i.e. supervisory tasks are added

involving-planning, organizing and controlling of jobs.

Empowerment is a by-product of job enrichment; similarly more

autonomy is there in task completion

Syndicate Method:

Working in a small group to achieve a particular purpose is

described as a syndicate method.

The essence of the method is that participants learn from each other

and contribute their own experiences to the fullest.


This method is suitable for training and development of executives

with considerable experience.

Outbound Training:

The outbound training is conducted in a location specifically designated

for training. It may be near the workplace or away from work, at a

customized training center or a resort. The purpose of conducting this

kind of training away from the work place is to minimized or avoids

distractions of the employee from their daily work routine and allows

them to devote their full attention the specific subject.

Some of the outbound training methods and activities are:

Action planning: Often a closing activity asking participants

to specify or set goals about exactly what they will do differently back

on the job.

Behavior- modeling training: use a videotape to demonstrate

the steps in a supervisory activity such as conducting a disciplinary

interview, followed by role-played skill practice and feedback.

Behavioral Simulation: Large-scale multi person role-lay,

non computerized business game.

Brainstorming: Creative idea-generation exercise in which

no criticism is allowed.

Business Game: Computerized business simulation that

requires participants to make decisions about strategy and investments

and then provides financial results based on the decisions.

Buzz Group: Small-group discussion of several minutes,

duration on an assigned topic.

Case Study: From a one-paragraph vignette to a fifty-page

Harvard-style case.


Demonstration

Experiential exercise,

Field trip,

Group discussion,

Guest speaker,

Guided teaching : Drawing from the group the points the

lecturer otherwise would make him or herself

Information search : asking trainees to locate the answers to

question in the training materials or manuals provided

Inter group exchange: small groups share their ideas of

findings with another group

Learning game: competition between teams in a quiz show

format

Lecture

Mental imagery: asking participants to close their eyes and

visualize or recall something or engage in mental rehearsal of physical

or interpersonal skills.

Outdoor leadership training: Team activities that may

include hiking, rope courses, or other physical challenges along with

problem.-solving activities.

Problem-solving activities

Role-play

Self-assessment instrument or quiz. An example is a conflict

resolution – style inventory.

Team Building: A series of group activities and sometimes

surveys used to develop team skills and role clarify in a team of people

who must work together closely on the job

Videotapes: can be used alone but are most effective in


discussion and practice.

There are various other instructional methods used in training program:

Classroom-programs – live

Workbooks / Manuals

Videotapes

Public Seminars

Self-assessment instruments

Role plays

Case Studies

Games/simulations (not computer-based)

Outdoor experiential programs

Out of the above off job training techniques, the following are used in

general:

Classroom Lectures

Conference and seminars

Group discussions and case study analysis

Audio-visual and film shows

Simulation and computer modeling

Vestibule training

Programmed organizations

Games and Role playing

T-group training

Retraining

Classroom lectures:

Advantages:


Simple and efficient

Minimum cost

Minimum time

Disadvantages:

Monologues and one way communication

Large trainees are participants

Efficiency depends on ability of trainers in the use of correct

expression better participation

Concentration and intent of majority of trainees fade off after short

time or so

No individual attitude is possible with result there is no feed back

of assimilation of knowledge.

Conference and Seminars and Workshops:

This is a formal method of arranging meeting in which individuals confer

to discuss points of common interest for enriching their knowledge and

skill. This is group activity. It encourages group’s discussion and

participation of individuals for seeking clarification and offering

explanation and own experience. It is a planned activity with a leader or

moderator to guide the proceedings, which is focused on agreed agendas

points prefixed during planning stage of such conference. There are three

variables:

Directed conference

Training conference

Seminars and workshops

Group discussions and study analysis:


Case study method was initially introduced by Christopher Lang Dell at

Harvard Law School in 1880’s. The principle used is ‘an experience is

the best teacher’. Here several empirical structures are examined in detail

to find out commonalities to derive general discussion. Based on such

studies and group discussion are initiated to derive common lesson. This

method has, however limited use of worker but both use for supervisors.

In case of workers, areas of importance in this method are that the quality

control.

Audio-visuals and Film Shows:

In order to improve understanding very usual and sometimes is escapable

to ‘Demonstrate’ operation of a machine or explain or process. Audio-

visual film shows can supplement the efforts lecturing and improve its

effectiveness.

Simulation Computer Modeling:

A training activity in which actual working environment is artificially

created as near and realistic and possible is called simulation training.

Case study, analysis, experiment exercise game playing computer model

and vestibule training etc come under this category. When the work

environment is artificially created by using computer-programming

method well call it ‘computer method’

Vestibule Training:

In this training, employees are trained of the equipment they are

employed, but the training is conducted away from the place of work. In

which all necessary equipment and machines required as actual machined

ship are duplicated


Programmed Instruction:

Programmed instruction is a stuctured method of instruction aided

through texts, handouts, book and computer aided instruction.

In this case the instruction materials and information is broken down in

meaning full unit and arranged in a proper sequenced from logical

method of learning packages, the learning ability is tested and evaluated

in real time basis

Advantages:

Materials of learning are broken down into meaning full modules

Instruction are not key players

Trainees learn at his/her own pace of learning. Individual

difference are taken care of

No fear of evaluation and criticism

Active interaction between the learner and the machine

Immediate feedback is available

Training can be undertaken at any time and any place

It is highly flexible and motivated

Disadvantages:

Costly method

Advance topics are untouched

T. group Training:

‘T’ stands for training or laboratory training. T group training was

originated on 1940’s but only 1960’s it has opened to the industries. This

Training has both supporters and opponents. Unlike any other

programmers discussed. T group training is concerned with really

problem existing within the other group itself.


Retraining:

Technology is advancing at rapid pace. Here obsolesce is a major

problem faced by the worker are the introduction of automation for such

retraining programme to update their knowledge, which will further make

them productivity useful of the organization and restore this confidence.

Training for Productivity in Industry:

An effective use of materials, money, machines and human resources is

essential for achieving a higher level of productivity in the industry

whereas other resources have limitations. The human resource has

unlimited potential. Moreover, this is the only activating resources, to be

being passive. Its quality can be improvement in the quality for the

human resources through training inputs is of vital importance.

Training of HR can be considered at the levels of

1 Workers

2 Trade Union Functionaries

3 Supervisors / Middle level Managers

4 Top Managers

1. Workers:

From the point of raising industrial production the training of workers

essentially

Improving job knowledge

Attitudinal change

While job knowledge can be imparted through on the job training,

attitudinal and behavioral changes can be induced through training inputs


intended to the understanding of his work, his environment and his

relations with his colleagues’ trade union and the management.

2. Trade Union Functionaries:

Effective use of HR in industry will not be possible without a positive

approach on the part of trade union functionaries. Where there could

occasionally, be a great conflict of interests as well as a role conflict

of union functionaries in improving productivity and safe guarding

workers interest, there is a need essentially to give the training on job

evaluation, work study and other productivity techniques. Our

experience shows that their appreciations of these techniques generate

a favorable disposition towards the use of these techniques.

The trade union and worker programmes (TUWP)_ OR THE national

Productivity Council is aimed at workers and TU functionaries. The

objective of the programme is to create productivity consciousness

amongst workers trading to a favorable climate in the organization or

enterprise for wider acceptance or productivity improvement efforts

and techniques. These programmes aimed at:

Acquaint the participants with the concept, approach and

techniques or productivity

Identifying areas in which employees could play an effective role

in promoting productivity in an organization.

Develop a rational understanding of the economical and social

circumstances and constraints in which the workers and

community are placed.

Create a favorable climate for the promotion of productivity

through positive and constructive union management relations.


Help participants in the proper understanding of the role and

responsibilities of the unions.

These programmes highlight:

Appreciation of organizational work in the context of micro and

macro factors of production.

Appreciation of productivity techniques with special reference to

manpower requirements, workload assessment, wage differential

(job evaluation) incentive system etc.

Appreciation of improved technological requirement for

modernization

3. Supervisory and Middle Level Management:

Usually, we find that supervisory jobs are filled in by promoting

efficient workers. An efficient worker need not be a good supervisor.

The type soft skills required being an efficient worker and the

supervisor are quite different. A good supervisor needs to possess

human relations and administrative skills. Training in these areas seems

to be inadequate. The prime need therefore is to sharpen these skills

through systematic training inputs. An efficient use of training

instruments should be made to develop these skills among the promote

supervisors.

Provides for acquiring professional standards in supervision to

those who may hold or are in line for promotion to supervisory

positions

Induces existing supervisory personnel to acquire essentials of

scientific supervision through training and self-study,

supplemented by the enterprise level guidance wherever


practicable.

Test if he candidate possess sufficient skills, including

management of men at work, so as to be able to discharge

supervisory duties effectively.

4. Top Management:

It has to be trained essentially and primarily for bridging the gap between

technology and management. Scientific and technological kno2wledge

has been growing, particularly during the last decade, at an astonishing

rate. It becomes vital or the top manager to have keen appreciation of the

widening scope of technology. In this way he will be able to discharge his

functions as an effective manager. Another area where he needs to be

trained and exposed is computers and electronic processes. The growing

complexities of companies internal operations, diversification and

growth, and in some cases competitions, have generated unprecedented

pressures. The process of managerial decision-making can be

considerably improved by harnessing these electronic aids.

The top manager also needs to be exposed to the growing complexities of

the environment. He needs to examine the relationship of his job so such

as the growing influence of the government in business, the changing role

of the organized labour, the altered expectation of the public from the

business and growing internal competitions as well as possibilities for

international co-operation.

1.9. DESIGNING TRAINING AND DEVELOPMENT

PROGRAMME


Every training and development programme must address certain vital

issues:

1. Who participates in the programme?

2. Who are the trainers?

3. What methods and techniques are to be used for training?

4. What should be the level of training?

5. What learning principles are needed?

6. Where is the program conducted?

Who are the trainers?

Trainers should be selected on the basis of self-nomination,

recommendations of supervisors or by the HR department itself.

Whatever is the basis, it is advisable to have two or more target audience.

For example, rank-and-file employees and their supervisors by the HR

department itself.

Several people, including the following may conduct training and

Development programmes:

1. Immediate supervisors

2. Co-workers, as in buddy systems,

3. Members of the personnel staff,

4. Specialists in other parts of the company,

5. Outside consultants,

6. Industry associations and faculty members at universities.

1.10. USING THE EVALUATION TO IMPROVE TRAINING:

Information from the training evaluation can be used in making decisions

about whether to continue the training program or how to improve it.

Modifying the training based on reaction measures is fairly


straightforward. A boring speaker can be replaced, a film rates as

irrelevant dropped, or a caterer changed, depending on the feedback

received. If a sound evaluation design was used, additional modification

of the training might be suggested by scores on the learning, behavior or

results measures.

1.11.1. Methods of Evaluation

Various methods can be used to collect data on the outcomes of training.

Some of these are:

Questionnaires: Comprehensive questionnaires could be used to obtain

opinion reactions, views of trainees. .

Tests: Standard tests could be used to find out whether trainees have

learnt anything during and after the training.

Interviews: Interviews could be conducted to find the usefulness of

training offered to operatives.

Studies: Comprehensive studies could be carried out eliciting the

opinions and judgments of trainers, superiors and peer groups about the

training.

Human resource factors: Training can also be evaluated on the basis of

employee satisfaction, which in turn can be examined on the basis of

decrease in employee turnover, absenteeism, accidents, grievances,

discharges, dismissals, etc.

Cost benefit analysis: The costs of training (cost of hiring trainers, tools

to learn training centre, wastage, production stoppage, opportunity cost of

trainers and trainees) could be compared with its value (in terms of

reduced learning time improved learning, superior performance) in order

to evaluate a training programme.

Feedback: After the evaluation, the situation should be examined to

identify the probable causes for gaps in performance. The training


evaluation information (about costs, time spent, outcomes, etc.) should be

provided to the instructors’ trainees and other parties concerned for

control, correction and improvement of trainees' activities. The training

evaluator should follow it up sincerely so as to ensure effective

implementation of the feedback report at every stage.

Please note that no training is complete without its evaluation. That is, the

follow up of a training programme is very essential.

Impediments or problems in Training Process:

• Management’s commitment is lacking

• Aggregate spending on training is inadequate

• The trainers may lack skills

• Poaching

• No help in case of downsizing

CHAPTER 2

FINDINGS AND ANALYSIS

2.1 Analysis of General feedback

1. Extent to which objectives of training program achieved.

Fully Not at all

1 2 3 4 5 6


1. Extent to which objectives of training program achieved

0

5

10

15

20

1 2 3 4 5 6

Fully Not at all

No

. o

f R

esp

on

den

ts

Series1

37 employees have responded on the positive side, (1,2,3) that the

objective of the training has been achieved, though they are not fully

satisfied because only 3 respondents have responded to 1(fully satisfied)

option.

2. Extent to which personal objectives of training been achieved.

Fully Not at all

1 2 3 4 5 6

Though 36 respondents are of the view that somewhat their personal

objectives are achieved but around 6 respondentsare not fully agree to

that.


Extent to which personal objectives of training been achieved.

0

5

10

15

20

1 2 3 4 5 6

Fully Not at all

No.

of R

espo

nden

t

Series1

3. Extent to you will recommend others to attend the training.

Fully Not at all

1 2 3 4 5 6


3. Extent to you will recommend others to attend the training.

0

5

10

15

20

1 2 3 4 5 6

Fully Not at all

No

. o

f R

esp

on

den

ts

Series1

35 employees are in the favour of recommending others to attend the

program.While rest are not too sure about it

4. Extent to which your appreciation and understanding of job

enhanced.

A lot Not at all

1 2 3 4 5 6


Extent to which your appreciation and understanding of job enhanced.

02468

10121416

1 2 3 4 5 6

A lot Not at all

No

. o

f R

esp

on

den

ts

Series1

Here we got a good response, around 28 respondents agree that after

training their understanding and appreciation of the job has increased,

however they have come up with different suggestions, which are

discussed later. Somewhere around only 5 employees demers the

statement.

5. Overall rating of training program.

Excellent Poor

1 2 3 4 5 6


6. Overall rating of training program

02468

1012141618

1 2 3 4 5 6

Excellent Poor

No

. o

f R

esp

on

den

t

Series1

Though only 20 respondents have rated the program positively but only 4

have rated them as ‘Excellent’. But nobody rated it poor.

2.2. Analysis of feedback on Balance of the Program

6. Length of the program.

7. Length of the program

0

5

10

15

20

25

30

35

1 2 3

Too short Just right Too long

No

. o

f R

esp

on

den

t

Series1


30 respondents feel that the length of the program is ‘Just right’, rest are

of not satisfied.

7. Pace of the program.

8. Pace of the program

0

510

15

20

2530

35

40

1 2 3

Too Fast Too Short

No

. o

f R

esp

on

den

t

Series1

Here around 34 of the respondents feel that the pacing of the program

was ‘Just Right’. Rest are not satisfied.

8. Logically sequence of the program.

Well

Sequenced

Poorly

Sequenced

1 2 3 4 5 6


9. Logically sequence of the program.

0

24

6

8

1012

14

16

1 2 3 4 5 6

Well sequenced Poorly sequenced

No.

of R

espo

nden

t

Series1

Only around 20 are of the opinion that the program was well sequenced,

rest want more improvement.

2.3. Analysis of feedback on Post Training Scenario

9. Post training, extent to which your

a. Line manager helped to implement your Action-plan

A lot Not at all

1 2 3 4 5 6



0

5

10

15

20

1 2 3 4 5 6

A lot Not at all

No

. o

f R

esp

on

den

t

Series1

Around 15 respondents fully agree that they received assistance from

their Boss. Rest do not fully agree to the statement.

b. Colleagues helped to implement your Action plan

A lot Not at all

1 2 3 4 5 6



0

5

10

15

20

1 2 3 4 5 6

A lot Not at all

No

. o

f R

esp

on

den

t

Series1

However around 22 respondents agree that they received a lot of help

from their colleagues. Rest do not fully agree.

10. Has post-training debriefing meeting line manager been arranged?

10. Has post-training debriefing meeting line manager been arranged?

0

5

10

15

20

25

30

1 2

Yes No

No

. o

f R

esp

on

den

ts

Series1


Analysis of Responses

0

20

40

60

80

100

120

Statements

Sam

ple

Fully Not at all Total

Only for 26 of the respondents, a proper post-training debriefing meeting

with their managers was arranged, it is recommended to arrange a

meeting for all, wherein they can be told how to apply the theoretical part

(learnt in the training) in the actual job.

2.4. Overall findings of questionnaire


2.4.1. Analysis of General feedback

1. Objectives of the training program –

Around 90% of the employees have responded on the positive side,

(4,5,6) that the objective of the training has been achieved, though

they are not fully satisfied because only 7% have responded to

6(fully satisfied) option.

2. Achievement of Personal Objective –

Though around 85% are of the view that somewhat their personal

objectives are achieved but around 17% fully agree to that.

3. Enhancement of appreciation and understanding of job as a whole

–

Here we got a good response, around 66% agree that after training

their understanding and appreciation of the job has increased,

however they have come up with different suggestions, which are

discussed later.

4. Overall rating of the program –

Though only 60% have rated the program positively but only 10%

have rated them as ‘Excellent’.

5. Recommendation to others –


Around 63% have ‘Fully’ recommended others to attend the

program.

2.4.2. Analysis of feedback on Balance of the Program

6. Length of the Training program –

Around 74% feel that the length of the program is ‘Just right’, rest

are of not satisfied.

7. Logical sequence of the Training program –

Only around 48% are of the opinion that the program was well

sequenced, rest want more improvement.

8. Pacing of the Training program –

Here around 81% of the respondents feel that the pacing of the

program was ‘Just Right’.

2.4.3. Analysis of feedback on Training Program Content

9. Best things that respondents liked about the program are:

Informative content

Friendly atmosphere

Its practical exposure

And few liked the Trainer also.

Things they didn’t liked about the Content are:

No alternate knowledge was provided

Abrupt and hectic schedule

Its long stretch


Few didn’t liked the trainer and the tests conducted

2.4.4. Analysis of feedback on Post Training Scenario

10.Only for 64% of the respondents, a proper post-training debriefing

meeting with their managers was arranged, it is recommended to

arrange a meeting for all, wherein they can be told how to apply

the theoretical part (learnt in the training) in the actual job.

11. Assistance to implement the Action plan –

a. Around 35% fully agree that they received assistance from

their Boss.

b. However around 53% agree that they received a lot of help

from their colleagues.

2. 5. FORMS DESIGNED

Job Description - Training Form

1. Department: 2. Date


3. Department Supervisor:

4. Job Title:

5. Purpose and Description:

6. Number of People under Supervision:

7. Skills, Education, and Experience required:

8. Special Job Demands (working conditions, travel, hazards, etc.):

DCM Shriram Industries Ltd. - Shriram Rayons

Assessment of Training & Development Needs

Form

(To be filled by Employee & Head of Dept.)

Executives-A

Employee Name: Designation:

Department:


Sr.

N

o

Details of

KRA’s

(A)

Weighta

ge

(%)

(B)

Required Role

Competencies

(C)

Competen

cy

Rating

(D)

Reasons

for gap

(E)

Correcti

ve

Action

(F)

1.

2

3.

D. Competency Rating

Rating

Competencies

1 Beginner

2 Analytical Ability

3 Attitude towards work partners

4 Background reading /experimental planning / interpretation

of results

5 Creativity

6 Adaptability

7 Can work/perform independently

8 Problem solving capability

9 Leadership


E. Reasons for the gap

F.

Corrective Action

Corrective

Action

Definition

1 Needs more involvement

2 Needs more learning/education

3 Needs more experience

4 Needs training

5 Needs Counselling

6 Needs Motivation & Encouragement

Employee Signature: Appraiser’s

Signature:

Reviewer’s Signature:


Reason

Definition

1 Lack of interest/behavioural reasons

2 Lack of education

3 Lack of experience

4 Lack of training

5 Lack of organizational encouragement

6 Inefficient System

7 Lack of Self Motivation

8 Lack of Initiative

9 Lack of Leadership

Date:


Assessment of Training & Development Needs Form

(To be filled by Employee & Head of Dept.)

Executives-B

Name of Employee: Department:

1.) What training courses have you already undergone:

Sr.No. Name of

the Course

Duration Year Location/Faculty

2.) Comments as to how you have benefited from training

programmes.


3.) Please list down your specific Functional and Developmental

training courses required by you to fulfill the job responsibilities

competently.

To be filled in

by Head of the Dept.

1.) Comments as to how the employee has benefited from training

programmes.

2.) Recommendations for specific training (within or outside the

company that will help improve the performance of the employee)

in order of priority.

.


Sr.No Functional Courses

Sr.No. Developmental Courses

Signature of Employee: Signature of

Head of dept.:

Date: Date:


Training Estimate - Training Form

(To be filled up by the Trainer)

1. Department:

2. Date:

3. Department Supervisor:


4. Job:

5. Course Title:

6. Proposed learners (which positions):

7. Educational Level:

8. Skills Taught:

9. Concepts taught:

10. Behavioral objective:

11. Description of course:

12. Percentage of course time devoted to:

_______Lecture _______Participant

discussion

_______Question and Answer _______Demonstration

_______Hands-on experience _______Slides/films

_______Testing _______Other_____________


14. Recommended follow-up (describe any follow-up to be used to

reinforce training):

15. Departments affected:

16. Training location:

17. Instructors:

18. Duration of course:

19. Instruction hours (1 class):

20. Number of employees to be trained (12 month period):

21. Class group size:

22. Proposed dates:

23. Notes:

Signature:



Pre-Course Training Assessment Form

Name:

Job Title:

Course Title:

Course Provider:

Start Date of Course:

Length of Course:

Is all your statutory/mandatory training up to date? Yes/No

If No, what is outstanding?

Has this been identified in your KS Appraisal & Development

Review? Yes/No

What are your main objectives in attending this course?

Which KS dimension(s) would this meet?

How does attending this course fit into the development of the

service?

Will you be able to cascade new knowledge or skills to other team

members/staff and if so how?


If no academic study has been undertaken in the last 3 years, has a

Study Skills course been considered? Yes/No

Manager’s decision: YES/NO

If YES, intimate the funding source:

Funding Source :( self or organization) …………………………..

If NO, tick those apply:

Your request for training has been turned down because:-

It does not fit with service development.

Your statutory/mandatory training requirements are not up to date.

It is not a priority for your role.

Funding cannot be identified.

Manager’s signature: Date:

Employee’s signature: Date:



Post Course/Development Activity

Evaluation

(To be filled in by the Head of Dept.)

Department:

Name of Trainee:

Training Course Title:

What were your expectations when recommending the trainee to

this particular programme?

How do you think training, his learning will help in bridging the

gap between the present and the desired performance viz

improving his skill/knowledge/attitude-behaviour?

What action plans have you chalked out for effective utilisation of

the training inputs received by trainee?

What is the action plan for reviewing the trainee’s progress?

Any other comments:


Signature:

Date:


Training Calendar

(External/Internal Training Calendar)

Department:

Sr.

N

o

Cours

e

Duratio

n

Faculty Designe

d for

Personne

l

Apr. May Jun

e

July Aug. Sept. Remar

ks


Comparison of Training Methods with Key

Learning Criteria and Cost Estimates

There is no training method that is right for all situations. A number of

trade-offs must be made when actually making choice of techniques and

putting the programme together- costs, time, and capacity of trainer or

trainees. A comparison of training methods with learning criteria and

costs is given below:


Method Learning Criteria

Feedback of

Results to

Trainee

Permits

Practice

During

Training

Transfer of

Learning to

Job

Estimated

Cost Per

Trainee

Apprenticeship Programmes Yes Yes High Mod-High

Job Instruction Training Yes Yes High Moderate

Classroom Lectures or

Conferences

Varies No Low Low

Films No No Low Low

Simulation Exercises

Cases

Experiential

Exercises

Computer Modeling

Vestibule Training

Some

Yes

Yes

Yes

No

Yes

Yes

Yes

Low

Moderate

Mod-High

High

Moderate

Low

High

Mod-High

Programmed Instruction Yes No Moderate Moderate

(Source: Elizabeth Gorovitz, “Employee Training: Current Trends, Future

Challenges”, Training and Development Journal, August 1983, p.28)

It is recommended that the organization should design such

programs that provide opportunities of transferring knowledge

back to their jobs and which permits learning by doing i.e. permits


practice and at the same time trainer or superiors are able to

provide feedback about the effectiveness of learning to trainee.

Therefore it is recommended that Job Instruction Training,

Apprenticeship Programmes, Simulation Exercises like-

Experiential Exercises, Computer Modeling and Vestibule

Training which provides for Feedback of Results to Trainee,

Permits Practice During Training, Transfer of Learning to

Job and moderate Estimated Cost Per Trainees.

Formal Training Alternatives - Cost-Effective ways to Improve

Performance

(a)Using Experienced Employees for “day-to-day” Training :

Many managers value allowing highly skilled workers to share their

knowledge. To make sure these human resources are tapped,

implement any of the following programmes:

1) Create Informal Support Teams:

Assign groups of two, three or four, each containing an experienced

worker. (Size of group assignments will depend on the number of highly

skilled employees available.) Arrange:

Weekly troubleshooting meetings.

Biweekly brainstorm sessions.

One-on-one skill training sessions.

Pre-arranged Q and A time over the phone.

2) Organize “Development Meetings”:


Schedule large or small meetings containing a mix of employees from the

same division or department, or who do similar jobs. Before the meetings,

tell experienced employees to think of “lessons they learned the hard

way”, or shortcuts, organizing systems, planning techniques, etc. they use

to help them do their job well. Be prepared to facilitate a discussion that

will subtly draw out this information for more inexperienced employees

to hear and apply.

(b)Creative Alternatives to Formal Training :

1) Using cassette programme or home study and discussion for

performance improvements.

2) Taking advantage of professional societies may offer a variety of

inexpensive development opportunities including:

Luncheon Speakers

Self-study Materials

Brief training sessions on current topics

Special Events

3) Field trip to plant and expose them to situations there.

4) Audio-video representations by business executives to relate their

experiences.

5) Inviting guest speakers to Company office to make contact with

executives.


6) Another innovative method is holding faires for solving company

problems.

(c) Modular Programmes for Development:

ILO has designed a modular programme for supervisory development.

The programme provides training content and material for executive

functions and skills for trainers. Trainer can compile his own training

programme to meet the needs of the organizations.

(d) Walk About:

This is an innovation in training, i.e. “Walk About” introduced by Asian

Institute of Management, Manila. Prof. M. Gibbons intended walk about

for MBA students so that they get a chance to design and implement a

managerial learning into experience, i.e. “involve doing something and

not just studying about it.”

(e) Debates:

Debates to develop oral communication skill and ability to reason.

Executives can be assigned in teams and represent different view points.

(f) Grid Seminars:

Grid Seminars developed by the famous duo Drs. Blake and Jane Mouton

have become very popular all over the world. The objectives of the

seminars are as follows:

1) Understand the Grid styles of supervision.

2) Develop skills of solving problems with subordinates.


3) Clarify personal values and convictions about effective supervision.

4) Perfect your skills in using the Grid approach for solving problems of

supervision

5) Increase personal motivation to do the best possible job of being

effective.

Analysis for categorization of Executives as A & B for

Designing Assessment of Training & Development Needs

Forms

In the project undertaken in DCM Shriram Industries Ltd. – Shriram

Rayons, I have under the guidance of the Company Guide and Faculty

Guide, designed forms for identification and evaluation of training needs

i.e:


a) Assessment of Training & Development Needs Form for

Executives-A

b) Assessment of Training & Development Needs Form for

Executives-B

Theses assessment and development forms have been designed based on

analysis

and interpretation of Qualification Data Bank of the organization’s

executives.

We have divided the executives as under:

(a)Executives-A:

This level of executives is being divided into this category because

of their higher educational and intellectual abilities and

competencies.

The executives in this level are highly qualified and have a track of

good appraisals received both by their Appraisers and by

Appraiser’s Superiors.

Executives-A are experienced as well as competent to shoulder

more responsibilities and have received immediate promotions at

frequent intervals.

Executives-A include the following designations:

Sr. Managers

Manager A

Manager B

Dy. Manager

Asst. Manager, Asst. Engineers


Executive Trainees

There are 38 Executives-A at Kota Plant of the Organization and 6

Executives at Delhi office.

(b)Executives-B:

This level of executives is being divided into this category because

of less educational qualification, intellectual abilities and

hierarchical promotions from staff to officer’s level.

Though these executives also have good appraisal records but they

lack competencies to shoulder more & higher job responsibilities

due to lack of educational qualifications and intellectual abilities.

They have reached to the executive level through promotions.

Executives-B include the following designations:

Dy. Supdt. A

Dy. Supdt. B

Officer

Jr. Officer

Graduate Engineering Trainees

Fresh Joiners have also been placed under this category

because of less experience.

Some of the Asst. Managers are also placed in this category

because they lack competent skills and are stagnate at the

position for number of years.

There are 76 Executives-B at Kota Plant and 13 at Delhi

office.


List of Executives at Delhi Office

Shriram Rayons- New Delhi

S.

No

.

Name Designation/

Category

Qualification Age Experienc

e in

Shriram

Rayons

Total

Experi

ence

DMD’s Office

1 Mr. Jagdish Sanwal Asst. Manager BSc. 1st

Year

57 22 22

2 Mr. Prashant Kapoor Manager ‘A’ B. Tech

(Chemical),

M.B.A

43 15 20

Export Marketing

3 Mr. Ashutosh Mall Dy. Supdt. ‘B’ BSc,

Diploma in

Int. Trade

Managemen

t

36 2 10

Domestic Marketing

4 Mr. Vinod Khanna Senior Manager B.Com, 55 31 31


MBA

5 Mr. S.C. Oberoi Dy. Manager BSc. 59 35 35

6 Mr. Ashok Sharma Dy. Supdt. ‘A’ BA 56 3 30

7 Ms. Asha Dua Dy. Supdt. ‘A’ BA, Dip. in

HRD,

Secty, Dip

in BA

55 32 33

Purchase

8 Mr. D.K. Tyagi Dy. Manager BSc. 56 30 30

Accounts & Finance

9 Mr. R.S. Agarwal Dy. Supdt. ‘A’ M.Com(Pre

v.)

58 39 39

10 Mr. P.N. Sharma Dy. Supdt. ‘B’ ICWA(Inter

)

53 32 32

11 Mr. R.C. Sharma Dy. Supdt. ‘B’ B.Com 55 31 31

12 Mr. N.K. Gupta Dy. Supdt. ‘B’ BA 54 33 33

13 Mr. Sanjay Vijay Jr. Officer B.Com 38 8 14

14 Mr. Rajesh Rathi Jr. Officer B.Com 38 15 15

15 Mr. R.S. Dhingra Dy. Supdt. ‘A’ BA 55 31 31

Personnel

16 Ms. Ashu Gautam Asst. Manager MBA(HR) 32 2 8

AMdministration

17 Ms. Mamta Gupta Officer B.Com, Dip

in

37 6 14


Computers/

Secty.

18 Mr. K.N. Goswami Officer MA 52 25 25

19 Ms. Deepshikha Pandit Jr. Officer MA 54 13 13

Categorization of Executives as A & B

Executives-A at Kota Plant

Executive-‘A’

Accounts

1 Mr. Ashok Dalmiya Manager ’A’ B.Com,

C.A.

41 1.1 20.1

2 Mr. Vinod Kr. Rawat Asst. Manager C.A. 32 0.2 5.7

Data Center

3 Mr. Lokesh Sharma Dy. Manager BSc., MCS 35 4 9

Legal

4 Mr. Abhishek Sharma Asst. Manager B.Com,

L.L.B

32 0.6 3.6

Purchase

5 Mr. Keshav Shukla Manager ‘A’ B.E

(Mechanical

37 0.4 13.4


)

6 Mr. Ravi Paliwal Manager ‘A’ B.E

(Mechanical

), BOE

34 0.4 9.4

7 Mr. Rajnish Verma Officer M.B.A 28 26 2.6

8 Mr. Ram Bhadur ET(Executive

Trainee)

M.B.A 29 0.6 0.6

General Stores

9 Mr. A. Anklesaria Manager ‘A’ B.E, M.B.A 41 12 16

Maintenance: Engg.

10 Mr. Sanjeev Bali Senior Manager B.E(Mech.) 48 13 26

Maint-

Spinning/Textile/Dippi

ng

11 Mr. Paresh Johari Manager ‘A’ B.E(Mech.) 44 8 19

12 Mr. A.K. Sharma Manager ‘A’ B.E(Mech.) 45 12 24

13 Mr. Javasankar V Manager ‘A’ B.E(Mech.) 37 0.1 15.1

14 Mr. Jitendar Vijay Asst. Engg. B.E(Mech.) 26 2.5 2.5

Maint.-Auxiliaries

15 Mr. Atul Janardan Asst. Manager B.E(Mech.) 39 1.7 12.7

Safety

16 Mr. Rajendra Gupta Manager ‘B’ DME(Safet 56 11 32


y)

Electrical

17 Mr. Sanjay Sharma Manager ‘A’ B.E

(Electrical)

37 0.1 15.1

Instrumentation

18 Mr. Vipin Kr. Jain Manager ‘B’ PG (Process

Inst.) AMIE

41 0.8 17.8

19 Mr. I.D. Khemchandani Dy. Manager DME,

AMIE

56 9 35

Textile

20 Mr. D. Dhariwal Manager ‘B’ B. Text

Engg.

35 13 13

21 Mr. B.J. Chauhan Dy. Manager DME 57 11 38

22 Mr. S.D. Saini Asst. Manager BSc. Dip. in

Textile

53 26 30

23 Mr. Rajiv Gupta Asst. Manager BE

(Textile)

34 0.3 12.3

Dipping

24 Mr. Amit Khandelwal Manager ‘B’ B. Text.

Engg.

36 7 14

Spinning

25 Mr. N.K. Warrier Sr. Manager B. Tech. 45 10 21


Chem.

Engg.

26 Mr. R.P. Tiawri Manager ‘A’ BSc. 48 0.1 24.1

27 Mr. Vikrant Choudhary Asst. Engg. B. E (Elect.) 23 1.7 1.7

CS2

28 Mr. T.C. Jain Sr. Manager B. Tech

(Chem.)

59 35 35

29 Mr. P.S. Pati Asst. Manager B. Tech

(Chem.)

39 3 14

Spin bath/ASSR

30 Mr. R.K. Maheshwari Manager ‘B’ B.E (Hons.)

Chem.

Engg.

53 8 32

31 Mr. Narendra Mantri Dy. Manager B.E(Chem.)

& PGD in

Energy

Mgt.

33 2.3 10.3

32 Mr. Anoop Rohtagi Asst. Manager B.E (Chem.

Engg.)

36 9 12

Viscose

33 Mr. C.P. Choudhary Manager A B.E (Chem.

Engg.)

39 4.4 15.4


PGDBM

34 Mr. A.K. Gupta Manager B Dip. Chem.

Engg

48 9 28

35 Mr. Jose George Dy. Manager B.E(Chem.) 39 2.3 16.3

Quality/Chem.Lab/

Phy.Lab

36 Mr. Kireet Joshi Sr. Manager MSc. 42 10 21

37 Mr. Rashmi Dhariwal Dy. Manager B.E

(Textile)

35 11 11

38 Mr. Viraj Mishra Asst. Manager B. Tech

(Chem.)

34 0.1 7.1

Executives-B at Kota Plant

Executive-‘B’

Personnel & IR

1 Mr. K.R.K. Raju Dy. Supdt.’B’ B.A. 54 29 36

2 Mr. B.L. Bhandari Dy. Supdt.’B’ M.A. 55 32 32

3 Mr. M.P. Jain Officer M.A. 58 37 37

4 Mr. .K.C. Chaturvedi Jr. Officer B.Com 58 34 34

Accounts

5 Mr. AK. Sood Jr. Officer B.Com 55 34 34

6 Mr. Maheshwar Jr. Officer B.Com 53 32 32

7 Mr. V.K. Tiwari Jr. Officer B.A. 53 31 31

8 Mr. R.K. Jain Jr. Officer B.Com, 49 28 28


ICWA,

L.L.B

Data Center

9 Mr. Niranjan Sen Officer B.E(Compu

ter Science)

27 1.7 1.7

10 Mr. K.S. Giri Jr. Officer Dip. in

Elect. &

Comm.

32 2 5

11 Ms. Shilpa Mehra Jr. Officer B.E(Compu

ter Science)

27 1.3 1.3

Legal

12 Mr. S.N. Bargh Officer M.A. L.L.B,

D.L.L

56 35 35

13 Mr. S.P.S. Naruka Officer B.A, L.L.B 52 28 28

Purchase

14 Mr. K.R. Poonia Dy. Supdt ‘B’ B.A. 54 34 34

15 Mr. Rajnish Verma Dy. Supdt. ‘B’ M.A. 55 34 34

16 Mr. N.K. Mittal Jr. Officer Intermediat

e

52 26 29


General Stores

17 Mr. Daya Ram Jr. Officer B.A 57 34 34

Godown

18 Mr. Devendra Kr. Dy. Supdt. ‘B’ M.A. 50 24 24

Admin.

19 Mr. Sam Thomas Officer DCA 50 0.2 26.2

Maint.-Spinning/

Textile/ Dipping

20 Mr. K.L. Verma Dy. Supdt. ‘B’ DME 49 9 26

21 Mr. Ramesh Chandra Dy. Supdt. ‘B’ B.E(Mech.) 32 1.8 7.8

22 Mr. B.N. Sharma Jr. Engg. DME 48 26 26

23 Mr. Anil Kr. Sood Jr. Engg. DME 56 22 32

24 Mr. K.K. Vijay Jr. Engg. DME 40 17 17

25 Mr. Khaniya Lal Sindhi Asst. Engg. DME 51 27 27

26 Mr. M.L. Bhatia Dy. Supdt. ‘A’ DME/

DMA/

ADIM

50 29 29

Maint.-Auxiliaries

27 Mr. Jung Bhahdur Giri Dy. Supdt. ‘B’ B.E(Mech.) 29 0.8 2.8


Civil

28 Mr. Ashfaq Ahmed Dy. Supdt. ‘A’ Dip. in

Civil Engg.

47 24 24

Maint.-Spinbath

29 Mr. A.K. Gupta Dy. Supdt. ‘A’ DME 51 29 29

30 Mr. Rakesh Jhakkar GET(Graduate

Engineer Trainee)

B. Tech

(Mech.)

22 0.7 0.7

Power House

31 Mr. Gajanand Jakapure Dy. Supdt. ‘B’ B.E(Mech.) 33 0.8 9.8

32 Mr. R.K. Saxena Dy. Supdt. ‘A’ MSc, Boiler

Cert.

51 27 27

33 Mr. Motilal Bairwa Dy. Supdt. ‘B’ DME,AMI

E,BOE

47 26 26

34 Mr. B.S. Bisht Asst. Engg. BSc, Boiler

Cert.

51 28 28

35 Mr. G.P. Gocher Asst. Engg. DME 45 22 22

36 Mr. M.S. Khanooja Jr. Engg. BSc. 42 17 17

37 Mr. R.L. Verma Jr. Engg. 56 36 36

Maint.-Viscose

38 Mr. DL. Verma Dy. Supdt. ‘A’ DME 47 25 25


ACVR

39 Mr. D. Mistry Asst. Manager DME 51 30 30

40 Mr. Gayani Chand Asst. Manager DME 43 22 22

Electrical

41 Mr. V.K. Sharma Dy. Supdt. ‘B’ DEE 57 30 30

42 Mr. H.K. Jain Dy. Supdt. ‘A’ DEE 47 27 27

43 Mr. Shriram Nagar Dy. Supdt. ‘B’ DME 50 27 27

44 Mr. Amit Sharma Dy. Supdt. ‘B’ B.E

(Electrical)

28 0.3 2.3

45 Mr. D.S. Parihar Jr. Engg. DME 47 25 25

Instrumentation

46 Mr. Amit Kr. Dy. Supdt. ‘B’ B.E.

(Instrument

ation)

25 0.2 2.2

47 Mr. S.M. Shukla Jr. Officer BSc. 54 48 48

48 Mr. Lakshman Singh

Jadho

Dy. Supdt. ‘A’ BSc. Dip. in

Prod. Mgt.

43 0.4 10.4

49 Mr. M.K. Bhandula Dy. Supdt. ‘B’ B.Text.

Engg.

37 9 10

50 Mr. Mukesh Saini Dy. Supdt. ‘B’ B. Tech 27 3.6 3.6


(Textile)

51 Mr. Vikas Chandra Dy. Supdt. ‘B’ B. Tech

(Textile)

25 0.1 1.6

Dipping

52 Mr. D.K. Goel Dy. Supdt. ‘B’ BSc. DIRI 55 2.7 25.7

Spinning

53 Mr. G.S. Naruka Jr. Officer Intermediat

e

48 26 26

54 Mr. S.R.S. Solanki Jr. Officer B.E (Elect.) 31 9 9

55 Mr. A. Shrivastav Jr. Officer BSc. 36 12 13

CS2

56 Mr. R.K. Sen Jr. Officer Intermediat

e

35 12 12

Spin bath/ASSR

57 Mr. Ajay Singh Sankhla Officer BSc. 44 3 16

58 Mr. B.K. Sogani Jr. Officer BSc., NPC 55 32 32

Viscose


59 Mr. D.N. Soral Dy. Supdt. ‘B’ BSc. 54 34 34

60 Mr. R.S. Gupta Officer Dip. in

Chem.

Engg.

55 26 26

61 Mr. V.K. Singh Jr. Officer BSc. 39 12 16

62 Mr. Deepak Nagpal GET B.E(Chem.) 24 0.7 0.7

Quality/Chem.Lab/

Phy.Lab

63 Mr. Deeraj Gera GET B. Tech

(Textile)

23 0.7 0.7

64 Mr. S.N. Vyas Dy. Supdt. ‘A’ BSc. 57 33 33

65 Mr. P.S. Naruka Dy. Supdt. ‘B’ BSc. &

NPC (Supr.)

54 32 32

66 Mr. Brijesh Raghav Jr. Officer MSc,

M.Phil.

37 13 13

67 Mr. Ravindra Joshi Jr. Officer MSc. 55 31 31

68 Mr. Raisuddin Jr. Officer MSc. 54 31 31

69 Mr. N.K. Tikku Officer HSC 59 41 41

70 Mr. Manoj Kr. Rawat Officer MSc. 43 3 17

71 Mr. Sunil Kr. Singh Officer Dip. in

Textile

Tech.

40 3 8

72 Mr. Rajeev Gupta Jr. Officer MSc. 29 2.7 5

73 Mr. H.S. Bisht Jr. Officer BSc. &

NPC

50 31 31

74 Mr. S.D. Kukreti Jr. Officer M.A, 52 34 34

75 Mr. L.N. Dandotia Jr. Officer BSc, Dip. in 57 29 29


Prog.

76 Mr. S.K. Dwivedi Jr. Officer BSc. 36 8 8

Executives-A at Delhi office

Executives-‘A’

DMD’s Office

1 Mr. Jagdish Sanwal Asst. Manager BSc. 1st

Year

57 22 22

2 Mr. Prashant Kapoor Manager ‘A’ B. Tech

(Chemical),

M.B.A

43 15 20

Domestic Marketing

3 Mr. Vinod Khanna Senior Manager B.Com,

MBA

55 31 31

4 Mr. S.C. Oberoi Dy. Manager BSc. 59 35 35

Purchase

5 Mr. D.K. Tyagi Dy. Manager BSc. 56 30 30

Personnel

6 Ms. Ashu Gautam Asst. Manager MBA(HR) 32 2 8


Executives-B at Delhi Office

Executives-‘B’

Export Marketing

1 Mr. Ashutosh Mall Dy. Supdt. ‘B’ BSc,

Diploma in

Int. Trade

Managemen

t

36 2 10

Domestic Marketing

2 Mr. Ashok Sharma Dy. Supdt. ‘A’ BA 56 3 30

3 Ms. Asha Dua Dy. Supdt. ‘A’ BA, Dip. in

HRD,

Secty, Dip

in BA

55 32 33

Accounts & Finance

4 Mr. R.S. Agarwal Dy. Supdt. ‘A’ M.Com(Pre

v.)

58 39 39

5 Mr. P.N. Sharma Dy. Supdt. ‘B’ ICWA(Inter 53 32 32


)

6 Mr. R.C. Sharma Dy. Supdt. ‘B’ B.Com 55 31 31

7 Mr. N.K. Gupta Dy. Supdt. ‘B’ BA 54 33 33

8 Mr. Sanjay Vijay Jr. Officer B.Com 38 8 14

9 Mr. Rajesh Rathi Jr. Officer B.Com 38 15 15

10 Mr. R.S. Dhingra Dy. Supdt. ‘A’ BA 55 31 31

Administration

11 Ms. Mamta Gupta Officer B.Com, Dip

in

Computers/

Secty.

37 6 14

12 Mr. K.N. Goswami Officer MA 52 25 25

13 Ms. Deepshikha Pandit Jr. Officer MA 54 13 13

CHAPTER 3

SUMMARY OF FINDINGS

Around 90% of the employees have responded on the

positive side, (4,5,6) that the objective of the training has

been achieved, though they are not fully satisfied because

only 7% have responded to 6(fully satisfied) option.

Though around 85% are of the view that somewhat their

personal objectives are achieved but around 17% fully agree

to that.

Here we got a good response, around 66% agree that after

training their understanding and appreciation of the job has


increased, however they have come up with different

suggestions, which are discussed later.

Though only 60% have rated the program positively but only

10% have rated them as ‘Excellent’.

Around 63% have ‘Fully’ recommended others to attend the

program.

Around 74% feel that the length of the program is ‘Just

right’, rest are of not satisfied.

Only around 48% are of the opinion that the program was

well sequenced, rest want more improvement.

Here around 81% of the respondents feel that the pacing of

the program was ‘Just Right’.

Best things that respondents liked about the program are:

Informative content

Friendly atmosphere

Its practical exposure

And few liked the Trainer also.

Things they didn’t liked about the Content are:

No alternate knowledge was provided

Abrupt and hectic schedule

Its long stretch

Few didn’t liked the trainer and the tests conducted

with their managers was arranged, it is recommended to

arrange a meeting for all, wherein they can be told how to

apply the theoretical part (learnt in the training) in the actual

job.

Around 35% fully agree that they received assistance from

their Boss.


However around 53% agree that they received a lot of help

from their colleagues.


CHAPTER 4

CONCLUSION AND SUGGESTIONS

RECOMMENDATIONS

for effective training:

Selection procedure:

Every training program must address certain vital issues:

Who are the trainees?

Who are the trainers?

What methods and techniques?

What should be the level of training?

What principles of learning?

Where to conduct the program?

Training should be such that it breaks the mental barriers of employees so

that they come out with their suggestions, complaints, and necessities.

The organization can get the basic feedback which will ultimately help in

increasing the productivity.

Inputs in training and development:

Any Training program must contain inputs which enable the

participants to gain skills, learn theoretical concepts and help acquire

vision to look into the distant future. In addition to these, there is a need

to impart ethical orientation, emphasis on attitudinal changes and stress

upon decision making and problem solving abilities.

Ethics in T&D:


There is no denial of the fact that ethics are largely ignored in

businesses. Unethical practices abound in marketing, finance and

production functions in an organization. They are less seen and talked

about in the personnel function. It is HR manager’s duty to enlighten all

the employees in the organization about the need for ethical behavior.

Attitudinal Changes:

Attitudes affect motivation, satisfaction and job commitment.

Negative attitudes need to be converted into positive attitudes so it is the

duty of the HR manager to take care of negative attitudes and converting

into the positive one.

Decision making and problem solving skills:

It must focus on methods and techniques for making organizational

decisions and solving work related problems. The HR manager should

have the capability of groom the trainees with the decision making and

problem solving skills.

Some Important steps that has to be taken into consideration to

make training effective.

1. Ensure that training contributes to competitive strategies of the

firm. Different strategies need different HR skills for

implementation. Let training help employees at all levels acquire

the needed skills.

2. Ensure that a comprehensive and systematic approach to

training exists, and training and re-training are done at all levels on

a continuous and on-going basis.


3. Ensure that there is proper linkage among organizational,

operational and individual training needs.

4. Create a system to evaluate the effectiveness of the training.

No

Yes


Hire Employee

Is Employee

new?

HR handles paperwork and Orientation

Employee is hired on basis of education, skills & experience

No

tes

HR retrieves employee file from archives Employee file includes resume,

application, and other evidence of education, skills & experience

No

Yes

No

Yes


Immediate Training

Required?

Supervisor or Senior Employee trains new Employee.

Areas of training checked off on job description

Evaluation of Employee’s / Manager’s Evaluation of Training

TrainingComplete?

Log Training inDatabase

File job description, as appropriate

Review training at Mgmt Review to determine new needs, address

concerns & evaluate effectiveness of training

Ongoing training,as needed

HR Builds Employee File

Employee is made aware of relevance and importance of their

activities and how they contribute to achieving quality objectives

The Kirkpatrick Model

The most well-known and used model for measuring the effective

of training programs was developed by Donald Kirkpatrick in the late

1950s. It has since been adapted and modified by a number of writers;

however, the basic structure has well stood the test of time. The basic

structure of Kirkpatrick’s four-level model is shown here.

Figure 1 - Kirkpatrick Model for Evaluating Effectiveness of Training

Programs

Level 4 -

Results What organizational benefits resulted

from the training?

Level 3 -

Behavior

To what extent did participants change

their behavior back in the workplace as a

result of the training?

Level 2 -

Learning

To what extent did participants improve

knowledge and skills and change attitudes

as a result of the training?


Training Records Updated

Level 1 -

Reaction How did participants react to the

program?

An evaluation at each level answers whether a fundamental

requirement of the training program was met. Its not that conducting an

evaluation at one level is more important that another. All levels of

evaluation are important. In fact, the Kirkpatrick model explains the

usefulness of performing evaluations at each level. Each level provides a

diagnostic checkpoint for problems at the succeeding level. So, if

participants did not learn (Level 2), participant reactions gathered at

Level 1 (Reaction) will reveal the barriers to learning. Now moving up to

the next level, if participants did not use the skills once back in the

workplace (Level 3), perhaps they did not learn the required skills in the

first place (Level 2).

The difficulty and cost of conducting an evaluation increases as

you move up the levels. So, you will need to consider carefully what

levels of evaluation you will conduct for which programs. You may

decide to conduct Level 1 evaluations (Reaction) for all programs, Level

2 evaluations (Learning) for “hard-skills” programs only, Level 3

evaluations (Behavior) for strategic programs only and Level 4

evaluations (Results) for programs costing much. Above all else, before

starting an evaluation, be crystal clear about your purpose in conducting

the evaluation.

Using the Kirkpatrick Model

How do you conduct an evaluation? Here is a quick guide on some

appropriate information sources for each level.


Level 1 (Reaction)

completed participant feedback questionnaire

informal comments from participants

focus group sessions with participants

Level 2 (Learning)

pre- and post-test scores

on-the-job assessments

supervisor reports

Level 3 (Behavior)

completed self-assessment questionnaire

on-the-job observation

reports from customers, peers and participant’s manager

Level 4 (Results)

financial reports

quality inspections

interview with the participants

Train the Trainer

To train the trainer objective is to enable delegates to design, train,

evaluate and follow up effective training programmes. They will also

learn how to design training of any length for groups of varying sizes,

learning styles and experience. One can focus on delivery skills (effective

body language and voice projection) and also teach classic techniques

about handling difficult trainees and controlling the group


There are different agendas on which one can train the trainer:

Appraisal skills

Assertiveness Skills

Assertiveness and managing conflict

Coaching for managers

D isciplinary procedures and correcting poor performance

Dealing with difficult people

Interviewing Skills

Negotiation skills

Presentation skills

PowerPoint Presentation Skills

Project management for non-project managers

Stress Management

Time Management

The New Manager

Planning the Training Event

Overview of key competencies in implementing effective training

events

Planning a training event

Module 1 : Providing Logistical Support

o 1.1 Define the training framework


http://www.totalsuccess.co.uk/performance_appraisal.htm

http://www.totalsuccess.co.uk/management-training-course.htm

http://www.totalsuccess.co.uk/timemanagement.htm

http://www.totalsuccess.co.uk/stress_management.html

http://www.totalsuccess.co.uk/project_management_for-non-project-managers_training_course.htm

http://www.totalsuccess.co.uk/presentingwithpowerpoint.htm

http://www.totalsuccess.co.uk/presentationskills.htm

http://www.totalsuccess.co.uk/negotiation_skills-training-course.htm

http://www.totalsuccess.co.uk/interviewingskills.htm

http://www.totalsuccess.co.uk/dealing_with_difficult_people-conflict_management_training.htm

http://www.totalsuccess.co.uk/disciplinary_procedures_and_correcting_poor-performance-training-course.htm

http://www.totalsuccess.co.uk/disciplinary_procedures_and_correcting_poor-performance-training-course.htm

http://www.totalsuccess.co.uk/coaching_for_managers-training-course.htm

http://www.totalsuccess.co.uk/assertivenessandconflictmanagement.htm

http://www.totalsuccess.co.uk/assertiveness.htm

o 1.2 Define role of the training administrator

o 1.3 Manage the budgeting process

o 1.4 Manage the invitation process

o 1.5 Determine and select training venue

o 1.6 Manage travel and accommodation requirements

o 1.7 Determine and select Subject Matter Specialist

o 1.8 Manage technical and human resources

o 1.9 Review and evaluate the training logistics and support

Module 2: Developing training programmes

o 2.1 Identify participants

o 2.2 Understand adult learning principles

o 2.3 Design needs assessments: strategies and tools

o 2.4 Conduct and analyze needs assessments

o 2.5 Develop learning objectives - workshop/session

o 2.6 Develop content outline

o 2.7 Identify appropriate training and facilitation techniques

o 2.8 Develop training programmes

Training Content

Module 3: Adapting and Developing Content

o 3.1 Identify and assess existing materials

o 3.2 Adapt materials

o 3.3. Validate the training design

o 3.4 Finalize materials

Training Delivery

Module 4: Implementing Effective Training Events

o 4.1 Apply adult learning principles


o 4.2 Identify differences between training and facilitation

o 4.3 Use appropriate training and facilitation techniques

o 4.4 Create positive learning environment

o 4.5 Co-facilitate with Subject Matter Specialists (Resource

Persons)

o 4.6 Verify achievement of learning objectives

Training Evaluation

Module 5: Evaluating and Reviewing Training

o 5.1 Summarize the process of evaluation

o 5.2 Select training and evaluation methods

o 5.3 Assess and summarize training experiences

o 5.4 Assess impact of training event

o 5.5 Report evaluation results

o 5.6 Apply outcomes of evaluation and review

The Training Methods-Approach

There are numerous training methods. The choice of a method or a

mix of methods depends on various factors. Considerations are as

under:

(a) The purpose of training is an important consideration in the choice of

methodology. Knowledge can be provided by traditional methods like

lectures, and discussions skills and attitudes have to be developed by

experiential methods of training like in-basket, T-group, etc.


(b) The nature of contents often determines the nature of methodology. A

concept can be clarified through a lecture while the operation of machine

may best be demonstrated.

(c) The level of trainees in the hierarchy of the organization also

determines the nature of methodology. In fact, techniques like in-basket

management games, etc., are designed for managerial levels and hence

cannot be effective at workers level.

(d) Finally, all organizations have to be concerned with cost factors. Cost

considerations have to be taken into account while deciding on methods

of training. However, cost consideration should not override the quality

consideration.

All methods of training should satisfy the following criteria otherwise

their effectiveness could be questioned:

(i) They should provide for active participation by participants. Lack of

participation by trainees may limit learning to only listening the trainer

and not getting the benefit of sharing experiences.

(ii) The training method should also provide participant’s constant feed-

back on their performance. The realization that one is learning constantly

or one has not been able to improve upon the previous performance is a

useful motivation to put in necessary efforts.

(iii) The method should be able to facilitate transfer of training contents

to real life situations. The methodology should be such as to provide

participants linkages between what is done in classroom and what is its

relevance to actual on-the-job behavior. This is an important

consideration without which learning would remain theoretical.

The Relative Effectiveness of Training Methods

Training

Methods

Knowledge

Acquisition

Changing

Attitudes

Problem-

Solving

Interpersonal

Skills Rank

Participant

Acceptance

Knowledge

Retention


Rank Rank Skills

Rank

Rank Rank

Case Study 2 4 1 4 2 2

Conference 3 3 4 3 1 5

Lecture 9 8 9 8 8 8

Business Games 6 5 2 5 3 6

Films 4 6 7 6 5 7

Programmed

Instruction

1 7 6 7 7 1

Role Playing 7 2 3 2 4 4

Sensitivity

Training

8 1 5 1 6 3

Television 5 9 8 9 9 9

(Source: Based on Personnel/Human Resource Management by Leap and

Crino.)

Organization can use, Case Study, Sensitivity Training, Role

Playing, Business Games, Conference for its Executives-A that

will help them to translate theoretical knowledge into action plans,

promote human relations, develop smart thinking, initiative,

leadership skills, to promote self-awareness and its impact on

others.

Organization can use the following methods for the Executives-B

as they require more of conceptual knowledge and broaden

outlook-Programmed Instruction, Lecture, Conference, Multiple

Management, Understudy, Coaching and Job Rotation. That will

help them aid succession planning by developing their skills,

develop diversify skills and broaden outlook, assist managers in


expanding the knowledge in various functional areas, impart

conceptual knowledge to large audience within short time.

Training Techniques Checklist

We can use training techniques checklist at least 4 to 5 different

techniques in every session, to keep things lively.

1) Ice Breaker:

A quick way to help everyone get acquainted; establishes a precedent for

participation and discussion; establishes rapport; sets positive

expectations.

2) Lecture:

Shares a lot of information in a brief period; builds a foundation for later

application; defines and outlines key concepts.

3) Handouts; Printed Materials:

Reinforce lecture and discussion; help pace the programme; extend

learning beyond the classroom.

4) Question and Answer:

Clarifies and amplifies lecture material; encourages participation; allows

learners to be self-directed; stimulates thinking.

5) Group Discussion:

Uses the learner as a resource; lets participants get acquainted; develops a

sense of group identity; elicits questions.

6) Group Problem-Solving:

Lets learners utilize what they know; establishes a sense of purpose;

builds a team atmosphere; creates an emotional investment in the

outcome they create.

7) Paired Discussion:


Uses the learner as a resource; builds trust between participants; allows

for more disclosure and individual involvement; great when time is

limited.

8) Warm-ups:

Quick to facilitate; fun and light-hearted; prepare learners for

involvement in a specific learning activity; often point out the need for

learning the subject matter.

9) Self-report Instruments:

Let the learner self-evaluate privately; build self-assessment and self-

monitoring skills; offer a referral tool for checking awareness.

10) Case Studies:

Give participants a chance for in-depth exploration and application of a

concept; encourage problem-solving.

11) Role-Playing:

Offers a safe environment for learning new skills, places, group members

at an even level; forces participants to understand concepts and

techniques presented.

12) Demonstration:

Shows and tells; lays foundation for skill development, generates

questions; presents an overview.

13) Energizers:

Offer a brief diversion; create a physical relief value for the body and

mind; great for recharging the groups energy levels.

14) Recorded Report Outs:

Recorded information on a flip chart sheet conserves as a resource;

participants have a chance to learn from everyone.

15) Simulations:


Offer participants a chance to generalize personal behavior in real-life

situations; encourage individual involvement.

Off-the-Job Training-Experiential Methods

The following methods are recommended for Executive Training &

Development:

1) Sensitivity Training:

Sensitivity training uses small number of trainee, usually fewer

than 12 in a group. They meet with a passive trainer and gain

insight into their own and other’s behavior.

Meetings have no agenda, are held away from workplaces.

Discussions focus on “why participants behave as they do, how

they perceive one an other, and the feelings and emotions

generated in the interaction process.”

Sensitivity training is a group training method that uses intensive

participation and immediate feedback for self-analysis and change.

In this participants remain involved and enthusiastic participants

have to make positive efforts to learn out this experience.

The objectives of sensitivity training are to provide the participants

with increased awareness of their own behavior and how others

perceive them; greater sensitivity to the behavior of others, and

increased understanding of group processes.


Specific results sought include increased ability to empathize with

others, improved listening skills, greater openness, increased

tolerance of individual differences and increased conflict resolution

skills.

The drawback of this method is that once the training is over the

participants are themselves again and they resort to their old habits.

2) Transactional Analysis:

It was introduced over two decades ago by Berne and further

popularized by Hanris and Jongewald, Transactional Analysis

provides an individual with a practical and useful method for

analyzing and understanding human behavior.

Infact, it is a method of analyzing a transaction. A transaction is

nothing but a social interaction between two more people who

encounter each other.

In every social interaction, there is a stimulus provided by one

individual and a response to that stimulus given by another

individual. This stimulus-response relationship between two

individuals is a transaction.

Analysis of any transaction can be done by analyzing the ego states of an

individual. Berne says that every normal individual functions from three

ego states-parent, adult and child. An ego state is a system of feelings

accompanied by a related set of behavior patterns. Each ego state can be

described as under:

a) Parent:


The parent ego is nothing but a huge collection of recordings in the

brain of an individual of attitudes and behaviors imposed on him in

his early years (roughly first five years) from various external

sources, primarily his parents.

The characteristics of this ego are to be over-protective, officious,

distant, dogmatic, etc.

Verbal clues that a person is operating from the parent ego states

are his use of such words as ‘always’, ‘never’, ‘should’, ‘ought’,

etc, when he uses language of threat or tries to resolve conflict by

force.

There are physical clues also like raised eyebrows, pointing an

accusing finger at somebody, and so on.

b) Child:

The child ego is also a collection of recordings in the brain of an

individual of attitudes, behaviors and impulses which come to him

naturally from his own seeing, hearing, feeling and understanding

as a child.

Characteristics of a person acting in the child state include being

curious, impulsive, sensuous, affectionate, dependent, fearful and

depressed.

Verbal clues that person is operating from the child ego state are

the use of words like “I wish”, “I guess”, “I do not care” and so on.

There are physical clues also like temper tantrums, attention

seeking, giggling, coyness, silent compliance, etc.

The child in us is likely to lead us to behave as dependents, as

competitive and to approach conflict resolution through avoidance

or smoothing.


c) Adult:

This ego state consists of reality testing, rational behavior and

decision-making or problem-solving analysis.

An individual in this state processes, verifies and updates the data

which he has received from the other two states. In other words,

this state is a shift from the “taught and felt concepts” to “tested

concepts”.

Adult data is gathered as a result of an individual’s ability to find

out for himself as to what is the difference between life as it was

taught and demonstrated to him(parent), life as he felt, wished or

fantasied(child) and life s he figures out by testing(adult).

The functioning of the adult-ego state does not try to do away with

parent and child data. Rather it examines these data and tries to

update them in reality of the external world.

The adult in an individual shows itself in a variety of ways. Phrases

like “I see”, “I think”, “It’s my opinion”, words with an emphasis

on data collection, e.g., why, where, when, who, how, what, and an

emphasis on data processing and problem-solving are the

indicators of the adult-ego state in an individual.

Task of the Trainer

The primary task of the trainer is to interpret group behavior in

terms of ego states in which the participants are operating in the

‘here and now’ situation.

The trainer must as far as possible operate from an adult state and

not get personally involved in transactions between participants.


Finally, the trainer must have a specialist’s knowledge of the

theory and practice of Transactional Analysis which must be

clarified before he starts interpreting behavior.

3) T he Fish-Bowl Exercise:

The fish-bowl exercise is yet another experiential method of

training involving the active participation of trainees to enhance

their learning experience.

It is essentially used in providing skills in understanding human

behavior.

It effectively uses group interaction to develop in the participants a

degree of self-awareness.

Objectives of the Fish-Bowl Exercise

1) To inculcate in the participants the discipline of observing others and

on the basis of this, provide objective and constructive feedback.

2) To learn about oneself, one’s behavior and personality as seen through

the eyes of others and consequently to overcome weaknesses and improve

upon strengths.

The aspects to which fish-bowl exercise can be put to effective use

are: individual and group behavior, content of communication,

roles individuals play in groups, inter-group conflicts, level of

participation, and dynamics of group problem-solving and

decision-making and, inter-personal relations.


Method of Conducting the Exercise

The exercise can involve upto 25 participants seated in two

concentric circles (one inner, the other outer). The inner circle is

the target group; members of this group will either discuss a pre-

selected topic or move towards completion of a group task.

After the discussion by the members of the inner group, which may

extend upto half-an-hour, the outer group is asked to comment on

the content and more importantly the dynamics and group

processes of the inner group members.

The trainer in this case shall only act as a facilitator and guide the

participants and the processes towards constructive results.

Feedback may be provided using either of the two basic

techniques mentioned below:

Each member of the outer group observes all members of the

inner group on all aspects of group dynamics.

Each member of the outer group observes all members of the

inner group on a specific dimension of group process.

4) The Johari Windows:

The Johari Window is a conceptual model for increasing personal

effectiveness. It was developed by Joseph Luft and Harry Ingham.

Known to Self Not known to Self

Known to Others Arena

(e.g. name, age,

family, job, physical

appearance, etc.)

Blind

(e.g. certain

mannerisms about

which the individual

does not know but


others know)

Not known to

Others

Closed

(e.g. an individual may

hide his anger and not

let others know about

this)

Dark

As shown in the above figure, this model divides an individual’s

personality into 4 parts.

The implication of the model is that in order to make oneself

effective in interpersonal relations one should expand one’s arena.

Alternatively one must try to reduce other three areas.

‘Blind’ can be reduced by receiving feedback from others. ‘Closed’

area can be reduced by self-disclosure.

The dark area can be improved through use of psychoanalysis

techniques.

5) Self-Development:

To an increasing degree, people are turning towards self-analysis

not because they suffer from depressions, phobias or comparable

disorders but because they feel they can’t cope with life. Or they

may feel that factors within themselves are holding them back or

injuring their relationships with others.

It is important to understand that all development and learning can

be achieved through systematic and concentrated efforts.


The desire to learn must come from the core of a person. The

challenge is to create a desire to learn and then utilize this

desire to create a sense of action in the individual.

We strongly believe that good managers are made and not

born. They are fashioned by business experience and the

realities of the workplace. They grow in stature and

managerial skill largely from their encounters with people

and problems, and not from merely studying the notes and

theories catalogued in textbooks.

We learn, grow and develop by way of observing, practicing,

thinking, re-thinking, experimenting and continually

questioning the self. Worthwhile answers emerge from the

heat of the action, by dealing with the course of real business

events as well as the problems and personalities of those

involved in them.

So an effective development of an individual is a

combination of exposure to theory and action-oriented

business situations. Theory creates conceptual clarity

awareness and knowledge and practical experience provides

application orientation, confidence and maturity in dealing

with complex situations.

We would recommend that an effective course on

personality development/business communication (written

and oral) is a must for every executive/manager.

6) Outbound Learning Programmes:


All learning is action-based (experience) an outdoor-based training

programme provides the team with powerful and tangible outcome

on interpersonal and intrapersonal levels.

The key benefits are better self-concept, confidence, an

understanding about leadership, team working and willingness to

take risks, stress handling, creativity, negotiating, communication,

problem-solving, and decision-making, trust-building.

Reasons of Outbound Learning Programmes

An outbound experience provides a huge opportunity to simulate

real life situations. Naturally, reflecting on such experiences can

offer deep understanding of self and team issues.

Outbound learning is about ‘real-playing’ not ‘role playing’.

Outbound programmes work on the principle that when a team is

thrown together in wilderness, where they have to find for

themselves and meet challenges together, there is growth in many

directions.

The success of the outbound programme is measured by its

relevance back in the workplace and whether the learning is

actionable.

SUGGESTIONS

Following are some of the tips to be adopted by the organization and

applied the individuals for effectively transferring the knowledge and

learning gained during training programmes to their jobs:


1) Make sure the need is a training and development

opportunity:

Do thorough needs and skills analysis to determine the real need for

employee training and development. Make sure the opportunity you

are pursuing or the problem you are solving is a training issue.

If the employee is failing in some aspect of her job, determine

whether you have provided the employee with the time and tools

needed to perform the job. Does the employee clearly understand what

is expected from their on the job?

Ask yourself whether the employee has the temperament and talent

necessary for her current position; consider whether the job is a good

skill, ability, and interest fit?

2) Create a context for the employee training and development:

Provide information for the employee about why the new skills,

skill enhancement, or information is necessary. Make certain the

employee understands the link between the training and his job.

You can enhance the impact of the training even further if the

employee sees the link between the training and his ability to

contribute to the accomplishment of the organization's business plan

and goals.

It's also important to provide rewards and recognition as a result of

successful completion and application of the training.

This contextual information will help create an attitude of

motivation as the employee attends the training. It will assist the


employee to want to look for relevant information to apply after the

session.

3) Provide training and development that is really relevant to the

skill you want the employee to attain or the information he

needs to expand his work horizons:

You may need to design an employee training session internally if

nothing from training providers exactly meets your needs. Or, seek out

providers who are willing to customize their offerings to match your

specific needs.

It is ineffective to ask an employee to attend a training session on

general communication when his immediate need is to learn how to

provide feedback in a way that minimizes defensive behavior. The

employee will regard the training session as mostly a waste of time or

too basic; his complaints will invalidate potential learning.

Whenever possible, connect the employee training to the

employee's job and work objectives. If you work in an organization

that invests in a self-development component in the appraisal process,

make sure the connection to the plan is clear.

4) Favor employee training and development that has measurable

objectives and specified outcomes that will transfer back to the

job:

Design or obtain employee training that has clearly stated

objectives with measurable outcomes. Ascertain that the content leads

the employee to attaining the skill or information promised in the

objectives.


With this information in hand, the employee knows exactly what

he can expect from the training session and is less likely to be

disappointed. He will also have ways to apply the training to the

accomplishment of real workplace objectives.

5) Provide information for the employee about exactly what the

training session will involve, prior to the training:

Explain what is expected of the employee at the training session. This

will help reduce the person's normal anxiety about trying something

new.

If they know what to expect, they can focus on the learning and

training transfer rather than their potential discomfort with the

unknown.

6) Make clear to the employee that the training is their

responsibility and they needs to take the employee training

seriously.

They are expected to apply themselves to the employee training and

development process before, during, and after the session. This

includes completing pre-training assignments, actively participating in

the session, and applying new ideas and skills upon returning to work.

7) Make sure that internal or external training providers supply

pre-training assignments.

Reading or thought-provoking exercises in advance of the session

promote thoughtful consideration of the training content. Exercises or

self-assessments, provided and scored in advance of the session, save

precious training time for interaction and new information.


These ideas will engage the employee in thinking about the subject of

the session prior to the training day. This supplies important paybacks

in terms of his interest, commitment, and involvement.

8) Train supervisors and managers either first or simultaneously so

they know and understand the skills and information provided in

the training session:

This will allow the supervisor to: model the appropriate behavior and

learning, provide an environment in which the employee can apply the

training, and create the clear expectation that they expects to see

different behavior or thinking as a result of the training. An executive,

who has participated in the same training as the rest of the

organization, is a powerful role model when he is observed applying

the training.

9) Train managers and supervisors in their role in the training

process:

The average supervisor has rarely experienced effective training

during his career. Even rarer is the supervisor who has worked in an

environment that maximized transfer of training to the actual

workplace. Thus it is a mistake to believe that supervisors

automatically know what must happen for effective training to take

place.

10) You can coach supervisors about their role:

Provide a handy tip sheet that explains in detail the organization’s

expectations of the supervisor in support of effective training.


11) Ask supervisors to meet with employees prior to the training

session:

Discuss with the individual what he hopes to learn in the session.

Discuss any concerns he may have about applying the training in the

work environment.

Determine if key learning points are important for the organization in

return for the investment of his time in the training. Identify any

obstacles the employee may expect to experience as he transfers the

training to the workplace.

12) Make use of session pre-work during the actual training

session:

Asking people if they “read the article” or “thought about” the concept

is not enough.

The best pre-training exercise that can be used is to send out a list

of focus questions. The instructions that can be provided are, 'Answer

the questions as completely as possible and keep the answers private.'

When the participants arrive at the workshop, have them meet in a

central location with a chalkboard. On the chalkboard write a message

saying, 'Feel free to discuss your questions and answers.'

13) During the training session, practice active learning principles; honor a variety of learning styles:

Recognize that a range of activities and information applications will appeal to participants’ varied learning styles. Use real life examples, analogies, case studies, small group discussion, presentation, and experiential exercises.


Provide visual support materials such as films and transparencies for people who learn visually. Ask participants to provide examples of the concept you are training from their experience.

By keeping the training varied, exciting and stimulating, you help people retain the content. By appealing to the variety of learning styles in your group, you enhance participant learning.

14) Increase trainee investment in the session by engaging them in tasks requiring action:

Provide easy ways for participants to take notes; periodically ask

participants to jot down application ideas. Ask them to share these

ideas in a small group. Ask people to underline the most important

concept on a page; circle the ideas that most apply to their

circumstances.

Request that participants identify how their supervisor can help them

apply the training. Make action planning an ongoing activity during

the session, instead of a too often time-crunched activity at the end of

the session.

15) During the session, discuss how to address real life scenarios,

and barriers participants believe they will encounter when they

apply the training:

Too often, training professionals don't prepare participants for the real

world in which they will attempt to use what they learned in class.

16) Assign or self-select a training partner:

The role of the training partner is well-defined and agreed upon by

participants. Reviewing expectations of the network and the training

partner at the session is also valuable. The training presenter can

facilitate this process.


In these days of electronic communication, people can share a forum

or bulletin board, an email mailing list, or a weekly online chat, as

well as meeting in person.

ANNEXURE 1

QUESTIONNAIRE

11.Extent to which objectives of training program achieved

Fully

achieved

Somewhat

achieved

Neither of

the two

Somewhat

Not achieved

Not at all

5 4 3 2 1

12.Extent to which personal objectives of training been achieved.

Fully

achieved

Somewhat

achieved

Neither of

the two

Somewhat

Not achieved

Not at all

5 4 3 2 1

13.Extent to you will recommend others to attend the training.


Fully

achieved

Somewhat

achieved

Neither of

the two

Somewhat

Not achieved

Not at all

5 4 3 2 1

14.Extent to which your appreciation and understanding of job

enhanced.

A lot Somewhat

yes

Can’t say Somewhat

Not

Not at all

5 4 3 2 1

15.Post training, extent to which your


A lot Somewhat

yes


Not

Not at all

5 4 3 2 1


A lot Somewhat

yes


Not

Not at all

5 4 3 2 1

16.Overall rating of training program.

Excellent Very Good Good Satisfactory Poor

5 4 3 2 1

17.Length of the program.

Too Short - Just Right - Too Long


5 4 3 2 1

18.Pacing of the program.

Too Short - Just Right - Too Long

5 4 3 2 1

19.Logically sequence of the program.

Well

Sequenced

- Poorly

Sequenced

5 4 3 2 1

20.Has post-training debriefing meeting line manager been arranged?

Yes

No

BIBLIOGRAPHY AND REFERENCES

1. Bhatia S.K., Training and Development Concepts and Practices,

2005 1st ed. Deep & Deep Pub.


2. Davies Eddie, The Training Manager’s-A Handbook, 3rd ed. 1995

3. Landale A., Advanced Techniques for Training and Development

4. Lynton P Rolf and Udai Pareek, Training for Development, 3rd ed.

1999

5. Noe .A Raymond, Employee Training and Development

6. Pande Ashutosh, Perspectives on Training Need Assessment,

Training and Management, 2nd ed. 1999

7. O’Donnell Chir Amanda, Thomas N. Garavan, Carole Hogan, ,

Handbook of Training and Development-A Best Practice Guide, 1st

ed. 1998

8. Sahu R.K., Training for Development All You Need to Know

9. Singh.P.N.,Training for Management Development

10.Tripathi R.N., Human Resource Development

11.www.bnet.com

12.www.workforce.com

13.www.wib.org

14.http://www2.edc.org/NTP/index.html

15.www.nwlink.com/~donclark/about

16.www.geocities.com/Athens/Forum/1650/index.html

17.www.peoplepulse.com.au/staff_skills_audit.html

18.www.allbusiness.com/human-resources/workforce-management/

952-1.html

19.www.managementhelp.org/trng_dev/basics/isd.html

20.www.en.wikipedia.org/wiki/Leaders


http://www.en.wikipedia.org/wiki/Leaders

http://www.managementhelp.org/trng_dev/basics/isd.html

http://www.allbusiness.com/human-resources/workforce-management/952-1.html

http://www.allbusiness.com/human-resources/workforce-management/952-1.html

http://www.peoplepulse.com.au/staff_skills_audit.html

http://www.geocities.com/Athens/Forum/1650/index.html

http://www.nwlink.com/~donclark/about

http://www2.edc.org/NTP/index.html

http://www.wib.org/

http://www.workforce.com/

http://www.bnet.com/

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