Project Report HR Training

8/8/2019 Project Report HR Training

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Project Report - Training Need / Identification and Importance of Training for Employees

TRAINING EFFECTIVENESS - Training

The game of economic competition has new rules. Firms should be fast and responsive.This requires responding to customers' needs for quality, variety, customization,convenience and timeliness. Meeting these new standards requires a workforce that istechnically trained in all respects. It requires people who are capable of analyzing andsolving job related problems, working cooperatively in teams and 'changing hats' andshifting from job to job as well. Training has increased in importance in today'senvironment where jobs are complex and change rapidly. Companies that pay lip-service to the need for training, by lazily setting aside a few hours a year, will soon findthemselves at the receiving end when talented employees leave in frustration and other employees find it difficult to beat rivals with new products, sophisticated designs andimproved ways of selling. To survive and flourish in the present day corporate-jungle,

companies should invest time and money in upgrading the knowledge and skills of their employees constantly. For, any company that stops injecting itself with intelligence isgoing to die. The purpose of this chapter is make the student understand the basicprinciples, areas, and methods of training currently in use in the corporate circles.

Need for Training

After employees have been selected for various positions in an organization, trainingthem for the specific tasks to which they have been assigned assumes great

importance. It is true in many organizations that before an employee is fitted into aharmonious working relationship with other employees, he is given adequate training.Training is the act of increasing the knowledge and skills of an employee for performinga particular job. The major outcome of training is learning. A trainee learns new habits,refined skills and useful knowledge during the training that helps him improveperformance. Training enables an employee to do his present job more efficiently andprepare himself for a higher-level job. The essential features of training may be statedthus:

Increases knowledge and skills for doing a particular job; it bridges the gap between job needs and employee skills, knowledge and behaviors

Focuses attention on the current job; it is job specific and addresses particular performance deficits or problems

Concentrates on individual employees; changing what employees know, how theywork, their attitudes toward their work or their interactions with their co-workers or supervisors



Tends to be more narrowly focused and oriented toward short-term performanceconcerns.

Training is needed to serve the following purposes:

Newly recruited employees require training so as to perform their tasks effectively.Instruction, guidance, coaching help them to handle jobs competently, without anywastage.

Training is necessary to prepare existing employees for higher-level jobs(promotion).

Existing employees require refresher training so as to keep abreast of the latestdevelopments in job operations. In the face of rapid technological changes, this is anabsolute necessity.

Training is necessary when a person moves from one job to another (transfer).After training, the' employee can change jobs quickly, improve his performancelevels and achieve career goals comfortably

Training is necessary to make employees mobile and versatile. They can beplaced on various jobs depending on organizational needs.

Training is needed to bridge the gap between what the employee has and whatthe job demands.

Training is needed to make employees more productive and useful in the long-run.

Training is needed for employees to gain acceptance from peers (learning a job quicklyand being able to pull their own weight is one of the best ways for them to gainacceptance).

Importance

Training offers innumerable benefits to both employees and employers. It makes theemployee more productive and more useful to an organization. The importance of training can be studied under the following heads:

Benefits to the business:

Trained workers can work more efficiently. They use machines, tools, and materials in aproper way. Wastage is thus eliminated to a large extent.

There will be fewer accidents. Training improves the knowledge of employees regardingthe use of machines and equipment. Hence, trained workers need not be put under close supervision, as they know how to handle operations properly.



Trained workers can show superior performance. They can turn out better performance.They can turn out better quality goods by putting the materials, tools and equipment togood use.

Training makes employees more loyal to an organization. They will be less inclined to

leave the unit where there are growth opportunities

Benefits to the employees:

Training makes an employee more useful to a firm. Hence, he will find employmentmore easily.

Training makes employees more efficient and effective. By combining materials, toolsand equipment in a right way, they can produce more with minimum effort.

Training enables employees to secure promotions easily. They can realise their career

goals comfortably.

Training helps an employee to move from one organization to another easily. He can bemore mobile and pursue career goals actively.

Employees can avoid mistakes, accidents on the job. They can handle jobs withconfidence. They will be more satisfied on their jobs. Their morale would be high.

Thus, training can contribute to higher production, fewer mistakes, greater jobsatisfaction and lower labor turnover. Also, it can enable employees to cope withorganizational, social and technological change. Effective training is an invaluable

investment in the human resources of an organization.

Learning Principles: The Philosophy of Training

Training is essential for job success. It can lead to higher production, fewer mistakes,greater job satisfaction and lower turnover. These benefits accrue to both the traineeand the organization, if managers understand the principles behind the training process.To this end, training efforts must invariably follow certain learning-oriented guidelines.

Modelling

Modeling is simply copying someone else's behavior. Passive classroom learning doesnot leave any room for modeling. If we want to change people, it would be a good ideato have videotapes of people showing the desired behavior. The selected model shouldprovide the right kind of behavior to be copied by others. A great deal of humanbehaviour is learned by modelling others. Children learn by modelling parents and older children, they are quite comfortable with the process by the time they grow up. Asexperts put it. "managers tend to manage as they were managed"





forget the beginning of the poem by the time you reach the last stanza. For 'acquiring'skills as stated by Mathis and Jackson, spaced practice is usually the best. Thisincremental approach to skill acquisition minimises the physical fatigue that deterslearning.

Whole Learning

The concept of whole learning suggests that employees learn better if the jobinformation is explained as an entire logical process, so that they can see how thevarious actions fit together into the 'big picture'. A broad overview of what the traineewould be doing on the job should be given top priority, if learning has to take placequickly. Research studies have also indicated that it is more efficient to practice a wholetask all at once rather than trying to master the various components of the task atdifferent intervals.

Active Practice

'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plungeinto water instead of simply reading about swimming or looking at films of the worlds'best swimmers. Learning is enhanced when trainees are provided ample opportunitiesto repeat the task. For maximum benefit, practice sessions should be distributed over time.

Applicability of Training

Training should be as real as possible so that trainees can successfully transfer the newknowledge to their jobs. The training situations should be set up so that trainees can

visualise - and identify with - the types of situations they can come across on the job.

Environment

Finally, environment plays a major role in training. It is natural that workers who areexposed to training in comfortable environments with adequate, well spaced restperiods are more likely to learn than employees whose training conditions are less thanideal. Generally speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down as opportunities for improvement taper off.

Areas of Training

The Areas of Training in which training is offered may be classified into the followingcategories.

Knowledge



Here the trainee learns about a set of rules and regulations about the job, the staff andthe products or services offered by the company. The aim is to make the new employeefully aware of what goes on inside and outside the company.

Technical Skills

The employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so that he can acquire that skill and contribute meaningfully.

Social Skills

The employee is made to learn about himself and others, and to develop a right mentalattitude towards the job, colleagues and the company. The principal focus is onteaching the employee how to be a team member and get ahead.

Techniques

This involves the application of knowledge and skill to various on-the-job situations.

In addition to improving the skills and knowledge of employees, training aims atmoulding employee attitudes: When administered properly, a training programme will goa long way in obt8ining employee loyalty, support and commitment to companyactivities.

Types of Training

There are many approaches to training. We focus here on the types of training that are

commonly employed in present-day organisations.

Skills training: This type of training is most common in organisations. The processhere is fairly simple. The need for training in basic skills (such as reading, writing,computing, speaking, listening, problem solving, managing oneself, knowing how tolearn, working as part of a team, leading others) is identified through assessment.Specific training objectives are set and training content is developed to meet thoseobjectives. Several methods are available for imparting these basic skills in modernorganisations (such as lectures, apprenticeship, on-the-job, coaching etc.). Beforeemploying these methods, managers should:

explain how the training will help the trainees in their jobs.

relate the training to the trainees' goals.

respect and consider participant responses and use these as a resource.

encourage trainees to learn by doing.



give feedback on progress toward meeting learning objectives.

Refresher training: Rapid changes in technology may force companies to go infor this kind of training. By organising short-term courses which incorporate thelatest developments in a particular field, the company may keep its employees up-

to-date and ready to take on emerging challenges.

It is conducted at regular intervals by taking the help of outside consultants whospecialise in a particular descriptive.

Cross-functional Training: Cross-functional Training involves trainingemployees to perform operations in areas other than their assigned job. There aremany approaches to cross functional training. Job rotation can be used to provide amanager in one functional area with a broader perspective than he would otherwisehave. Departments can exchange personnel for a certain period so that eachemployee understands how other departments are functioning. High performing

workers can act as peer trainers and help employees develop skills in another areaof operation. Cross functional training provides the following benefits to anorganisation (and the workers as well) (1) Workers gain rich experience in handlingdiverse jobs; they become more adaptable and versatile (2) they can better engineer their own career paths (3) they not only know their job well but alsounderstand how others are able to perform under a different set of constraints (4) Abroader perspective increases workers' understanding of the business and reducesthe need for supervision (5) when workers can fill in for other workers who areabsent, it is easier to use flexible scheduling, which is increasingly in demand asmore employees want to spend more time with their families. Eli Lilly and Company(India), for example, encourages cross-functional movements to make the

organisation equally attractive to both specialists and generalists.

Team Training: Team training generally covers two areas; content tasks andgroup processes. Content tasks specify the team's goals such as cost control andproblem solving. Group processes reflect the way members function as a team - for example how they interact with each other, how they sort out differences, how theyparticipate etc. Companies are investing heavy amounts, nowadays, in training newemployees to listen to each other and to cooperate. They are using outdoor experiential training techniques to develop teamwork and team spirit among their employees (such as scaling a mountain, preparing recipes for colleagues at arestaurant, sailing through uncharted waters, crossing a jungle etc.). The trainingbasically throws light on (i) how members should communicate with each other (ii)how they have to cooperate and get ahead (iii) how they should deal with conflict-full situations (iv) how they should find their way, using collective wisdom andexperience to good advantage.

Creativity training: Companies like Mudra Communications, Titan Industries,Wipro encourage their employees to think unconventionally, break the rules, takerisks, go out of the box and devise unexpected solutions.



Postpone judgment: Don't reject any idea

Create alternative frames of reference

Break the boundary of thinking

Examine a different aspect of the problem

Make a wish list of solutions

Borrow ideas from other fields

Look for processes to change or eliminate

Think up alternative methods

Adopt another person's perspective

Question all Assumptions.

In creativity training, trainers often focus on three things:

(a) Breaking away: In order to break away from restrictions, the trainee is expected to(i) identify the dominant ideas influencing his own thinking (ii) define the boundarieswithin which he is working (iii) bring the assumptions out into the open and challengeeverything

(b) Generate new ideas: To generate new ideas, the trainee should open up his mind;look at the problem from all possible angles and list as many alternative approaches aspossible. The trainee should allow his mind to wander over alternatives freely. Exposehimself to new influences (people, articles, books, situations), switch over from oneperspective to another, -arrange cross fertilization of ideas with other people and use

analogies to spark off ideas.

(c) Delaying judgement: To promote creative thinking, the trainee should not try to killoff ideas too quickly; they should be held back until he is able to generate as manyideas as possible. He should allow ideas to grow a little. Brainstorming (getting a largenumber of ideas from a group of people in a short time) often helps in generating asmany ideas as possible without pausing to evaluate them. It helps in releasing ideas,overcoming inhibitions, cross fertilising ideas and getting away from patterned thinking.



Diversity Training: Diversity training considers all of the diverse dimensionsin the workplace race, gender, age, disabilities, lifestyles, culture, education, ideasand backgrounds - while designing a training programme. It aims to create better cross-cultural sensitivity with the aim of fostering more harmonious and fruitfulworking relationships among a firm's employees.

The programme covers two things: (i) awareness building, which helpsemployees appreciate the key benefits of diversity, and (ii) skill building, whichoffers the knowledge, skills and abilities required for working with people havingvaried backgrounds.

Literacy Training: Inability to write, speak and work well with others couldoften come in the way of discharging duties, especially at the lower levels.Workers, in such situations, may fail to understand safety messages, appreciatethe importance of sticking to rules, and commit avoidable mistakes. Functionalilliteracy (low skill level in a particular content area) may be a serious impediment

to a firm's productivity and competitiveness. Functional literacy programmes focuson the basic skills required to perform a job adequately and capitalise on mostworkers' motivation to get help in a particular area. Tutorial programmes, homeassignments, reading and writing exercises, simple mathematical tests, etc., aregenerally used in all company in-house programmes meant to improve the literacylevels of employees with weak reading, writing or arithmetic skills.

Training Methods

Training methods are usually classified by the location of instruction. On the job trainingis provided when the workers are taught relevant knowledge, skills and abilities at theactual workplace; off-the-job training, on the other hand, requires that trainees learn at alocation other than the real work spot. Some of the widely used training methods arelisted below.

1. Job Instruction Training (JlT)

The JIT method (developed during World War II) is a four-step instructional processinvolving preparation, presentation, performance try out and follow up. It is usedprimarily to teach workers how to do their current jobs. A trainer, supervisor or co-

worker acts as the coach. The four steps followed in the JIT methods are:

1. The trainee receives an overview of the job, its purpose and its desiredoutcomes, with a clear focus on the relevance of training.

2. The trainer demonstrates the job in order to give the employee a modelto copy. The trainer shows a right way to handle the job.



3. Next, the employee is permitted to copy the trainer's way.Demonstrations by the trainer and practice by the trainee are repeateduntil the trainee masters the right way to handle the job.

4. Finally, the employee does the job independently without supervision.

Merits:

• Trainee learns fast through practice and observation.

• It is economical as it does not require any special settings. Also, mistakes can becorrected immediately.

• The trainee gains confidence quickly as he does the work himself in actual setting withhelp from supervisor.

• It is most suitable for unskilled and semi-skilled jobs where the job operations aresimple; easy to explain and demonstrate within a short span of time.

Demerits:

• The trainee should be as good as the trainer if the trainer is not good, transference of knowledge and skills will be poor.

• While learning, trainee may damage equipment, waste materials, cause accidentsfrequently,

• Experienced workers cannot use the machinery while it is being used for training.

2. Coaching:

Coaching is a kind of daily training and feedback given to employees by immediatesupervisors. It involves a continuous process of learning by doing. It may be defined asan informal, unplanned training and development activity provided by supervisors andpeers. In coaching, the supervisor explains things and answers questions; he throwslight on why things are done the way they are; he offers a model for trainees to copy;

conducts lot of decision making meetings with trainees; procedures are agreed uponand the trainee is given enough authority to make divisions and even commit mistakes.Of course, coaching can be a taxing job in that the coach may not possess requisiteskills to guide the learner in a systematic way. Sometimes, doing a full day's work maybe more important than putting the learner on track.

When to use coaching usefully? Coaching could be put to good use when:



an employee demonstrates a new competency

an employee expresses interest in a different job within the organisation

an employee seeks feedback

an employee is expressing low morale, violating company policies or practicesor having performance problems

an employee needs help with a new skill following a formal trainingprogramme.

Effective working, obviously, requires patience and communication skills. It involves:

explaining appropriate ways of doing things

making clear why actions were taken

stating observations accurately

offering possible alternatives / suggestions

following up

3. Mentoring :

Mentoring is a relationship in which a senior manager in an organisation assumes the

responsibility for grooming a junior person. Technical, interpersonal and political skillsare generally conveyed in such a relationship from the more experienced person. Amentor is a teacher, spouse, counsellor, developerr of skills and intellect, host, guide,exemplar, and most importantly, supporter and facilitator in the realisation of the visionthe young person (protege) has about the kind of 1ife he wants as an adult.

The main objective is to he1p an employee attain psychological maturity andeffectiveness and get integrated with the organisation. In a work situation, suchmentoring can take place at both formal and informal levels, depending on theprevailing work culture and the commitment from the top management. Formalmentoring can be very fruitful, if management invests time and money in such

relationship building exercises.

Career functions: Career functions are those aspects of the relationship thatenhance career advancement. These include:

1. Sponsorship: Where mentors actively nominate a junior person (called'mentee') for promotions or desirable positions.



2. Exposure and visibility: Where mentors offer opportunities for mentees tointeract with senior executives, demonstrate their abilities and exploit their potential.

3. Coaching: Mentors help mentees to analyse how they are doing their work

and to define their aspirations. Here mentors offer practical advice on how toaccomplish objectives and gain recognition from others.

4. Protection: Mentors shield the junior person from harmful situations/seniors.

5. Challenging assignments: Mentors help mentees develop necessarycompetencies through challenging job assignments and appropriate feedback.Mentors create opportunities clients to prove their worth to demonstrate clearlywhat they have to offer.

Psychological functions: Psychological functions are those aspects that

enhance the mentee’s sense of competence, and identify effectiveness in aprofessional role. These include:

6. Role modeling: Mentors offer mentees a pattern of values and behaviours toimitate

7. Acceptance and confirmation: mentors offer support, guidance andencouragement to mentees so that they can solve the problems independentlyand gain confidence in course of time. Mentors also help people to learn aboutthe organisation's culture and understand why things are done in certain ways.

8. Counseling: Mentors help mentees work out their personal problems,learn about what to do and what not to do, offer advice on what works andwhat doesn't, and do everything to demonstrate improved performance andprepare themselves for greater responsibility.

9. Friendship: Mentors offer practical help and support to mentees so that theycan indulge in mutually satisfying social interactions (with peers, subordinates,bosses and customers)

Mentoring in India is based on the time-honoured guru-shishya relationship where theguru would do everything to develop the personality of the shishya, offering emotional

support, and guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris,Coca-Cola India have used mentoring systems to good effect in recent times (EconomicTimes, 25 Oct., 2002). Organisations like General Electric, Intel, Proctor & Gamble havegiven a lot of importance to mentoring programmes, going even gone to the extent of penalising senior managers if they fail to develop leadership skills among subordinates.Of course, mentoring is not without its problems. Mentors who are dissatisfied with their

jobs and though who teach or narrow or distorted view of events may not help aprotege's development. Not all mentors are well prepared to transfer their skills and



wisdom to their junior colleagues. When young people are bombarded with conflictingviewpoints - about how things should go - from a series of advisors, they may find itdifficult to get ahead with confidence. Mentoring can succeed if (i) there is genuinesupport and commitment from top management (ii) mentors take up their job seriouslyand transfer ideas, skills and experiences in a systematic way and (iii) mentees believe

in the whole process and carry out things in an appropriate manner.

4. Job Rotation :

This kind of training involves the movement of trainee from one job to another. Thishelps him to have a general understanding of how the organisation functions. Thepurpose of job rotation is to provide trainees with a larger organisational perspectiveand a greater understanding of different functional areas as well as a better sense of their own career objectives and interests. Apart from relieving boredom, job rotationallows trainees to build rapport with a wide range of individuals within the organisation,facilitating future cooperation among departments. The cross-trained personnel offer a

great amount of flexibility for organisations when transfers, promotions or replacementsbecome inevitable.

Job rotation may pose several problems, especially when the trainees are rolled onvarious jobs at frequent intervals. In such a case, trainees do not usually stay longenough in any single phase of the operation to develop a high degree of expertise. For slow learners, there is little room to integrate resources properly. Trainees can becomeconfused when they are exposed to rotating managers, with contrasting styles of operation. Today's manager's commands may be replaced by another set from another manager! Further, job rotation can be quite expensive. A substantial amount of managerial time is lost when trainees change positions, because they must be

acquainted with different people and techniques in each department. Developmentcosts can go up and productivity is reduced by moving a trainee into a new positionwhen his efficiency levels begin to improve at the prior job. Inexperienced trainees mayfail to handle new tasks in an efficient way. Intelligent and aggressive trainees, on theoffer hand, may find the system to be thoroughly boring as they continue to performmore or less similar jobs without any stretch, pull and challenge. To get the best resultsout of the system, it should be tailored to the needs, interests and capabilities of theindividual trainee, and not be a standard sequence that all trainees undergo.

5 Apprenticeship Training

Most craft workers such as plumbers and carpenters are trained through formalapprenticeship programmes. Apprentices are trainees who spend a prescribed amountof time working with an experienced guide, coach or trainer. Assistantships andinternships are similar to apprenticeships because they also demand high levels of participation from the trainee. An internship is a kind of on-the-job training that usuallycombines job training with classroom instruction in trade schools, colleges or universities. Coaching, as explained above, is similar to apprenticeship because thecoach attempts to provide a model for the trainee to copy. One important disadvantage



ofthe apprenticeship methods is the uniform period of training offered to trainees.People have different abilities and learn at varied rates. Those who learn fast may quitthe programme in frustration. Slow learners may need additional training time. It is alsolikely that in these days of rapid changes in technology, old skills may get outdatedquickly. Trainees who spend years learning specific skills may find, upon completion of

their programmes, that the job skills they acquired are no longer appropriate.

6 Committee Assignments

In this method, trainees are asked to solve an actual organisational problem. Thetrainees have to work together and offer solution to the problem. Assigning talentedemployees to important committees can give these employees a broadening experienceand can help them to understand the personalities, issues and processes governing theorganisation. It helps them to develop team spirit and work unitedly toward commongoals. However, managers should very well understand that committee assignmentscould become notorious time wasting activities. The above on-the-job methods are cost

effective. Workers actually produce while they learn. Since immediat.e feedback isavailable, they motivate trainees to observe and learn the right way of doing things.Very few problems arise in the· case of transfer of training because the employees learnin the actual work environment where the skills that are learnt are actually used. On-the-

job methods may cause disruptions in production schedules. Experienced workerscannot use the facilities that are used in training. Poor learners may damage machineryand equipment. Finally, if the trainer does not possess teaching skills, there is very littlebenefit to the trainee.

Off-the-Job Methods

Under this method of training, the trainee is separated from the job situation and hisattention is focused upon learning the material related to his future job performance.Since the trainee is not distracted by job requirements, he can focus his entireconcentration on learning the job rather than spending his time in performing it. There isan opportunity for freedom of expression for the trainees. Off-the-job training methodsare as follows:

a. Vestibule training: In this

method, actual work conditions are simulated in a classroom. Material, files andequipment - those that are used in actual job performance are also used in the training.

This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The duration of this training ranges from a few days to a few weeks. Theory canbe related to practice in this method.

b. Role playing: It is defined as a method of human interaction that involves realisticbehaviour in imaginary situations. This method of training involves action, doing andpractice. The participants play the role of certain characters, such as the productionmanager, mechanical engineer, superintendents, maintenance engineers, quality



control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions and relations.

c. Lecture method: The lecture is a traditional and direct method of instruction. Theinstructor organizes the material and gives it to a group of trainees in the form of a talk.

To be effective, the lecture must motivate and create interest among the trainees. Anadvantage of lecture method is that it is direct and can be used for a large group of trainees. Thus, costs and time involved are reduced. The major limitation of the lecturemethod is that it does not provide for transfer of training effectively.

d. Conference/discussion approach: In this method, the trainer delivers a lectureand involves the trainee in a discussion so that his doubts about the job getclarified. When big organisations use this method, the trainer uses audio-visualaids such as black boards, mockups and slides; in some cases the lectures arevideotaped or audio taped. Even the trainee's presentation can be taped for self confrontation and self-assessment.

The conference is, thus, a group-centered approach where there is a clarification of ideas, communication of procedures and standards to the trainees. Those individualswho have a general educational background and whatever specific skills are required -such as typing, shorthand, office equipment operation, filing, indexing, recording, etc. -may be provided with specific instructions to handle their respective jobs.

e. Programmed instruction: This method has become popular in recent years.The subject matter to be learned is presented in a series of carefully plannedsequential units. These units are arranged from simple to more complex levels of instruction. The trainee goes through these units by answering questions or filling

the blanks. This method is, thus, expensive and time-consuming.

Behaviourally Experienced Training

Some training programmes focus on emotional and behavioural learning. Hereemployees can learn about behaviour by role-playing in which the role players attemptto act their part in respect of a case, as they would behave in a real-life situation.Business games, cases, incidents, group discussions and short assignments are alsoused in behaviourally-experienced learning methods. Sensitivity training or laboratorytraining is an example of a method used for emotional learning. The focus of experiential methods is on achieving, through group processes, a better understanding

of oneself and others. These are discussed elaborately in the section coveringExecutive Development Programmes.

Evaluation of a Training Programme

The specification of values forms a basis for evaluation. The basis of evaluation and themode of collection of information necessary for evaluation should be determined at theplanning stage.



The process of training evaluation has been defined as any attempt to obtaininformation on the effects of training performance and to assess the value of training inthe light of that information. Evaluation helps in controlling and correcting the trainingprogramme. Hamblin suggested five levels at which evaluation of training can takeplace, viz., reactions, learning, job behaviour, organisation and ultimate value.

1. Reactions: Trainee's reactions to the overall usefulness of the training includingthe coverage of the topics, the method of presentation, the techniques used toclarify things, often throw light on the effectiveness of the programme. Potentialquestions to trainees might include: (i) What were your learning goals for theprogramme? (ii) Did you achieve them? (iii) Did you like this programme? (iv)Would you recommend it to others who have similar learning goals? ( v) whatsuggestions do you have for improving the programme? (vi) Should theorganisation continue to offer it?

2. Learning: Training programme, trainer's ability and trainee's ability are evaluated

on the basis of quantity of content learned and time in which it is learned andlearner's ability to use or apply the content learned.

3. Job behaviour: This evaluation includes the manner and extent to which thetrainee has applied his learning to his job.

4. Organisation: This evaluation measures the use of training, learning andchange in the job behaviour of the department/organisation in the form of increasedproductivity, quality, morale, sales turnover and the like.

5. Ultimate value: It. is the measurement of ultimate result of the contributions of

the training programme to the company goals like survival, growth, profitability, etc.and to the individual goals like development of personality and social goals likemaximising social benefit.

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 obtainopinions, reactions, views of trainees.

Tests: Standard tests could be used to find out whether trainees have learntanything during and after the training.

Interviews: Interviews could be conducted to find the usefulness of trainingoffered to operatives.



Studies: Comprehensive studies could be carried out eliciting the opinions and judgements 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 tolearn, training centre, wastage, production stoppage, opportunity cost of trainersand trainees) could be compared with its value (in terms of reduced learning time,improved learning, superior performance) in order to evaluate a trainingprogramme.

Feedback: After the evaluation, the situation should be examined to identify theprobable causes for gaps in performance. The training evaluation information (about

costs, time spent, outcomes, etc.) should be provided to the instructors, trainees andother parties concerned for control, correction and improvement of trainees' activities.The training evaluator should follow it up sincerely so as to ensure effectiveimplementation of the feedback report at every stage.

Training Programme of Company

Purpose-

To establish and maintain a documented procedure for identifying and providing trainingto all the employees of the organization with essential skill and knowledge so as to

achieve desired quality and productivity goals.

Scope-

This procedure is applicable to all employees. Company's personnel involved in qualitysystem.

Training Process

Training is provided both “In House” and through “Outside Agencies” Which could be for an individual or for group of persons as a collective training.

Training is conducted either through “Planned Training Programme” “Emergent TrainingProgramme” which is organized by the HRD Department

Planned Training-



The planned training programme is drawn on annual basis both for individual and groupof persons for collective training at the beginning of Calendar Year by Manager HRDand HRD Executive of factory. The departmental Heads drawn out the trainingrequirements on the training requisition slip and sent it to HID Dept. Training of thesenior personnel at Factory Is also catered for at Head Office on receipt of requirement

from HRD Executive.

The annual Training Prog. at Head office is approved by from Chairman cum ManagingDirector.

Annual training Prog. is prepared on format and circulated to all heads of departmentand is updated. If required in case of additional training needs.

Emergent Training –

The Emergent training programme is a supplementary training programme both for

individual and collective persons which is imparted during the course of work to takecare for unforeseen or uncatered training requirements arisen due to installation of newmachine, system, procedure etc.

Identification of such training need is done by the concerned HOD at Head Office andHOD/Supervisor at factory and accordingly forwards their request. The procedure as incase of planned training is followed there after.

Conduct of Training

HRD Head at HO & HRD (Executive) at factory ensures that identified training in their

respective areas is conducted as scheduled.

In case of External training, liaison with the agency is done and dates,venue etc. is fixed up and concerned person is intimated throughHeads of Department.

For In-House training, date/Venue is fixed up with identified faculty andconcerned individual is informed through Heads of Department.Besides, necessary resource/infrastructure is also provided for effective training.

External Trainers for the Company are:

Father Son & Company

Skill & Thoughts

Logic Consultant



Topics covered under Training Programme

EFT Act & Scheme Provisions

Rigid and Semi Rigid Packaging

Principles of Contract Labour Act

Self-motivational & Attitudinal Seminar

Organic farming

Training about operations in the company.

Processing of Rice (value addition In Rice)

Knowledge about rice trade

Operational and maintenance of dryer & Cleaning Plant

Silo storage Techniques

Scientific Instrumentation

Finished goods quality control

Trouble shooting

PURPOSE OF PROJECT

To know the effectiveness of the training programme conducted by thecompany.

To know whether employees are aware about their responsibilities and

authorities or not.

To improve Organizational Climate and increase the morale of employees.

To know whether training programme is conducted successfully or not.

To know about the work culture of the organization.



Job satisfaction

Job satisfaction is in regard to one's feeling or state of mind regarding the nature of their work. It can be influenced by a variety of factors e.g.: quality of one's relationships withthere supervisor, quality of physical environment in which they work, degree of

fulfillment in there work etc.

Locke gives a comprehensive definition of job satisfaction as involving cognitive,effective and evaluative reactions or attitudes and states it is "a pleasurable or positiveemotional state resulting from the appraisal of one's job or job experience." Jobsatisfaction is a result of employees' perception of how well their job provides thosethings that are viewed as important.

There are three generally accepted dimensions to job satisfaction.

First, job satisfaction is an emotional response to a job situation, as such it cannot be

seen; it can only be inferred.

Second, job satisfaction is often determined by how well outcomes meet or exceedexpectations. For example if organizational participants feel that they are working moreharder than others in the department but are receiving fewer rewards, they will probablyhave a negative attitude toward the work, the boss or the coworkers. They will bedissatisfied. On the other hand, if they feel they are being treated very well and arebeing paid equitably, they are likely to have a positive attitude toward the job. They willbe job - satisfied.

Third, job satisfaction represents several related attitudes.

Factors determining job satisfaction

• Factors affecting jobs are the main factors of job satisfaction, which may bechallenging work, reward systems, working conditions, colleagues, learning andpersonality. Skill variety autonomy and significance are challenging tasks, which providemaximum satisfaction to employees. Many people feel bored if a job is too simple androutine, but many employees also enjoy simple and routine jobs.

• The job characteristics are important factors for providing satisfaction. Rewardsystems, equitable rewards, equal pay for equal work, promotion avenues, etc are

satisfaction factors. Money is important to employees having unfulfilled basic needs, i.e.they require more award and recognition.

• Fairness in promotion, unbiased attitude of management, responsibilities and socialstatus are the factors that are said to be providing satisfaction to employees.

• Working conditions influence employee's level of satisfaction. Under conduciveworking condition, people prefer to work hard while in an adverse atmosphere people



avoid work. Working condition not only include physicals of the work but also theworking relationships in the organization. The physical conditions, for example, are thelight, temperature, willingness, etc. A clerk working under routine conditions likes towork hard in an air - conditioned atmosphere with computer facilities. It increases theworking capacity of the employee.

The relationships between the employees and the managers have an importantbearing on job satisfaction.

Job satisfaction is greater in case the higher authority is sympathetic, friendlyand willing to help the employees. Employees feel satisfied when their views arelistened to and regarded by their higher authorities

Personal attitude and perceptions are the employees' angles of satisfaction,which should be taken into consideration while motivating people to arrive at jobsatisfaction

Feedback from the job itself and autonomy are two of the major job-relatedmotivational factors. A recent found that career development was most important toboth younger and older employees.

Supervision is another moderately important of job satisfaction. There seem tobe two dimensions of supervisory style that affect job satisfaction. One is employee -centeredness, which is measured by the degree to which a supervisor takes apersonal interest and cares about the employee.

It commonly is manifested in ways such as checking to see how well the employee is

doing, providing advice and assistance to the individual, and communicating with theassociate on a personal as well as an official level . The other dimension is participationor influence, as illustrated by managers who allow their people to participate indecisions that affect their own jobs. In most case, this approach leads higher jobsatisfaction.

Friendly, cooperative coworkers or team members are a modest source of job satisfaction to individual employees. The group, especially a "tight" team,serves as a source of support, comfort, advice, and assistance to theindividual member.

Outcomes of job satisfaction

To society as a whole as well as from an individual employee's standpoint, jobsatisfaction in and of itself is a desirable outcome. It is important to know, if at all,satisfaction relates to outcomes variable. For example, if job satisfaction is high, will theemployee perform better and the organization be more effective? I f job satisfaction islow, will there be performance problems and ineffectiveness? The following sectionsexamine the most important of these.



Satisfaction and performance:

Most assume a positive relationship; the research to date indicates that there is nostrong linkage between satisfaction and performance. Conceptual, methodological, andempirical analyses have questioned and argued against these results.

The best conclusion about satisfaction and performance is that there is, definitely arelationship. The relationship may even be more complex than others in organizationbehavior. For example, there seem to be many possible-moderating variables, the mostimportant of which is reward. If people receive reward they feel are equitable, they willbe satisfied, and is likely to result in greater performance effort.

Satisfaction and turnover:

Unlike that between satisfaction and performance, research has uncovered amoderately negatively relationship between satisfaction and turnover. High job

satisfaction will not, in and of itself, keep turnover low, but it does seem to help. On theother hand, if there is considerable job dissatisfaction, there is likely to be high turnover.Obviously, other variables enter into an Employees decision to quit besides jobsatisfaction. For example, age tenure in the organization, and commitments to theorganization, may playa role. Some people cannot see them selves working anywhereelse, so they remain regardless of how dissatisfied they feel.

Another factor is the general economy, typically there will be an increase in turnover because will being looking for better opportunities with other organization.

Satisfaction and absenteeism:

Research has only demonstrated a weak negative relationship between satisfaction andabsenteeism. As with turnover, many variables enter into the decision to stay homebesides satisfaction with the job. For example, there are moderating variables such asthe degree to which people that there job are important. For example, research amongstate govt. Employees has found those who believed that there was important had lower absenteeism than did who did not feel this way. Additionally, it is important to remember that although job satisfaction will not necessarily result in absenteeism, low jobsatisfaction more likely to bring about absenteeism.

Significance of Study

Every organization desires that it will grow continuously and make and retain its positionin the competitive and continuously changing market environment. For this purpose theemployees of the organization must be skilled and talented. But all the employees maynot have the desired skills. Their skills can be improved with the help of trainingprograms. It is an important activity for the origination to conduct appropriate andrelated programme for its employees, so that may be able to understand the termsrequired for the completion of his job. This also helps the employees of the organization



to know about his job and organization very well. This also helps in better communication and relation among the organization wants to grow rapidly, then it isessential for it to conduct periodically training programmes for its employees to improvethe skills and knowledge.

So the top management must concentrate on the training programs andorganize them in such a way that maximum number of employees wants to attendthese programs. These must be related to employees and their jobs.



Every project has the following parts :

IntroductionLiterature Review and Conceptual Framework

MethodologyData Analysis and FindingsConclusions and RecommendationsBibliography

Documents

Project Report HR Training