Project Report_ashish Singh

7/30/2019 Project Report_ashish Singh

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SCALING NEW HEIGHTSSCALING NEW HEIGHTS

Corporate success depends upon having and retaining talented people.

This is true today as it has always been. The shortage of such people is

widely accepted and training, at long last, is beginning to be recognized

as part of the solution and hence the total investment in training is on

the rise. This is true for all organizations. There really is no alternative

than to make sure that human skill so vital to the corporate success are

recognized, harnessed, developed and suitably maintained.

Training is not however, one one-off investment. It is a continuing

investment. Not only is it needed to create the skilled workforce, but

also maintain the high levels of skills demanded by the ever changing,

highly dynamic work place.

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The return on investment on HRD is still controversial in view of the

time variable in achieving the desired change and effectiveness in the

employees. The top management looks at the loss and profit equation

for any activity. It is interested in the benefits to the organization in the

terms of increased productivity, increased profitability, reduction in

wastage etc in return for investment in training. Hence, evaluation of

training programmers and introduction of the necessary corrective

measures also assumes considerable significance.

Training is the most important function that contributes directly to the

development of human resources. If human resources have to be

developed, the organization should create conditions in which people

acquire new knowledge and skills and develop healthy patterns of

behavior and styles. One of the main mech an isms of achieving th is

environment is training.

Training is essential because technology is developing continuously and

at a fast rate. Systems and practices get outdated soon due to new

discoveries in technology, including technical , managerial and

behaviora l aspect s. Organ izat ions, which do not develop mech an is ms to

catch up with and use the growing technology, soon become outdated.

However, developing individuals in the organization can contribute to

the effectiveness of the organization.

Training and development are important activities in all organizations,

large and small. Every organization, regardless of size, needs to have

well-trained employees in its workforce who are prepared to perform

their jobs.

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The term 'Training' refers to the acquisi tion of specific ski lls or

knowledge. Training programs attempt to teach trainees to perform a

specific job and a particular activity.

The term 'Development' usually refers to improving the intellectual or

emotional abilities needed to do a better job.

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PRINCIPLES AND EVALUATION OF TRAINING

Training is the process of assisting a person for enhancing his efficiency and

effectiveness at work by improving and updating his professional knowledge, by

developing skills relevant to his work and cultivating appropriate behavior and

attitude towards work and people. Training could be designed either for

improving present capabilities at work or for preparing a person for assuming

higher. Responsibilities in future which would call for additional knowledge and

superior skills.

Training is different from education particularly formal education. While

education is concerned mainly with enhancement of knowledge, training aims

essentially at increasing knowledge, stimulating aptitude and imparting skills

related to a specific job.

In India, considerable importance has been accorded to training in socialdevelopment and this is evident form the fact that the community spends roughly

six million dollars annually on training every year. But there are complains about

the ineffectiveness of training and possible waste of resources because of the use

of stereotyped and conventional methods in training which are often not set

completely in tune with job requirements.

It is a continuous process

Training is a continuous and life long process. Right form the time a

child is born he starts receiving training form his mother for a variety

of needs, so that he becomes a social being. His training continues in

the school and the college situations. However training as an organized

effort, designed with certain objectives, for example to help the trainees

to be informed of the subject matter which they have to use in their

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work situation. Apart from change of attitudes, their skills have to be

improved and knowledge or information has to be imparted through

effective methods. In other worlds, training provides and synthesizing

with the help of the trainers, the information already available on the

subject. Training is a time-bound programme. Thus there is a separate

specialized discipline of trainers specializing in the field of human

activity.

Prevailing concept New concept

1. The acquisition of subject matter

knowledge by a participant leads to

action.

1. Motivation and skills lead to action.

Skills are acquired through practice.

2. The participant learns what the

trainer teaches. Learning is a simple

function of the capacity of the

participant to learn and the ability of

the trainer to teach.

2. Learning is a complex function of

the motivation and capacity of the

individual participant, the norms of

the training groups the training

methods and the behavior of the

trainers and the general climate of

the institution. The participant's

motivation is influenced by the

climate of his work organization.

3. Individual action leads to

improvement on the job.

3. Improvement on the job is complex

function of individual learning the

norms of the working group and the

general climate of the organization.

Individual learning used leads to

frustration.

4. Training is the responsibility of the

training institution. It begins and

ends with the course.

4. Training is the responsibility of

three partners: the participant

organization the participant, and the

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training institution. It has a

preparatory pertaining and asubsequent, post-training phase. All

are equally important to the success

of training.

There has been in some quarters criticism of training and it is often argued that

personnel can acquire administrative capabilities and work skills through

apprenticeship capabilities and work skills through apprenticeship rather than

through formal training. While the training cannot by itself guarantee the success

of a development program, its untrained personnel are unlikely to prove effective.

It is in this context that expert; administrators and planners greatly appreciate the

relevance of training in development process.

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INTERACTION BETWEEN TRAINING & DEVELOPMENT AND

OTHER HUMAN RESOURCE FUNCTIONS

Training anddevelopment

Training opportunities reduce thedemand for highly qualified applicants

Staffing

Careful Selection may reduce the needfor training. But hiring additionalemployees adds to training needs

Training helps employees performbetter

PerformanceevaluationPerformance evaluations provide

information that helps to assess trainingneeds

Training should improve performanceand result in higher levels of pay

Compensation

Financial incentives can create greaterenthusiasm for training and increased

participation

Skilled employees should performbetter, reducing the probability ofgrievances and discipline

Employee relations

Unions may participate in the designand presentation of the training

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The Training Cycle

A training cycle consists of a series of steps which lead to a training

event being undertaken. Evaluation provides feedback which links back

to the initial stages of training design. Indeed, i t is the evaluation/

feedback process which makes this a cyclical event without it training

would be a linear process leading from initiating training through to its

implementation. The steps in the cycle are:-

Stage1: Identification of training needs. Examining what skills and

attributes are necessary for the job to be undertaken, the skills and

attributes of the job holder and the extent of the gap.

Stage2: Design, preparation and delivery of training.

Stage 3: Discovering the trainees attitude to training (reaction) and

whether the training has been useful from the point of view of training.

Reaction involves the participants feelings towards the training process,

including the training content, the trainer and the training methods used.

Learning is the extent to which the trainee has actually absorbed the

content of the learning event.

Stage 4: Discovering whether the lessons learnt during training have

been transfer red to the job and are being used ef fect ively in doing the

job.

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Stage5: Evaluating the effects of the training on the organization. Thus

is the area on which there is perhaps most confusion, subsequently little

real action to clear it.

Stage 6: Reinforcement of positive behavior. It is optimal that positive

outcomes are maintained for as long as possible. It is not rare event for

changes in behavior to be temporary, with a gentle s lide back to

prev ious ways of working. It is importan t to note the feedback loops .

Feedback on the process of actually delivering the training can come

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Identification oftraining needs

DESIGN,

Reaction to andlearning from the

trainin

Transferring trainingtot he work place

Evaluation of the

impact on theorganisation

Measuring perspectiveeffects.


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from the reaction and learning stage, the transfer of the training to the

work place and the evaluation of the impact of the training. The main,

feedback for the identif icat ion of t raining needs comes from an

assessment of the transfer of work to the training and the evaluation of

the impact on the organization.

It is important to note that these feedback loops may consist of two very

different types of information.

To determine the worth of training to the organization- a process best

done by quantitative methods and with hard, numerical data.

Allowing insights into the method of learning, where the experience

of those involved are the main focus, thus using mainly softer,

qualitative information.

Identification of training needs

The procedure of identifying training and development needs is crucial

for the success of the training function and requires to be carried out

systematically on a regular basis, preferably every year.

How are t ra in ing needs ident if ied to match the organizat ional

requirements in terms of technology /task/ people? Has the training

bought the des ired change in the ind iv idual s per fo rmance and if so,

how is it assessed? These are the focal points, which require attention

of the HR professionals to assess the training needs of the employees

working in the organization.

Many organizations have their own system to identifying training needs

every year. However, need identification exercise can do real harm if

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the needs are not met by conducting suitable programs. Managers must

perceive that their recommendat ions are grown due considera tion and

suitable actions are initiated to satisfy the felt needs. Only then, they

will take this exercise seriously. Hence, formulation of suitable and

need based training programs and their timely implementation is very

important for the success of any training program.

Evaluation of Training Programs

Training programs are conducted with a view to help the employees to

acquire the knowledge, skills and attitude necessary to perform the task

assigned to them. They are conducted in order to bring about a planned

change which in turn involves substantial investment of money, time and

efforts. Therefore, one has to know whether such an investment in

training yielded the desired results. This desire naturally leads to

evaluation of training.

Evaluation means literally, the assessment of value or worth. Strictly

speaking the act of evaluating training is the act of judging whether or

not it was worthwhile in terms of some criterion of value, in the light of

the information available. Evaluation is the tool whereby information

about the result of trainees, interaction with the learning experiences

systematically collected and analyzed. Thus, evaluation can provide

useful data both for improvement of training and enhancement of

learning. In brief it is important in 3 ways.

It indicates whether appropriate monetary investment is made on the

implementation of training programs.

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It determines the degree of effectiveness and success of the training

programs.

I t provides a basis for introductory the necessary correct ive

measures.

The benef its of const ructive , practica l evaluat ion of t ra in ing

substantially outweigh the costs six direct benefits of evaluating training

programs are:-

Quality Control: Quality control systems are designed to ensure that

products or services are fi t for their intended purpose. Evaluation in

training will assess the extent to which work-related results can be

demonstrated to arise from the training. Successful, positive elements of

training can be maintained and reinforced, whilst negative elements

removed or revised. If results cannot be justified, then it becomes hard

to justify the commitment of any resources to the training activity and

they can be re-allocated to

Where they may make a greater impact.

Efficient training design: It throws an emphasis on those elements of a

training system which matter, such as proper definition of objectives

and setting criteria on now these objectives are to be measured.

Enhanced professional esteem: Training professionals can gain

enhanced stature from having systematic evaluation of data rather than

intuitive assessment of their contribution to the business. Being assessed

on their contribution to the bottom-line of the business puts the HRD

function on the same footing as other functions, instead of claiming

that the nature of their work does not allow an application of the same

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criteria. This helps to break down the barriers facing the integration of

HRD professionals within the organization.

Enhanced negotiating power: On much the same tack evaluation makes

it possible for the HR function to demonstrate a successful contribution

to the business over a period of time. When resources are to be allocated

and new investment decisions to be made, them being able to show the

outcomes of training would be invaluable.

Appropriate criteria of assessment: Individuals within an

organization will make judgments about how effective the training

function is, regardless of whether an evaluation system is in place or

not. Given this, it is very important that the HR controls the choices of

appropriate criteria, which it can most safely do on the back of a formal

evaluation process.

Intervention strategy: Evaluation can be a tool for changing the way

that training is integrated into the organization. It offers a means by

which the HR function can build on its enhanced esteem and negotiating

power to play a more active ro le in developing policies .

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MODEL FOR TRAINING

Assessment Phase

Assess Trainingneeds andtraining

resources

Identify trainingobjective

Training and development

phase

Develop criteriaPretesttrainees

Select trainingmethods and

learningprinciples

Evaluation

phase

Conducttraining

Monitortraining

Comparetraining

outcomesagainst criteria

Feed back

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BENEFITS OF TRAINING:

Training usually is a strategic human resource activity because it plays a major

role in determining the effectiveness and efficiency of an organization. A

successful training and development program will achieve the following benefits:

1. Improve the quality and quantity of work done.

2. Reduce the learning time required for employees to reach acceptable

standards of performance.

3. Create more favorable attitudes, loyalty and cooperation.

4. Satisfy human resource planning requirements.

5. Reduce the number and cost of accidents.

6. Help employees in their personal development and advancement.

7. Help organizations to respond to dynamic market conditions and changing

consumer demands.

Different jobs require different capabilities. These capabilities can be considered

under four categories:

1. Technical

2. Managerial

3. Behavioral

4. Conceptual

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TECHNICAL CAPABILITIES:

They deal with the technology of the job or the tasks the employee is expected to

perform. They include information, skills and knowledge.

MANAGERIAL CAPABILITIES:

They include the ability to organize, coordinate, plan, monitor, evaluate and

redesign a variety of activities. As managers have the task of getting things done

by others with optimal use of resources for achieving the best possible results,

they need to possess managerial capabilities. Knowledge of management

techniques like PERT, systems analysis, performance budgeting etc. are evidences

of managerial capabilities. Management skills involve the application of these

techniques for better planning, better coordination, better monitoring, and for

better achievement of results.

BEHAVIOURAL CAPABILITIES:

These include leadership skills, ability to motivate others, communication skills,

ability to work as a team member, dynamism, initiative etc. Mere knowledge of

behavioral sciences does not ensure that person has behavioral capabilities.

Attitudes and orientations play an important role in determining the effectiveness

of the employees to a great degree.

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CONCEPTUAL CAPABILITIES:

These involve conceptual understanding of one's own tasks in relation to those of

others, imagination, futuristic thinking, model building capabilities and perception

of various tasks and their interrelationships within the organization and outside it.

TYPES OF TRAINING:

1. Orientation/Induction Training:

The orientation or induction training is given to employees as soon as they join an

organization. The purpose of this training is to orient the employee to the

company and its tasks, to help his role in detail and see the link his role has with

other roles in the company, to help him understand the expectations of other

employees from him, and to give him a feel of the organization and feel part of it.

The induction training normally does not focus on skill development. It focusesmore on perspective development and understanding of the organization. Without

such understanding of the organization, its mission etc., the employee may soon

feel alienated. Induction training is one way in which culture and traditions are

established and maintained through socialization of the new employees into the

culture of that organization.

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2. On-The-Job Coaching:

On-the-job coaching is another way of training employees. This type of training is

given to employees who are new to a given job (not necessarily to the

organization). The purpose of this kind of training is to equip the employee with

the capabilities required to perform various tasks of his job. This may involve

skill training by the supervisor of the employee, either on a day-to-day basis or

periodically. On-the-job training techniques also include job instruction training,

job rotations, internships, coaching and counseling. On-the-job training should be

particularly stressed upon during the early stages of their careers.

3. Apprentice Training:

Apprentice training is given to those who have just completed their studies and

are about to enter the organizational world. The apprenticeship involves practical

training under the guidance of one or more instructors designated by theorganization to train the trainees.

IN-HOUSE TRAINING:

In-house training programs are programs offered exclusively for the employees of

an organization by the organization. The Training Department assesses the

training needs of various categories of employees periodically, invite suggestions

from the senior executives of that company on the training needs as perceived by

them, keep in touch with the new developments taking place in the outside world

that have relevance to their own organizational activities and periodically invite

outside trainers to train their employees.

In the in-house training programmes, the training department may use its own

senior employees as trainers or may depend exclusively on outsiders or may use

both sets of resources.

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SPONSORED TRAINING:

As most organizations do not have sizeable units of training, it is easier for them

to sponsor a few employees for training by outside agencies.

DISTANCE TRAINING:

Distance training is the training conducted without the trainer being physically

present near the trainee. The most well known forms of distance training are

correspondence courses, auto-teaching machines, programmed instruction

materials, video and audio cassette programs, alumni bulletins etc. This form of

training is useful mainly to keep the trainee informed about various developments

in his field or to acquaint him with new technology, processes etc.

CAREER DEVELOPMENT PROGRAMS

Career Development programs help people grow and continue after they begin

their employment. Career Development refers to helping individuals plan their

future careers within the organization. The objectives of career development are

to help individuals achieve maximum self-development and also to help the

organization achieve its objectives.

INDIVIDUAL BENEFITS:

For the individual, the most immediate benefits of career development include a

better job, more money, increased responsibility, greater mobility, and the

acquisition of skills that improve productivity. Career Development also provides

less tangible benefits for individuals, such as increased job satisfaction, the

development of a career orientation rather than a job orientation, increased

involvement at work, greater exposure, a better understanding of what is expected

and broader knowledge of additional areas of career interest.

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ORGANIZATIONAL BENEFITS:

Through the development of competent employees, organizations are able to

identify future managers and prepare them to achieve organizational goals. By

developing competent replacement managers, an organization is able to practice

promotion from within, which increases the level of motivation for aspiring

managers.

Employees who remain in the same position for an extended period typically

become obsolete, either because of a lack of training or a lack of motivation.

Career planning helps to prevent the problems of obsolescence by providing

employee training by moving employees into different jobs, and by motivating

employees to make valuable contributions to the organization. An organization

that tries to help employees plan their careers can benefit directly through lower

turnover and personal costs.

DEVELOPMENTAL PROGRAMS:

1. Mentoring:

Some organizations assign an experienced employee to serve as a mentor for new

employees. A mentor is a trusted counselor, coach or advisor who provides advice

and assistance. Effective mentors teach these new employees a number of things,

which include:

1. Provide instruction in specific skills and knowledge critical to successful

job performance.

2. Help in socializing them in the culture of the organization and

understanding the unwritten rules of the organization.

3. Answer questions and provide useful insights.

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4. Offer emotional support and encouragement.

5. Serve as a role model.

6. Create an environment in which mistakes can be made without losing self-

confidence.

2. Career Counseling:

Most organizations provide some form of career counseling on various occasions:

during employment interviews when employees are first hired, during employees'

annual performance evaluation interviews, and as part of the special career

counseling that is provided for high-potential employees. Career counseling

typically occurs as part of the day-to-day relationship between a supervisor and a

subordinate. Moreover, some organizations provide special career counseling by

conducting psychological assessments of employees and helping them interpret

their individual results.

3. Career Pathing:

Career pathing refers to identifying a sequence of jobs through which an

individual can expect to progress towards high levels of management. Some

organizations provide job progression plans for all new employees, while others

do it only for exceptionally bright and promising candidates. Career path

information must be provided to the employees before a possible career path can

be charted out for them.

4. Career Development Programs:

Career development includes any and all activities that prepare a person for

progression along a designated career path. Career development usually involves

both formal and informal means. These programs maybe conducted in-house or

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by external sources, such as professional organizations or colleges and

universities and are organized by the T&D department of an organization.

Internal Mobility

There is a possibility in organizations that over a period of time an employee will

change his role or position, from one job to another laterally or vertically in the

organization structure. This kind of employees movement within an

organization is known as internal mobility. Internal mobility includes a cluster

comprising, may take place between jobs in section, sections, departments,

division or even between plants in multi - plant operations.

Promotion

Promotion is the upward reassignment of an individual in an organizations

hierarchy, accompanied by increased responsibilities, enhanced status, and usually

with increased income, though not always so. On being promoted, the promoters

duties and responsibilities increase, and the higher one goes in an organization the

greater the implications of the individuals decisions on the viability of the

enterprise. After promotion, an individuals duties and responsibilities usually

becomes qualitatively different from those of this earlier job.

The following are the objectives of promotion:

1. It is recognition of a job well done by an employee.

2. It is a device to retain and reward and employee for his years of service to the

company.

3. It is to increase individual and organizational effectiveness.

4. It is to promote a sense of job satisfaction in the employee.

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5. It is to build loyalty, morale and a sense of belongingness in the employee.

6. It is to impress upon others that opportunities are open to them also in the

organization, if they perform well.

An internal mobility system also needs as supportive information system to make

it viable.

It is desirable to have a central, maintain a detailed inventory of the skills of all

employees and coordinate all information promo -table posts available, posts

vacant, number of employees on transfer, permanent and temporary posts.

When making internal mobility decisions, organizations tend to place emphasis on

their objectives, filling job vacancies, eliminating employee surpluses, correcting

behavioral problems, etc. Promotion maintains organizational effectiveness

through maintenance of employee moral and favorable attitudes towards the

organization. Demotions frequently used as from of disciplinary action since it

represents loss of status and earning.

Transfers are required in the process of organization job requirements, job

rotations and filling in absenteeism, separations and termination, such as

discharge and dismissal, from a part of the outward mobility of an organization.

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REVIEW OF LITERATUREREVIEW OF LITERATURE

A number of studies on the identification of training needs in India are

available. Some of them deal with the general framework while others

are specific company based studies.

For training activity to be meaningful, Dayal (1970a) suggests that a

detailed study of jobs and skill analysis is absolutely necessary. The

training, thus, imparted would help the employee to adjust to their job

requirements. As far as the supervisory category is concerned. Sundaram

(19709) points out that the t raining needs for supervisors can be

identified through careful observation of their work which is indicative

of poor performance, low production, high cost, poor product quality,

high scrap, spoilage, wastage, accidents, absenteeism, and turnover. The

day-to-day complaints and grievances also form useful sources for

identifying their training needs. Given that supervisors are the first

contact point for the workers. Ghosh (1984) stresses the need for

behavioral inputs in any training programme organized for managers .

Srinivasan (1977) recommends that their training programmes should

focus on corporate planning, organizational development, and personnel

management.

Bhatia (1981) sees a shift from knowledge to attitude as the main

objective of training. He identifies three areas of training- technical

skills and knowledge, knowledge of organization and external systems,

and conceptual and interpersonal skills. He suggests that the emphasis on

these three must vary according to the level of the employee. The

workers training should focus on technical skills and knowledge

followed by conceptual and interpersonal skills, and knowledge of

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organization and external systems. In the case of supervisors, conceptual

and interpersonal skills should be emphasized followed by technical

skills and knowledge, and knowledge of organisation and external

environment. As far as managers are concerned, the sequence is the same

as that for supervisors except that the order of knowledge of organization

and external environment and technical ski lls and knowledge is

interchanged.

Seth (1984) administered a 720item questionnaire on 119 personnelmanagers. The cluster analysis revealed personnel managers to be more

employee oriented; able to recognize the utility of group processes, and

having fait in workers ability to take initiative and handle responsibility.

On the basis of results. Seth suggested that training for personnel

managers should be directed towards attitudes and beliefs underlying

managerial philosophy and their inter relatedness.

As far as identifying training needs by the company is concerned, Glaxo

Laboratories considers the following factors.

1. Level and rapidity of technological and administrative changes

2. Level of individual and group performance.

3. Changing organizational structure

4. Perceived organizational imbalances.

At the individual level, the person himself identifies the need for training

and records it or the appraise discusses the individuals training needs in

view of this deficiencies on the job. Since Glaxo uses the MBO system,

this process helps a great deal in making training useful to both the

employees and the organization (lawande, 1980)

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Studies on the identification of training needs thus emphasis not only

the organizational analysis but job and individual role analysis as well. It

is also useful to note that many studies emphasis the need for training in

human resources management.

Johnson (1967) suggests that clues for training needs can also come from

a number of written sources. He lists 17 sources for identifying training

needs. Some of them are highlighted below.

1. Articles: Articles published in journals or magazines often indicate

individual companys experiences with personnel utilizations and the

ways organiza tions improve product iv ity. Such individual

experiences could be a good source of learning from the experiences

of others.

2. Books: Knowledge in training and development is increasing at a

faster speed today than before. Many books are published every year

on training and they provide useful sources in learning newer

techniques developed in identifying training needs.

3. Case studies: In an attempt to find solutions to specific problems

people of ten show gaps in unders tanding. These can become useful

themes for training.

4. Companies: All organizations in organizations provide useful data

for preparing people to not only face such situations but learn to

avoid them in future.

5. Crisis: Crisis situations in organizations provide useful data for

preparing people to not only face such si tuat ions but learn to avoid

them in future.

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6. Factual data: Factual information such aspects as absenteeism,

wastage, turnover, machine breakdown, sales, and the like also open

avenues to identify what can possibly be done to improve upon them.

7. Grievances: Formal grievances are important sources to identify

training needs.

8. Reports: Often reports submitted by many departments provide

useful clues on what is lacking or what should be reinforced.

9. Rumors and grapevine: Taken seriously, they provide useful feed-

back on the total activity of an organiza tion and may of ten identify

gaps in various areas of organizational functioning.

10. Suggestions: A number of organizations are very particular about

suggestions and take them very seriously. Since suggestions have a

base in experience they provide useful clues for training needs.

A more direct approach for identifying training needs was used by

Kanitkar etc. al.(1994). Instead of going to HRM department, they

approached section heads and senior managers of 73 milk unions

associated with National Dairy Development Board. Their study revealed

five contents of training that were identified by a very large majority of

respondents. These were cost consciousness, loss control, marketing,

sanitation and hygiene, and operations and maintenance of utilities.

Who needs what kind of training was the focus of a study by Singh et.al.

(1998). In a study of 92 Anganwadi workers, they found that the need for

training correlated inversely with age and in service training. In other

words those who were older did not feel ten needs for training and if

offered in service they did not want to go through it. However the need

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for training correlated significantly and positively with education, years

of experience, communication skill, job satisfaction, knowledge level

and attitude towards integrated Child Development Service. Scheme.

Mayo and DuBois (1987) cite eight criteria for including a task in a

training course. Think about how you would apply these criteria to a task

area that you teach (e.g., performance appraisals,. World processing,

project management, etc. )

Criteria for selecting a Training task

1. The percentage of job incumbents who actually perform the tasks

2. The percentage of total work time that job incumbents spend on the

task.

3. How critical the task is.

4. The among of delay that can be tolerated between the time when the

need for performance of the task becomes evident and the time when

actual performance must begin.

5. The frequency with which the task is performed.

6. The difficulty or complexity of the task.

7. The probability of deficient performance of the task on the part of job

incumbents.

8. How soon the task must be performed after a person is assigned to a

job that involves it .

Finally, the selection of training objectives may hinge on ones under

standing of adult learning needs.

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OBJECTIVES

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OBJECTIVES

The objective of my study is to examine the training and development process

being fol lowed by Amtek au to Ltd by-

Honing up identified functional skill areas of personnel, for more

effective contribution to the organization.

Providing platforms for professional growth and exploration leading to

overall improved organizational health and quality of life.

Developing human resources in consonance with broader corporate

horizon and long range vision of the organization.

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SCOPE OF THESCOPE OF THE

PROJECTPROJECT

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SCOPE OF THE STUDYSCOPE OF THE STUDY

The training needs analysis is the base for all training activities in Amtek auto

Ltd.. Efforts at all levels of the organization are made to identify and meet the

training needs of the employees. Priority is given to need base training which

can have direct impact on the employees performance and improve work

efficiency. The training and development department takes into consideration the

annual appraisal report of the employees for analyzing the training needs.

The training programs usually provided valuable inputs to the trainees for

performing present as well as future roles effectively.

Also, at the end of each training session trainers impressions about the session

should be recorded in a register which gives a weight into the trainees

performance during the training period. The timely feedback of both the trainers

and the trainees helps in taking corrective action for future training programs.

This analysis has depicted what common training and development techniques are

adopted by from and has provided an insight into the training and development

system followed by Amtek Auto Ltd..

But still much more can be done. Suitable strategies can be framed to develop a

team of highly motivated and committed work force so that the company can

make inroads into the international markets and build a favorable image there.

The quest for improvement should never end as it is an endless journey.

`` .

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COMPANY

PROFILE

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COMPANY PROFILE

Amtek Group

Amtek Group is a leading international manufacturer of automotive componentsand assemblies with production facilities located strategically across NorthAmerica, Europe & Asia. The Group's extensive manufacturing capabilitiesencompass Sub assemblies, Iron, Gravity & Aluminum Castings, Forgings,

Complex Machining & Ring Gears Flywheel Assembly.

Amtek Group was established in year 1985 with the incorporation of the flagshipcompany, Amtek Auto Limited. Since then, it has grown rapidly to emerge as afrontrunner in the global automotive component industry through a number ofstrategic acquisitions across Asia, Europe and North America, production levelsenhancement by technological upgrades and product segment rationalizationmeasures.

$ 1billion global automotive components manufacturer

34 manufacturing facilities across North America, Europe & Asia

Global auto components supplier with proven capabilities inForgingIron Casting & DuctileAluminum Casting and Gravity Die CastingMachini

Extensive product portfolio with a range of highly engineered components

Preferred OEM supplier forMotorcyclesPassenger carsLight Commercial VehiclesHeavy Commercial VehiclesAgricultural EquipmentHeavy Earth Moving Equipment

Management at Amtek

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The senior management at Amtek has a long and distinguished experience inhandling large-scale automotive manufacturing operations. It has been successful

in meeting the ever-increasing demands of the global automotive giants in termsof product quality, development, delivery and cost control while improving thecompany's profitability and ensuring a consistent growth for the last nearly twodecades. The senior management at Amtek is as follows:

Arvind Dham , Chairman

Group Chairman & Managing Director, Mr. Dham is a professionally qualified,self-made industrialist. A recipient of "Udyog Patra" award from the Governmentof India in the year 1992, he has distinguished experience in setting up andmanaging large-scale automotive manufacturing operations.

Avijit Banerjee - Director

Mr. Avijit Banerjee is a graduate in Mechanical Engineering with over 35 years ofexperience in Forging, Steel & Auto Component industry. Having established andmanaged several forges, he is a pioneer in bringing precision forging technologyto India. He has worked and traveled extensively all over the world in connectionwith metal forming technology and establishing business partnerships.

Gautam Malhotra, JMD

Mr. Gautam Malhotra is an MBA from Manchester Business School currentlyresponsible for setting up a Greenfield foundry in Rajasthan, India. He is also acore member of the M&A and Integration, IT Systems and Lean Six Sigmainitiatives within the Group.

DS Malik- Managing Director

Mr. D.S. Malik is a Mechanical Engineer, from Pilani and a Businessmanagement graduate. He has over 30 years of experience in Projects andOperations with companies like DCM, Piaggio, Eicher, Escorts and now Amtek.He started his career as a management consultant and then got into the AutoIndustry. He has a rich experience in setting up and operations of farm tractormanufacturing plants, engines and scooter/ motorcycle manufacturing facilities,auto ancillary business like shock absorbers, engine and transmissioncomponents manufacturing, setting up and operating several plants for domesticand overseas customers.

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Derek Benton, Group Finance Director - Overseas Operations

Derek Benton is a qualified accountant and has extensive experience as a Finance

Director in manufacturing industry. He has experience in the automotive,aerospace and power generation sectors working for Hawker Siddeley, GEC andLucas. Derek is currently based in the UK Corporate Office of Amtek

John Flintham, CEO - Overseas Operations

John Flintham is a Mechanical Engineer by education and prior to joining Amtekhe has had a distinguished career in the global automotive industry. He is also theformer CEO of the Triplex Group - a leading automotive componentsmanufacturing group of UK. John is currently based at the UK Corporate office ofAmtek

Phil Smith, MD & CEO - Group Ring Gear Manufacturing

Phil Smith is a Mechanical Engineer by education and prior to joining Amtek hehas had a distinguished career in the leading automotive componentsmanufacturing companies in the UK

Amtek History

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\

Established a new manufacturing facility at Sanaswadi, Pune (India) for Forging,

Casting and Machining

Set up a new machining facility at Dharuhera (India)

MPT Magna India Ltd (India) (JV with Magna Powertrain for manufacturing FracturedConnecting Rod Modules)

Large scale Aluminum High Pressure Die Casting facility at Ranjangaon, Pune (India)

Acquisition of Hallberg Guss Aluminum, an Aluminium Casting facility at UK

Took over Zelter GmbH (Germany), one of the largest manufacturers of Turbo Charger Housingin the world

Amtek Tekfor Automotive Ltd (India) (JV with Neumayer Tekfor for manufacturing

one and two piece flex plates)

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Acquired UK based Sigmacast Iron Ltd

Set up a Ring Gears facility Amtek Gears Inc (USA)

Took over Letchworth (UK) based GWK Group Ltd., known for complex machining and

high level module assembly

Acquired UKs largest manufacturer of Ring Gears and Flywheels Lloyds Brierly Hill

Ltd.

Acquired Midwest Mfg, a US based ring gears manufacturer

Ahmednagar Forgings (India) was taken over

Established an Iron Casting facility at Bhiwadi (India)

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Acquisition of auto component manufacturing firm, Wesman Halverscheidt Forgings (India)

Indsil Auto components Coimbatore (India), a fully automated foundry with machining facilities, w

Amtek Siccardi, Manesar (India) (JV with Ateliers de Siccardi for Crankshaft manufacturing)

A new Machining unit was set up at Gurgaon (India)

Benda Amtek Ltd Gurgaon (India) (JV with Benda Kogyo Japan for Flywheel Ring Gears manufacturi

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Established a Machining unit at Gurgaon (India)

Initiation of forging operations at Gurgaon, India

Start of manufacturing at the Machining facility based at Sohna, India

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OUR CULTUR

. We aspire to share collaborative & trustworthy relationship with our employees,

customers and stakeholders .

Our continuous aim is to focus on caring and retaining our people by developingvalues and potential through continuous learning and organization developmentactivities.

Amtek is a Cohesive & Dynamic Organization, where people enjoy functionalautonomy resulting in consistent growth of the organization

OUR HR MISSION

The Human Resources team will lead by example, working to build a culturethat drives high-energy committed professionals,who understand the relevance of continuous improvement and customer

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service for every position,to develop Amtek Organization as a recognized employer of choice

Our Vision & Mission

Vision

We aspire to be the most preferred and reliable provider of automotivecomponents & supplies globally, with an unflinching commitment towardstechnological excellence.

Mission

Amtek Group seeks to create value for all its stakeholders by

providing high value environmental friendly products and services

constantly innovating and ensuring timely supply of quality products atcompetitive prices

setting standards of excellence through global benchmarking

maintaining ethical standards

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OUR VALUE PROPOSITION

OUR VALUES

Our value proposition rests on the following key pillars that form the foundationof excellence throughout our organization:

Customer focus Openness & Transparency

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Commitment to excellence Team spirit Learning Organization

Commitment to Society & Environment

Our Commitment to Quality:

Drive continual improvement of products and services by building quality into allprocesses throughout the organisation

Achieve enhanced customer satisfaction and world-class quality through stringentquality systems that comply with quality standards like TS 16949 and ISO14001

Exceed global manufacturing benchmarks through systematic deploymentof Lean and Six Sigma strategy

Promote quality across functions and businesses via Amtek Business Excellence

Programme (ABEP)

Encourage quality down the line through development of a Supply Chain networkusing a Supplier Technical Assistance (STA) group

Our Quality Conviction:

Product & Services

Amtek product portfolio consists of an extensive range of components for 2-3

wheelers, Cars,Tractors, LCV, HCV and Stationary engines. The major categoriesof components manufactured are Connecting Rod Assemblies, Flywheel Ring

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Gears and Assembly, Steering Knuckles, Suspension and Steering Arms, CVjoints, Crankshaft Assemblies, Torque Links.

Groups wide range of product portfolio is backed by in-house Design &Development facilities. Highest level of quality is ensured for all its products andservices through processes governed by Lean and Six Sigma methodology.

Product Portfolio

46

SG and Gray

Iron CastingsSteel Forgings

Complex

MachiningCrankshaftConnecting

Rod Assy.

Gear Shift

Forks

Amtek Group Major Business area


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Product Portfolio

OUR COUSTMER

47

o Cylinder Block & Head

o Transmission Housings

o Brake Carriers & Caliper

o Trumpet casings

o Crankshafts

o Intake and Exhaust

Manifoldso Flywheels & Flywheel

Housingso Turbo Charger

o Bell Housings

o Linkshafts

o Connecting rods & Caps

o Crankshafts & Camshafts

o Steering Levers

o Gear shifter forks

o Sector gears & shafts

o Front Impact Beams Drive Shafts

o Spindlers

o Hubs & Flanges

o Transmission Components

o Steering Parts

o Pistons

o Propeller Fork Shafts

o Stub Axle

o Front Axle Beam

o Front & Rear Axle Shaft


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AWARDS

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Amtek Auto Limited recently won the best investor of the year award 2008 - UKTrade & Investment.

Adjudged Best Performing Vendor

Technology group Machine Parts Maruti Suzuki (1994-95)

Won Supplier of the Year Award

TVS Motors Ltd to Amtek Bhopal(2002-03)

Forging and Casting group from Honda Motor Cycles & Scooters IndiaLtd to Amtek Bhopal(2005-06)

Honda Motor Cycles Scooters India Ltd (2005-06 & 2006-07) to Amtek

Bhopal

Declared ET- Best Emerging Company of the Year

Prestigious ET- Best Emerging Company of the Year 2006 at The EconomicTimes Awards For Corporate Excellence

AMTEK RING GEAR DIVISION - DHARUHERA - VISION INDIA

This modern manufacturing facility is engaged in the machining of a variety oflarge and medium sized automotive components. It was established in the year2006 at Dharuhera and is serving major OEM suppliers. The plant is equipped

with CNC equipment, flex machining systems and fully automotive lines withprocesses governed by six sigma.

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TS-16949

ISO-14001

Ring Gear

Flywheel Ring Gears Assembly & Auto Components

Box type casting components

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RESEARCHRESEARCH

METHODOLOGYMETHODOLOGY

RESEARCH METHODOLOGYRESEARCH METHODOLOGY

Sampling Technique

A sample size of 40 was taken, which consisted of 14 employees who

were senior managers and above and 20 employees who were of the level

senior officers to assistant managers

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Primary

Questionnaire- A questionnaire was designed and administered to the

training incharge professionals, and employees drawn from various

levels and various departments in the organization.

Internal Information regarding the training policies and procedures was also

obtained through personal discussions with trainers, senior managers and assistant

managers.

Secondary

This involved extensive research on Krishnas databases.

Training/HRD manuals, company reports, house journal records etc.

Latest books and magazines on HRD

The Questionnaire

The questionnaire consisted of 9 questions which were a combination of

multiple and open ended questions.

ADVANTAGES AND DISADVANTAGES OF ON THE JOB AND OFF

THE JOB TECHNIQUES ON THE JOB METHOD

ADVANTAGES

No special facilities needed

No additional staff needed

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Real life situation, not simulated productive in terms of

departments work

Trainee can establish work relationship from the start

Learning can be controlled

No off the job cost involved

No transferability of trainee required

DISADVANTAGES

Cost lost in departmental budget

Risk to machine, equipment etc and increase in scrap due to lack

of experience

Part time instructor may lack training skills

Lack of time due to pressures of production

Difficulty in accommodating trainee idiosyncrasies

Psychological pressures on trainee due to exposure before

experienced workers

OFF THE JOB TECHNIQUE

ADVANTAGES

Away from work and home pressures

More time available

Trainee specific difficulty can be easily sorted

Relaxed atmosphere more conducive to learning

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Under this method trainee attention can be obtained more

easily as the distraction is minimum

Enables testing of hypothesis and ideas in low risk

environment

Improves morale and motivation for self development

DISADVANTAGES

Cost of external facilities

Artificial sheltered environment

Difficulty of simulating work problems

Difficulty of transferring learning to work situation

Resistance of trainees being away from home

Difficulty of transferring learning to work situation

Generally more time consuming

Often involves traveling costs and inconvenience

EVALUATION OF TRAINING AND DEVELOPMENT

It basically involves the following steps

Setting the evaluation criteria

Selecting the trainees to be tested

Testing on the basis of set criteria

Finding out the gap between the actual and set standard performance

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Giving feedback, showing the path to improvement

Transfer to the job

Follow up studies

REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS WHYTRAINING RESULTS ARE NOT EVALUATED

Many training directors dont have the proper skills to conduct a rigorous

evaluation research

Some managers are just reluctant to evaluate something which they have

already convinced themselves is worthwhile

Many organizations carry out training because their competitors are doing

so or the unions are demanding it

Training is in itself expensive, evaluation adds up to the cost

Some training cannot be evaluated because of the complexity of the

behaviour being taught

BENEFITS OF TRAINING

Leads to improved profitability and or more positive attitude towards

profit orientation

Improves the job knowledge and skills at all levels of an organization

Improve the morale of the workplace

Helps create a better corporate image

Helps people identify with organizational goals

Foster authenticity, openness and trust

Improves the relationship between boss and subordinates

Aids in organizational development

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The organization may learn from the inputs given by the trainees

Helps prepare guidelines for work

Aids in understanding and carrying out organizational responsibilities

Provides information for future needs in all areas of the organization

Helps employees adjust to change

Aids in improving organizational communication

SECONDARY DATA ON TRAINING NEEDS IDENTIFICATION IN

INDIAN INDUSTRIES

A few years ago a survey was conducted to identify the training needs in Indianindustry. I have included this to get a better view of the overall picture

SAMPLE

The questionnaire was distributed to 100 executives of which about 40 completedforms were received. This sample of companies was drawn up on the basis ofthree criteria

Adequate representation of various industry groups

Enough common ground to allow meaningful comparison between

companies

All core aspects of management were covered i.e. Production, Marketing

Finance, Personnel, Systems etc

TOOL

The data was collected through as structured questionnaire namely Training

Needs Assessment Questionnaire developed by Pattanayak and Dhar, 1996. The

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questionnaire comprised of 13 items is designed to elicit detailed information withrespect to the assessment of training needs.

PROCEDURE

The questionnaire was distributed to the executives both personally and throughpost and later on collected. The participants for the various ExecutiveDevelopment Programs (EDP) at NITIE were also contacted and they filledquestionnaires. The TNA variables were evaluated on the pre decided scale asshown

Strongly agree - 5 points

Agree - 4 points

Neutral - 3 points

Disagree - 2 points

Strongly disagree - 1 point

The executives were broadly classed as those working in the

Public sector Private sector

They were further classified as

Senior level

Middle level

Junior level; in each category

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DATAANALYSIS ANDANALYSIS AND

INTERPRETATIONINTERPRETATION

DATAANALYSIS AND INTERPRETATIONANALYSIS AND INTERPRETATION

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Q. NO. 01.CONSISTANCY & LOYALTY OF THE EMPLOYEE IN

THE COMPANY

0

5

10

15

20

25

Series1 16 24

YES NO

INTERPRETATION-

Among the 25 employees , only 16 say consistency in the

company & 24 goes with loyalty.

Q. NO 02. EXPERIENCE OF THE CANDIDATE IN THE COMPANY. THE

EXPERIENCE AND THE TRAINING QUANTITY BOTH ARE RELATED

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.

5

12

18

5

0

2

4

6

8

10

12

14

16

18

0-2 Years .03-05

Years

.6-10 Years ABOVE 10

Years

Series1

INTERPRETATION-

5 employees spends 0-2 yrs in the company.


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5 employees spends above then 10yrs in the company.

Q. NO. 03.Job Responsibility is clear or training need is there for

the clarity of the job responsibility.

0

10

20

30

40

No's of

Person

No's 37 3

YES NO

INTERPRETATION-

37 Out of 40, think that training required.

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Q. No. 04. This gives the information about something not

required / not important in job responsibilities.

0

10

20

30

40

No's of

Person

No's 40 0

YES NO

INTERPRETATION-

There is majority think that the

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Q. No 05. Efficiency and effectiveness of the candidate can be judge.

Training need for the job can be judge.

INTERPRETATION-

30% of employees think that training need for the job can be

judge.

65

No's

YES

NO


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Machine, 07

Automatic, 14

Computer, 15

Others, 4

66

Q. No 06. TYPE OF SKILLS USED IS IDENTIFIED HERE. SOMENEED TECHNICAL SKILL AND SOME BEHAVIROUR.

INTERPRETATION-

Out of 40 employees , skill require:

15 have computer skill.

14 have automatic skill.

07 have machine skill.

04 have other skill.

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Q. No. 07. Lackness of technical skills & Training needsidentification for technical skills.

27

13

YES

NO

No's of persons

INTERPRETATION-

27 out of 40 think it is true to say lackness of technical skills &

training needs identification for technical skills.

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Q. No. 08. Team Sprit can be identified by this question.

8

32

Alone

Part a Tea m

No's of persons

INTERPRETATION-

32 out of 40 play as a part of team.

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Q. No. 09. Can be a part of Team or not can be identified.

7

22

7

4

Generally

Occasionally

Sometime

Rarely

No's of persons

INTERPRETATION-

22 Out of 40 choose the occasionally .

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Q. No 10. The spirit of team player can be identified by the

responses.

Very Little , 5

Moderately , 29

A lot, 6

INTERPRETATION-

29 out of 40 have moderately can identified by the responses.

06 out of 40 have a lot can identified by responses.

05 out of 40 have a very little identified by responses.

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Q. No 11. Need Identification for different kinds of trainings can beidentified. Somebody need technical but some need the behavior

training.

No of

Persons

21

9

7

3

0

5

10

15

20

25

Engineer Computer Behaviour Others

No of Persons

INTERPRETATION-

21 persons need engineer training.

09 persons need computer training.

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07 persons need behavior training.

03 need other training.

Q. No 12. Along with the technical training, the behavioral need

alsoidentified.

No of

Persons

21

3

79

0

5

10

15

20

25

Machine

Operatio

n

Negotia

tionSk

ill

Occupatio

nalH

ealth

Othe

r

No of Persons

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INTERPRETATION-

21 machine operation require technical training as well as

behavioral training.

09 other require technical training as well as behavioral training.

07 and 03 require technical training as well as behavioral taining.

FINDINGS

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FINDINGS

Cumulative results of the senior level executives surveyed showed

that they had greater concern for training needs in the areas as

organizational and personal development.

Cumulative results of the middle were also along the pattern of

senior level executives with greater emphasis on personal and

organizational development.

Junior survey differ from senior and middle level executives

survey who identified maximum training needs for

organizational development.

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There are certain areas in which almost all level executives bothpublic and private sector wanted some sort of training, which variedwith individual requirements.

1) Performance improvement

2) Quality of work life improvement

3) Quality improvement of the job itself

4) Managing organization professionally

5) Improving presentation and communicational skills

Some of the areas which remained untouched i.e. in which theyremain least bothered are:

1) Increasing ethical values in business

2) Commitment to organization

3) Increasing awareness about occupational health

CONCLUSION

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CONCLUSION

Statements for the training needs were classified into three categories namelypersonal, development, organizational development and customer relationshipdevelopment based on the following criteria:

1. Personal development related statements are those which primarily

target individual growth and development. Statements under this category

include training needs to improve personal performance, promote positive

attitude facilitate individual growth and development, acquisition of new

skills, learning and practice of ethical values, increased awareness of

safety measures, updating technical skills and general knowledge,

shaping creative potentials, development and managing self etc.

2. Organizational development training need s are those which when

imparted, improve organizational efficiency and effectiveness by

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understanding organizational climate and job requirements Statements

under this include understanding quality requirements of the job,

enhancing organizational effectiveness minimizing gap between planning

and implementation, increasing job involvement, professional

management, learning MIS, managing conflict etc.

3. Customer development specific needs include training to serve

customer needs in terms of delivery, complaint settlement, quality of

product and service, understanding of needs and expectations. These are

required to improve the external image of the company.

Based on the survey conducted, the results were analyzed and inferences drawnfrom senior, middle and junior level executives of public and private sectors.

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LIMITATIONSLIMITATIONS

OF THE STUDYOF THE STUDY

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LIMITATIONS OF THE STUDYLIMITATIONS OF THE STUDY

The topic was such that it required vast and thorough study necessitating complete

enumeration of the organization and analysis of several issues that considerable

time which was a major limiting factor. Collecting information from people

during the working hours was also critical. Besides this, the issue of

confidentiality was a tough obstacle to conquer. But finally persuasion won and

the study was completed with a degree of comprehensiveness

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RECOMMENDATIONRECOMMENDATION

AND SUGGESTIONSAND SUGGESTIONS

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RECOMMENDATIONS ANDRECOMMENDATIONS AND

SUGGESTIONSSUGGESTIONS

1. Training should be given according to the job profile of the employees.

e.g. Managers should be made to attend more of team oriented

workshops since they are required to work in teams. Whereas an

officer level employee needs to enhance his computer skills. Hence

training programs have to be designed accordingly.

2. Since a few employees felt that the training they had undergone in the last two

years didnt help them at all, a feedback session should be made mandatory

after every training session, in order to ascertain whether the above idea

behind the training program had been accomplished or not.

3. Every now and then the employees should be encouraged to identify their

own training needs which would enhance employee morale and also shift the

burden from the superior to the employee him self.

4. Rather than just investing money on various training programs, Amtek auto

Ltd.. should also concentrate on regular training evaluation.

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BIBLIOGRAPHYBIBLIOGRAPHY

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BIBLIOGRAPHYBIBLIOGRAPHY

www.krishnagroup.com

Amtek auto Ltd. Induction Book

HR.com

Citihr.com

www.google.co

www.yahoo.co.in

www.wikipedia.com

www.amtek.com

1.Mirza S. Saiyadain - Human Resource

Management 2nd Edition Publishers Tata

McGraw-Hill.

2.V.K. Dubey Management of Training and

Development and Motivation Skills.

3.Saul Carliner Training design basics(ASTD).

83
http://www.google.co/http://www.yahoo.co.in/http://www.wikipedia.com/http://www.amtek.com/http://www.google.co/http://www.yahoo.co.in/http://www.wikipedia.com/http://www.amtek.com/


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4.Tim Hatcher Ethics & HRD: A new approach to leading

responsible organization.

5.Jack Phillips how to measure training results.

6.Raymond Noe Employee Training & development.

7.Cy Charney The trainers kit.

8.Carolyn Nilson how to start a training program.

9.Mel Silberman Active training.

10.Rives Hassell Corbiell Developing training courses.

11.Barry M Staw Psychological dimensions of

organizational behavior (3

rd

edition).

12.M Armstorng (2003) A handbook of human resource

management.

13.Dave Ulrich (3 books) Human resource

champions,Delievering results & tomarrows HR

management.

14.William J. Rothwells workplanning review.

15.Anton Obholzer- The unconscious at work: individual &

organizational stress in the human services .

16.Dr. TV Rao HRD.

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17.Dr. VSP Rao A text book for HRD.

18. S.K. Bhatia, Training and Development-Concepts and Practices, Deep and

Deep Publications Pvt. Ltd., New Delhi

19. J.P.Saxena and Anita Kakkar, Training and Development, Institute of

Applied Manpower Research, New Delhi

20. Dr. Mousumi S Bhattacharya and Dr. Nilanjan Sengupta, Emotional

Intelligence-myth or reality, Excel Books, New Delhi

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QUESTIONAIRE

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QUESTIONAIRE.

Q. No. 1. Are you a new employee or a long standing employee of the

company?

Ans. Yes No

Q. No. 2. How long have you been in your present job?

Ans. 0-2 Years 3-5 Years

6-10 Years above 10 Years

87

16 24

5 12

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Q. No 3. Do you have a duty statement for your job?

Ans. Yes No

Q. No 4. Is your job accurately described in the duty statement?

Ans. Yes No

Q. No 5. Is duties which are no longer part of your job can be deleted form your

duty statement?

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Ans. Yes No

JOB ANALYSIS

Q. No 6 Are there tasks you regularly perform that are critical to carrying out you

job effectively.

Ans. Yes No

Q. No 7. Describe the type of equipment you are required to use (for example,

keyboard machinery, tools of trade, etc.)

Ans. Machine Automatic

Computer Others

Q. No 8. Do you require a high degree of technical knowledge for your job?

89

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2 38

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Ans. Yes No

Q. No 9. How do your work? Please circle

Ans. Alone Part of a team

Q. No 10 If you work as part of a team, do you perform the same of different

work to members of your team?

Ans. Generally Occasionally

Sometime Rarely

Q. No 11. To what extent does you job require you to work closely with other

people, such a customer, clients or people in you own organization? Please tick

90

27 13

08 32

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Ans. Very little Moderately A lot

TRAINING NEEDS

Q. No 12. To perform you job: - what training do you still need (either on the job

or a formal course) to perform your current job competently.

Ans. Engineer Computer

Behavior Others

Q. No 13. To perform other jobs in the organization: - What training or

experience would be required.

Ans. Machine operation Negotiation skill

Occupational Health Others

RECOGNITION OF PRIOR LEARNING

91

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21 03

09

21 03

07 09


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Q. No. 14 How many training have your attended with in the last three year?

(This will help identify if any training sessions have been missed or if any

refresher training is required.)

Ans. 0-2 Years 3-5 Years

5-7 Years above 7 years

Q. No 15. What training or skill have you acquired outside your current job that

may be relevant to the wider organization?

Ans. ..

04

0725

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Documents

Project Report_ashish Singh