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A Project Report
On
TRAINING AND DEVELOPMENT
AT AIRTEL
ByJAGTAR SINGH
(Registration No. 581115480)
A project report submitted in partial fulfillment of the requirements
for the degree of Master of Business Administration of
Sikkim Manipal University, INDIA
Al-7, MainJ ail Road, Hari Nagar, New Delhi , DelhiCENTRE CODE2808
SIKKIM MANIPAL UNIVERSITY
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DECLARATION
I hereby declare that the project report entitled:
A Project Report on TRAINING AND DEVELOPMENT AT AIRTEL submitted in
partial fulfillment of the requirement for the degree of Masters of Business
Administration to Sikkim Manipal University, India, is my original work and
not submitted for the award of any other degree, diploma, fellowship, or any
other similar title or prizes.
Place:
Date: _________( JAGTAR SINGH)
Registration No. 581115480
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Certificate
The project report of - JAGTAR SINGH (Registration No. -581115480) A
Project Report on TRAINING AND DEVELOPMENT AT AIRTEL is approved
and is acceptable in quality and form.
Internal Examiner External Examiners
(Mr. _________)
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ACKNOWLEDGEMENT
This study would not have been possible without the cooperation of andgenerous help from a number of people. While it may not be possible forme to express my gratitude to all of them individually, I wish to place on myrecord my appreciation to them for all the help they extended to me duringthe project.
I am very thankful to Mr. Karan Ranjan (Training officer) of Airtel whoguided me in the whole process. I would also like to thank all thoseemployees of Airtel who helped me in my Project.
Report was completed successfully because of the grace of the god and
the blessings of my parents.
JAGTAR SINGH
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TABLE OF CONTENTS
Acknowledgement
Executive SummaryPage No.
Introduction Chapter I 6
Research Methodology Chapter II 7
Objectives
Scope
Type of Data
Sample size & design Statistical tools
Type of research
Limitations
Industry & Company Profile Chapter III 9
Theory of Training Chapter IV 19
Analysis and Findings Chapter V 37
Conclusion and Suggestions Chapter VI 47
Annexure
Bibliography
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EXECUTIVE SUMMARY
The global economy of the day has endangered the survival of every organization and
in particular those who want to have a competitive edge over the others. The
competitive edge may be a distant dream in the absence of Superior Quality Products
which otherwise is the function of well-trained employees. Today resources are scarce
and have to be used carefully and trainers of all kinds are required to justify their
position and account for their activities. Training activities, which are ill directed and
inadequately focused, do not serve the purpose of the trainers. The trainees or the
organization hence identification of training needs becomes the top priority of every
progressive organization. Identification of training needs, if done properly, provides the
basis on which all other training activities can be considered and will lead to
multiskilling, fitting people to take extra responsibilities increasing all round competence
and preparing people to take on higher level responsibility in future.
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CHAPTER I
INRODUCTION
Every organization needs to have experienced and well-trained employees to perform
the activities. Rapid changes in the environment have not only made the jobs more
complex but have also created increased pressures for the organizations to re-adapt
the products and services offered to compete in this fast changing world. Therefore, in a
rapidly changing society training is an activity, which is must for maintaining a viable
and knowledgeable work force.
Success of any training programme largely depends upon proper identification oftraining needs. Training needs are felt by the managers when they discover/perceive
deviation between standard performance and actual performance of its employees. It is
not that only workers need training. Simultaneously supervisors, managers and
executives need to be trained and developed to grow and acquire maturity of thought
and action. Many organizations invest considerable resources in training and
development but never really examine how and where this can most effectively promote
organizational objectives and individual growth. The failure to analyze training needs
within the organization will lead to lesser of benefits and huge investment in the training
programme of the institute. Hence it would be pertinent to analyze training needs first
and then impart training accordingly.
Training is a long term investment in HR using the equation given below:
Performance = ability x motivation
Training can have an impact on both these factors. It can heighten the skills and abilitiesof the employees and their motivation by increasing their sense of commitment andencouraging them to develop and use new skills.
CHAPTER II
RESEARCH METHODOLOGY
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OBJECTIVES OF THE STUDY
To understand the prevailing trends of training and development at Bharti Cellular
(Airtel).
This project is an attempt to study, training need identification and evaluation of
training programme at Bharti Cellular Ltd (Airtel).
To suggest ways to improve training.
TYPE OF RESEARCH Descriptive Research
SAMPLE UNIT Trainees at Okhla office
SAMPLE SIZE Twenty
TYPE OF QUESTION Close ended & open-ended.
TYPE OF QUESTIONNAIRE Structured and non
Disguised
TOOLS USED FOR DATA COLLECTION
Primary data collected through questionnaires and informal interviews.
Secondary data collected through magazines, journals, websites, and other
corporate publications.
PROCEDURE FOR DATA COLLECTION.
Communication, asking questions and receiving a response in person
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Visiting the various organizations, libraries, internet and also preparation of the
questionnaire with the help of the project guide.
STATISTICAL TOOLS USED
Pie Charts
Bar diagrams
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CHAPTER III
INDUSTRY PROFILE
In the early 1990s, the Indian government adopted a new economic policy aimed at
improving India's competitiveness in the global markets and the rapid growth of exports.
Key to achieving these goals was a world-class telecom infrastructure.
In India, the telecom service areas are divided into four metros (New Delhi, Mumbai,
Chennai and Kolkata) and 20 circles, which roughly correspond to the states in India.
The circles are further classified under "A," "B" and "C," with the "A" circle being the
most attractive and "C" being the least attractive. The regulatory body at that time the
Department of Telecommunications (DOT) allocated two cellular licenses for each
metro and circle. Thirty-four licenses for GSM900 cellular services were auctioned to 22
firms in 1995. The first cellular service was provided by, Modi Telstra in Kolkatta in
August 1995. For the auction, it was stipulated that no firm can win in more than one
metro, three circles or both. The circles of Jammu and Kashmir and Andaman and
Nicobar had no bidders, while West Bengal and Assam had only one bidder each.
In 1996, the Telecom Regulatory Authority of India (TRAI) bill was introduced in the Lok
Sabha, and the president officially announced the TRAI ordinance on 25 January 1997.
The government decided to set up TRAI to separate regulatory functions from policy
formulation, licensing and telecom operations. Prior to the creation of TRAI, these
functions were the sole responsibility of the DOT.
AIRTEL - A PROFILE
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AirTel comes to you from Bharti Cellular Ltd, consortium of giants in the
telecommunication business.
AirTel launched its services in Delhi on November 14, 1995. It has at present over six
lakh fifty thousand customers in its six years of pursuit of greater customer satisfaction;AirTel has redefined the business through marketing innovations, continuous
technological up gradation of the network, introduction of new generation value added
services and the highest standard of customer care.
AirTel has consistently set the benchmarks for the Indian cellular industry to follow.
First to launch Cellular service in Delhi on November, 1995.
First operator to revolutionaries the concept of retailing with the inauguration of AirTel
Connect (exclusive showrooms) in 1995. Today AirTel has 20 Customer Care Touch
points called "Connects" and over 350 dealers in Delhi and NCR towns.
First to expand its network with the installation of second mobile switching center in
April, 1997 and the first in Delhi to introduce the Intelligent Network Platform First to
provide Roaming to its subscribers by forming an association called World 1 Network.
First to provide roaming facility in USA. Enjoy the mobile roaming across 38 partner
networks & above 700 cities Moreover roam across international destinations in 119
countries including USA, Canada, and UK etc with 284 partner networks.
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HISTORY
Highlights of our history, collaborations and achievements are given below.
1995
Bharti Tele-Ventures Limited incorporated on July 7, 1995
Bharti Cellular launched mobile services 'AirTel' in Delhi
1996
Bharti Telenet launched mobile services in Himachal Pradesh
1997
Bharti Telenet obtained a license for providing fixed-line services in Madhya Pradesh
circle
Bharti Telecom formed a joint venture, Bharti BT, for providing VSAT services.
1998
Bharti Telecom formed a joint venture, Bharti BT Internet for providing Internet
services
First Indian private fixed-line services launched in Indore in the Madhya Pradesh
circle on June 4, 1998 by Bharti Telenet thereby ending fixed-line services monopoly
of DoT (now BSNL)
1999
Warburg Pincus (through its investment company Brentwood Investment Holdings
Limited) acquired equity interest in Bharti Tele-Ventures
Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobile (formerly
JT Mobiles), the mobile services provider in Karnataka and Andhra Pradesh circles.
2000
New York Life Insurance and Fund, or NYLIF, acquired a equity interest in Bharti
Cellular
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Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobiles
(formerlySkycell Communications), the mobile services provider in Chennai
Bharti Tele-Ventures acquired equity interest of Telecom in Bharti Telenet thereby
making Bharti Telenet a 100% subsidiary of Bharti Tele-Ventures
SingTel (through its investment company Pastel Limited) acquired STET's equity
interest in Bharti Tele-Ventures
Bharti Tele-Ventures acquired an additional effective equity interest in Bharti Mobile
resulting in Bharti Tele-Ventures holding an effective 74% equity interest in Bharti
Mobile.
2001
Bharti Telesonic entered into a joint venture, Bharti Aqua net, with SingTel for
establishing a submarine cable landing station at Chennai.
Bharti Tele-Ventures acquired NYLIF's equity interest in Bharti Cellular
Bharti Cellular acquired a 100% equity interest in Bharti Mobitel (formerly Spice
Cell), the mobile services provider in Kolkata
Bharti Tele-Ventures acquired equity interest in Bharti Cellular from British Telecom,
thereby making Bharti Cellular its 100% subsidiary
Bharti Tele-Ventures acquired an additional equity interest in Bharti Mobinet from
Millicon International and BellSouth International
Punjab license restored to Bharti Mobile by the DoT and migration to NTP - 1999
accepted
Bharti Cellular entered into license agreements to provide mobile services in eight
new circles following the fourth operator mobile license bidding process.
Bharti Telenet entered into license agreements to provide fixed-line services in the
Haryana, Delhi, Tami Nadu and Karnataka circles
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Bharti Telesonic has entered into a license agreement with DoT to provide National
Long Distance Services in India and has been the first service provider to start
service in the country.
Bharti Aquanet, Bharti Telesonic and Bharti Cellular have entered into licenseagreements with the DoT to provide ISP services in India
2002
Bharti launched mobile services in Gujarat Haryana, Kerala, Madhya Pradesh circle,
Maharashtra, Mumbai, Punjab, Tamil Nadu, and Uttar Pradesh (West) Circle.
Bharti listed on the National Stock Exchange, Bombay Stock Exchange and the
Delhi Stock Exchange on February 18, 2002.
2003
Bharti entered into a license agreement with the DoT to provide international long
distance services in India.
Bharti launched fixed-line services in the Delhi, Haryana, and Karnataka and Tamil
Nadu license areas.
2004
Bharti became the first private telecommunications services provider to launch
international long distance services.
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Awards
Consecutively for years and 2004, AirTel has been voted as the Best Cellular Service in
the country and won the coveted Techies award.
The Asia Pacific Award for the Most Innovative HR practices-2000.
The Golden Peacock National Training Award for excellence in Training practices-2000.
The Golden Peacock National Quality Award-2001.
BCL is first mobile communication service provider in India to be certified for ISO
9001:2000 and 1st in world certified by British Standards Institution for Mobile
Communication.
Born a leader, the first cellular service in Delhi, AirTel has maintained leadership
through constant innovations which have redefined standards of cellular services in
India.
First to introduce a wide array of value added services like Smart mail, Fax facility, Call
Hold, Call waiting, Web message, Information services etc. to enhance the convenience
of its subscribers.
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Vision
To make mobile communications a way of life and be the customers' firstchoice
Mission
We will meet the mobile communication needs of our customers through:
Error- free service delivery
Innovative products and services
Cost efficiency
Unified Messaging Solutions
Bharti Values
Inn venturing
We will generate and implement entrepreneurial and innovative ideas, which will
continuously create new growth engines.
Customer First
We are committed to delivering service beyond the expectations of the customer. Our
quality of customer responsiveness clearly differentiates us from others.
Performance Culture
We benchmark our processes and performance against world-class standards. We
distinguish between performers and non-performers by valuing achievement at the
individual as well as the team level. Ours is a culture of inclusively where feedback,
learning and ideas are actively encouraged, sought and acted upon.
Valuing Partnership"
We are committed to building exemplary relationship with our partners, which stand on
the principles of mutual trust and mutual growth.
Valuing People"
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We nurture an environment where people are respected and their uniqueness is valued.
We believe that people are our key differentiators.
Responsible Corporate Citizenship"
We are committed to making a positive and proactive contribution to the community. As
a responsible corporate citizen we will contribute to and abide by environmental and
legal norms.
Ethical Practices
We will uphold the highest ethical standards in all internal and external relationship. We
will not allow misuse or misrepresentation of any kind.
SUCCESS STORY
After launch in September 27, 1995 was a red letter day when cell phones finally arrived
in the city (Delhi), thanks to Bharti cellular that launched its mobile telephone services
under the brand name AIRTEL.
Today, Delhi has more than 200,000 subscribers of which 55% are hooked on to
AIRTEL network.
However, the success was not easy for the company which brought the cellular
revolution in Delhi. Cellular phones were not being used so much anywhere in the
country. "Initially, there was a lot of confusion and apprehension about the mobile phone
services. Some believed that mobile phones are same as cordless," according to
Executive Director Mr. Anil Nayyar (AIRTEL). Therefore the first priority was to create
awareness. "In order to create a market for the cellular services, it was necessary to
educate people. This required a lot of effort" said Mr. Nayyar. However, the hardwork
has paid and today AIRTEL is one of the strongest brand names in the country with
more than 100,000 subscribers in the network. AIRTEL is the largest private sector
telecom service company in number of subscribers. In Delhi, it has been constantly
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leading the market during the last three years. Currently, the network has a capacity of
240,000 subscribers. Their target is to provide services to 500,000 subscribers by the
turn of the century.
AIRTEL'S TECHNOLOGY
The technology base for AirTel is GSM Global System for Mobile Communications.
Sourced from Ericsson of Sweden, the world leaders in cellular technology. Operating in
over 74 countries, Ericsson connects over 40% of the world's cellular subscriber base
and also has to its credit some of the most advanced cellular phones in the world.
AIRTEL'S COVERAGE
AirTel cellular phone service plans over 150 cell sites to give you the finest coverage all
over Delhi and its adjoining suburbs, including Faridabad, Ballabhgarh, Ghaziabad,
Noida and Gurgaon. Thanks to the excellent network planning by the world leaders
Ericsson of Sweden who connect over 22 million cellular subscribers in over 78
countries worldwide putting through more than 40% of the world's cellular phone calls.
As and when the need arises, the cell sites and capacity can be increased to enhance
the network's coverage.
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MANAGEMENT STRUCTURE
BOARD OF DIRECTORS
CHAIRMAN &GROUP MANAGING DIRECTOR
Jt. Managing Director Jt. Managing Director
President PresidentInfotel
DirectorBusinessDevelop.
DirectorHumanResource
DirectorMarketing
DirectorLegal
Group Fin.Controller
Director IT&Technology
DirectorCorporateRelations
Head Regulat-ory & GroupCo. Secretary
DirectorCorporateAffairs
GroupDirectorCorporateStrategy &Planning
DirectorCorporateCommunications
Fixed lineLong distance
Group Data
& Broadband
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CHAPTER IV
THEORY OF TRAINING
Training is a learning experience in that it seeks a relatively permanent change in an
individual that will improve his/her ability to perform on the job. We typically say training
can involve the changing of skills, knowledge, attitudes or social behavior. It may mean
changing employees, how they work, and their attitudes toward their work of their
interaction with their co-workers or supervisors.
TRAINING OBJECTIVES AND STRATEGIES
Having identified the training needs based on the various analyses discussed above,
the next logical steps are to set training objectives in concrete terms and to decide on
the training strategies to be adopted to meet these objectives. The training needs
basically highlight the gap between the existing and desired repertoire of knowledge
attitude and skills at individual, group and organizational level to enable the employees
to contribute towards the realization of organizational objectives at optimum efficiency.
The training effort thus will have to aim at filling in this gap by clearly stating theobjectives in quantitative and qualitative terms to be achieved through training. Such an
exercise will also enable the training specialists to evaluate, monitor and measure the
extent to which stated objectives have been met through training intervention. As the
training objectives are related to organizational objectives, the involvement of the top
management will be necessary to ensure that the two sets of objectives are integrated.
It will be desirable to use the following criteria in setting training objectives:
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I. Specific requirements of individuals and organizations so as to achieve integration of
the two.
II. Roles and tasks to be carried out by the target group.
III. Relationship with other positions vertically and horizontally and technological
imperatives.
IV. Relevance, applicability and compatibility of training to work situations.
V. Training as a means of bringing about a change in behavior back on the job.
VI. Behavior including activities that can be observed, measured and/or recorded
VII.The expected change in behavior must be useful, closely related to and subject to
maintenance in the work environment.
More specifically the following steps could be involved in setting training objectives:
I. Identification of the behavior where change is required.
II. Nature and size of the group to be trained in terms of prior training, situational
factors, formal education.
III. Existing behavior defined in terms of ratio, frequency, quality of interaction and
supervision, routines and repetitiveness, innovations, omissions, error, etc.
IV. Desired behavior aimed at improving the existing condition stated preferably in
quantitative such as ratio, frequency of occurrence, reporting by exceptions, self-
monitoring mechanisms etc.
V. Operational results to be achieved through training stated in terms of increase in
efficiency and effectiveness criteria such as productivity, cost, down time, turnover,
time for innovations and creativity.
VI. Indicators to be used in determining changes from existing to the desired level in
terms of ratio and frequency.
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Depending on the objectives set, the next step is to decide on the strategy of training
involving the following:
Classification of objectives in terms of purposes :
a) Corrective objectives
b) Maintenance/status-quo objectives
c) Problem solving objectives, and
d) Innovative objectives
Classification of objectives in terms of levels of learning:
a) Skills of motor responses, memorization and simple conditioning.
b) Adaptation level where one is gaining knowledge or adapting to a simple
environment;
c) interpersonal understanding and skill;
d) Values of individuals and groups.
On-the-job or off-the job training.
In house or external training.
Individual or group training.
Horizontal, vertical or diagonal/mixed group.
Changes required, if any, in the existing work roles, organizational relationships,
work system requirements, process of supervision and alternative structures.
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SYSTEMATIC APPROACH TO TRAINING
ORGANISATIONAL ANALYSIS
Identification of organizational objectives/needs/growth potential and resources.
TASK ROLE ANALYSIS
Identification of knowledge, skills and attitudes required.
MANPOWER ANALYSIS
Identification /definition of target population and performance analysis.
STATEMENT OF TRAINING NEED
Identification of gap between existing and required level of knowledge skills andattitude.
Isolate problem areas amenable to resolution through training
SETTING TRAINING OBJECTIVES
In terms of behavioral charges
In terms of output/resultsDEVELOP MEASURES FOR JOB PROFICIENCY
DEVELOP TRAINING POLICY, PLAN, PROFICIENCY
PLAN AND DESIGN TRAINING AND PROGRAMME
Course construction
Arrange resource
CONDUCT TRAINING PROGRAMMES
Individual
Group
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On-the job
FOLLOW UP AND EVALUATION
Carry out evaluation at various phases against the training objectives set.
Develop follow-up measures for monitoring.
VALIDATE
Against measures of job proficiency
ENSURE FEEDBACK OF RESULTS
REVISE IF NECESSARY
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DETERMINING TRAINING NEEDS AND PRIORITIES
Management can determine the training needs by answering the following questions:
What are the organization's goals?
What task must be completed to achieve these goals?
What behaviors are necessary for each job incumbent to complete his/her assigned
jobs?
What deficiencies, if any, do incumbents have in skills, knowledge or attitudes
required to perform the necessary behaviors?
It again depends on seeing the performance of an individual?
Based on out determination of the organization's needs, the type of work that is to be
done, and the type of skills necessary to complete this work, the training programme
should follow naturally.
What kind of signals can warn a manager that employee training may be necessary?
Clearly, the more obvious, ones relate directly to productivity; inadequate job
performance assuming the individual is making a satisfactory effort, attention should be
given toward raining the skill level of the worker. When a manager is confronted with a
drop in productivity, it may suggest that skills need to be fine tuned.
In addition to productivity measures, a high reject rate or larger than usual scrap page
may indicate a need for employee training. A rise in the number of accidents reported
also suggests some type of re-training is necessary. There is also the future element:
changes that are being imposed on the worker as a result of a job redesign or a
technological breakthrough. These types of changes require a training effort that is
fewer crises oriented; that is, a proportion for planned change rather than a reaction to
immediately unsatisfactory condition.
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When inadequate performance results from a motivation problem rather than a skills
problem, the rewards and disciplinary action may be of greater relevance. Nor would
training be the answer of the problem lies outside the job activity itself.
For examples, if salaries are low, if supervision is poor, if workers benefits are
inadequate or if the physical work tryout is deficient, spending on employee training may
have little or no effect on productivity, since inadequate performance is due to
conditions that training cannot remedy. Training can enhance skills but does nothing to
relieve monotony.
Once if has been determined that training is necessary, training goals must be
established. Management should explicitly state what changes or results are sought for
each employee. It is not adequate merely to say that change in employee knowledge,
skills, attitudes or social behavior is desirable, we must clarify what is to change, and by
how much. These goals should be tangible, feasible and measurable. It should be clear
both to the management as well as the employee.
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TRAINING NEEDS
Organizational
- Identified through the
corporate MBO serious. It
gives the necessary
information, regarding the
gaps which prevails
Individual
Manager
Personnel
Operative Personnel
- Training needs
identified through
employees merit rating
system
External Training
- Exposure approved by
divisional director and
monitored by corporate
training and
development manager
Internal Training
- Needs identified through
appraisal system, and
programme monitored by
corporate training and
development manager.
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TYPES OF TRAINING METHODS
The training methods which are generally used in an organization are classified into two
i.e.,
a) On the job: The most important type of training is on the job training. The
experience of actually doing something makes a lasting impression and has a
reality that other types of training cannot provide. There are several types of
training programmes which make use of on-the-job training concept which are as
follows:
Job Rotation
Internship training
Apprenticeship
b) Off the job: This is a type of training which is imparted to the employees through
education programmes,simulators and training aids etc.The off the job training
includes the following:
Case study method
Incident method
Management Games
Role playing
Seminars
Training, as a process of long tem learning is essentially a developmental tool. Through,
effectively utilizing this tool, the organization expects to achieve career objectives.
Sensitize employees towards their role in achieving the organizational vision of
Leadership through Differentiation.
Contribute towards the career progressions of the employees by importing
knowledge of an additional or reinforcing nature, developing skills and bringing about
desired attitudinal changes among them. This would not merely prove effective in
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place, working conditions, processes and outcomes; examining records, other
written information and annual employee appraisal.
Compare performances of each department and each employee against objectives,
targets and standards set for them and keeping in mind future work requirements inthe organization.
Identify cause of problems faced by the organization to enable the management to
train the employees in handling the problems as well as solving the problem in a
satisfactory manner.
Segregate identified problems into problems requiring staff development action such
as training and into problems requiring other management actions, so that these
problems are accurately addressed.
Prioritize training actions in accordance to where the training need is more urgent.
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(B) DESIGNING TRAINING PROGRAMME.
Having completed the ground work of training needs and assessment whereby training
gaps are identified and prioritized, the next step is to design the training action plan
which involves the following:
TYPES OF TRAINING ADDRESSING VARIOUS TRAINING NEEDS:
Entry training involving new recruits and employees required to take a new job.
Problem resolution training to meet a shortfall or deficiency in job performance.
Training for change to prepare employees for job identified in near future.
Development to equip employees to meet organizational changes in future.
Training imparted in any type would be skill, attitude or knowledge based training or a
combination of the three.
Identifying the Trainee groups.
Identifying the most effective training methodology.
Classroom training outside the organization through external agencies for meeting
specific job function related needs which cannot be imported internally. This is
normally the case when the training involves specific are as and smaller numbers
making it uneconomical to conduct the programme internally. These external
sources must be chosen with care and must be able to fulfill the organization's
analyzed training and development needs. These training methods must be
supplemented by enabling the trainees to apply in the work place and translating into
job competence the knowledge and skill gained through such training.
Classroom training within the organization through external and internalagencies:
These programmes must be carefully designed to ensure that they mirror the trainee
groups requirements individually and collectively. Like the external courses, when
designing these programmes, one must ensure that the training objectives are
expressed in terms of job competence as well as knowledge and skill.
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This method of training is must effective in bringing together employees in larger
numbers to address common training needs. The training faculty is critical to the
success of such training programmes. The importance and the initiality of the need
for proper communication of knowledge and ideas dictate that the selection of faculty
members must be made keeping the receiver in mind.
On the job training enables the employees to learn the job while actually carrying out
the tasks involved in the job. All new recruits joining the organization are required to
undergo induction programme with planned work experience in various departments
associated with the employees own department for a short duration to equip the
employee with basic knowledge fundamental to his job function.
Entry level training is normally imparted through internal on-job and off-job trainingmethods.
Problem resolution training, training for change and development related training may
be imported through internal or external on-job or off-job training methods depending on
programme design, objective and target size.
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FRAMEWORK FOR EVALUATION OF TRAINING
Types of Evaluation Levels of Evaluation/Objective Methods of Evaluation
1. Context EvaluationObtaining and using
information about the
current operational context
i.e., individual difficulties,
organization deficiencies -
i.e., Training Need
Assessment as basis for
decision. To what extent are
training courses related to
job requirement?
1. Pre training (I) Same as the ones used in assessmentof training needs.
2. Input EvaluationDetermining and using
facts/opinions about
human/material resources
for training to decide
training methods or types of
training - inventory of
outside training programmes
-do- (i) Same as the ones used in design and
organisation of training.
3. Process EvaluationMonitoring training as it is
in progresscontinuos
examination of
administrative arrangements
and feedback from trainees.
2. Reactions Level
Opinions/attitudes about trainer,
presentation, usefulness,
involvement.
(i) Observation by trainer
unsystematic/random
(ii) Rating Scales for each sessions or
theme - Analyze, present to trainees and
discuss.
(iii) Questionnaires/Interviews
4. Outcome EvaluationMeasuring effects of training
on the relation to his job.
3. Learning level Acquisition of
knowledge, skills and attitudes
capable of translating intobehavior in training situation.
(I) Knowledge learning, factual and
intellectual understanding
- Programmed instruction - multiple-choice questions administered at the
beginning of training and end of session
- Examinations of academic type,
written and/or oral.
(Ii) skill learning, technical and social
- Practical tests to demonstrate skill
administered at the beginning and at
end.
(Iii) Attitude learning
- attitude scales
semantic differential scales
7 o 5 point scales stretching between
pairs of adjectives with oppositemeaning administered at the beginning
and end of training.
4. Job Behavior Level Changed
behavior back on the job
(i) Activity sampling - percentage of
time spent by trainee on different aspect
of his job.
- observer diaries, continuos record of
his activities
(iii) Self dairies
(iv) Observation of specific incidents,
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e.g., interviewing skills
(v) Self recording of specific incidents :
devising tailor made evaluation
instruments through which the trainee
can himself record details f the way in
which he performs certain tasks
(vi) Appraisal by superiors: asking
questions such as, Can you describe
any specific incidents in which the
employee demonstrated improvement in
knowledge/skill/attitude?
(vii) Self-appraisal, used in conjunction
with appraisal by others.
5. Consequence Evaluation
Measuring effect of training on
overall efficiency of
department/organization.
5. Functioning Level Efficiency
of the firm, effect on others
behavior, cost reduction, etc.
(I) Productivity/efficiency of trainee's
department
(ii) Morale of subordinates expressed
by absence rates; labor return over as or
incidence of industrial disputes. Any
index of functioning which is related to
the training objective can be used.
(Iii) Control Groups compareperformance of similar employees who
have not undergone training.
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TRAINING AND DEVELOPMENT AT AIRTEL
RATIONALE OF STUDY
The essential elements in any commercial enterprise are materials, equipment and
human resource. Training allied to the other human resource specializations within
management, ensures a pool of manpower of the required level~ of expertise at the
right time. But firstly consider the attention given by an average organization to the
provision of materials, machinery and equipment. Then compare the commitment to the
third essential factor in then production cycle, viz: - human resources. One of the most
important factors in his regard is the traditional view of training and trainers. They are
seen as an expense, a service, as second rate to production or as a necessary evil.
Training has tended to fall behind other management activities, especially in the
planning phase. It is often carried out as a reaction to immediate needs, a patch up
operation in many cases, instead of an ordered activity. Training and Development is
especially designed to enhance the competency of managers and workers dealing with
a variety of organizational functions. Training and Development is a process through
which the goals of management development can be achieved. Investment in Training
and Development has come to be considered as an asset for organizational
development or in other words, Training is indispensable for effective organizationaldevelopment. Earlier, training was almost exclusively trainer oriented and it was not
need based. The trainer (training institute) determined the objectives of the course, its
duration, its contents and format etc. On many occasions training was of a pedagogic
nature with the trainer in complete control of the direction of the training. Moreover, the
alignment of the corporate goal was missing. The views of the trainees were rarely
sought or even if they were, it was with a condescending attitude. Due to all these
reasons the bottom-line contribution of training or the organizational development was
less.
All employees are expected to participate in company sponsored training programs
considered necessary for enhancing their work skills. We realize that in todays
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constantly changing environment, our services have to be better than those of our
competitors. Therefore, training opportunities are offered through specialized training
programs conducted by in-house instructors, instructors from the industry, or by experts
in the field.
Training Need Assessment
Training needs are assessed by the Human Resources Department in consultation
with the individual, his/her supervisor and the Head/Chief of the department. The
performance management system as well as feedback by employees across the
organization is used for collaborating the training needs.
Training Calendar
A Training Calendar is prepared and circulated at the beginning of the year. This
carries details about the training programmes that will be conducted during the
course of the year. In-hour and external training are held on behavioral as well as
specific job related skills.
Training Evaluations
Training programmes are evaluated by Human Resources regularly to ascertain the
value being added to the employees.
Managers nominate employees for training. Attendance at the training classes is
obligatory. You are encouraged to make the best use of these opportunities provided
by the company to enhance your professional skills. Training records will be maintained
in the Personal File of each employee, for review at any time.
CHAPTER V
DATA ANALYSIS AND FINDINGS
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We now try to analyze and interpret the data to reach a conclusion. We begin with the
analysis of the data collected from the T&D staff.
METHODS USED FOR TRAINING NEEDS ANALYSIS
The training needs analysis is done generally by discussion with superiors and
departmental heads.
However, the participants themselves also play a vital role in identifying their own
training needs.
Also, performance appraisal sessions and customer feedback are two important
ways through which training needs can be analyzed.
Areas in which training is imparted
Bharti provides training to all areas mentioned, however, the training imparted to the
employees depends on the level of organizations.
Frequency of training programme
Training programmes are conducted at Bharti throughout the year. The duration
depends on the type of the training. Training for computer basics are for 3-5 days, and
for executive trainees are for 1 year.
Changing trends in T&D today
Focus on right attitude and overall development of the employee.
Focus on sophistication of technologies
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Trainer-trainee cooperation
Elements for making training programme successful
Clear objectives, good faculty, right training method, physical arrangements, duration of
training programme, contents of TP, and rewards/incentives after TP.
We have used the method ofMoving Averages to determine the rankings.
Identification of training needs
90% involved 10% not involved.
Effectiveness of training method used
85% said effective, 15% said ineffective.
Achievement of training objectives
95% satisfied, 15% dissatisfied
Continuous training
60% satisfied, 40% not satisfied
Involvement in programme planning
55% happy with involvement, 45% not.
Communication of problems to management
30% dissatisfied, 15% not involved, 55% involved and satisfied.
TRAINING UNDERGONE
Different companies adopt different training and development as per the needs of
trainee as well as organization so that person don't lack in any area of his activity, which
in turn won't affect the company at large. Hence training as per the need arising up. At
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Bharti they have a separate education and training department, which looks for the
training and development of employee. Here new technique includes 6 sigma, 5s,
kaizan and so, where as hr includes, team-building, motivation, behavior, general
includes the rest other kind of training and development progamme at Bharti Cellular
Ltd.
IDEAL SIZE OF THE TRAINING
Too many cooks spoils the broth", many Indian utter confusion, keeping this in mind.
Accordingly many of the respondent feels that no of trainee whether in house or our
house should be in and about 10-15 and should not exceed this where as few that it
19
16
10
1
4
0
2
4
6
8
10
12
14
16
18
20
Batch 10 Batch 15 Batch 20 Batch 25 Batch 30
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should be in the batch of 20 as they together is better, and very negligible feels that
batch of 25-30 would also be suitable for training. We find out from this study that
people like the concept of "small is beautiful".
NEED IDENTIFICATION
As already discussed in brief in report as to how it should be done so root of problem
can be traced out and accordingly it can be treated well for the best output. There are
so many ways to identify the cause of the problem. Over here we discussed 3 main
causes where by few find that 3 of them are very much in use in industry. That is
employee himself, performance appraisal, and superior assessment. Here we can see
38%
39%
23%
Superior assessment Employee himself Appraisal
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that the best to know about you is he. He can be monitored by the team head too who
sees him working regularly and if found then can recommend him to undergo training.
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KIND OF TRAINING
Training small word covering wide connotation, is the way you groom some one in
different environment and ways available as per the capacity as well as availability. On
the complexities of it training is imparted to individual. At Airtel employees have been
undergone in almost all the above category but most of them feel it should be held off
the job so that they can concentrate approximately in what ever they are taught, where
as they feel that some training like 6 sigma, 5s, Kaizan should be help on the job for its
effectiveness.
15
9
11
3
14
0
2
4
6
8
10
12
14
16
In-house Outhouse Online Offline All above
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HOW FREQUENTLY YOU GO FOR TRAINING?
Learning at Bharti is a continuous process and they learn at each and every stage. The
education and training team continuously strive to make its colleague learn as frequent
as possible. So that they are always prepared for any situation to face the competitive
world. Proper training of employee is held as per the need and requirement of the
employee related to the work he is assigned. So that he can do his best. But still if we
see people frequently go for training.
6
9
4
5
6 6
0
1
2
3
4
5
6
7
8
9
10
Frequently Non-frequently
Monthly Quarterly Half yearly Annually
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TRAINING ALIGNMENT WITH ORGANISATION OBJECTIVE
Training programme is prepared keeping in mind the development of organization as
well as employee. Most of the people feel that the training they undergo is aligned to
organization objective only. But while during interview and self observation it was found
that training at Bharti moves parallel i.e. organizational development as well as
individual too rather they feel they go hand in hand.
ANY FEEDBACK TAKEN
28%
0%
0%
40%
32%
Marginal (3) Low(2) Very low (1)
Very high (5) High (4)
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Yes feedback is taken from the trainee after the training is over. In terms like whether
they liked the training, which they had undergone, was that sufficient enough to make
them handy and competitive to go with. If not then what can be done which make it easy
and handy to understand. If they are looking for any kind of further training keeping in
mind any consecutive training related to previous undergone and if any new conceptual
training emerged as on.
0
2
4
6
8
10
12
14
16
18
YES NO
17
3
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LIMITATIONS
Between the sender and the receiver, due to differing perceptions,
communication errors in the form of miscomprehension, selective perception etc.
creeps in. In this case too, these were unavoidable, and thus might have added
to slight inaccuracy in my results.
The other major limitation was of time and nonavailablity of the concerned
persons at times.
The respondents would not have divulged all the information needed because of
some of its company policies.
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CHAPTER VI
CONCLUSION AND RECOMMENDATIONS
Training analysis is done with the view of both the superiors and the criminals. The
common feeling is that the thrust in future should be on developing people skills and not
only functional skills. IT would be a key focus area. Many trainees are not satisfied with
performance. Most of the times trainees involved in various programmes. Thus we
conclude that Bharti's effort towards training and development has been successful.
We also feel training should be imparted on current issues like change management
etc. Training sessions should not to be long and self directed learning should be
encouraged.
Training process of Bharti Cellular Ltd. depends upon: -
Training need identification
Selecting the right training programmes
Preparation of training calendars
Finalizing about the training programme and sending the information to the
concerned employees
Organize effective training programme
Deliver course and validate training
Take a training programme feedback
Evaluate training and incorporate changes if required.
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Annexure 1
QUESTIONNAIRE
1. What are the methods used for the analysis of your training needs?
i. Analysis by superiors or company, identification by individuals(TNA)
II. Discussion with superiors
III. Identification by group head or depending on departmental functional needs
IV. Feedback from persons to be trained about what training they need and this isincorporated in PMIs programme to the extent possible by management.
V. Planned interventions training.
VI. Questionnaires filled by participants
VII. Training is identified from a list which has been proposed by the trainingdepartment, by the employee based on his needs and aptitude.
VIII. Self analysis
IX. Depending on the type and nature of job being handled
X. Discussions at departmental levels
XI. Keeping in mind the career map of an employee and also the functionalrequirements.
2. Are you employees involved in identifying their training needs/areas oftraining?
RESPONSE No. of respondents saying
Yes 18
No 2
3. What are the various areas in which training is imparted?
i Company policies and procedures ii Functional skills
iii Human relations iv Problem solving
v Managerial and supervisory training vi Apprentice training
vii Creativity viii Strategic planning
ix Computers x Cross-functional skills
4. In future, what according to you would be the potential areas of training?
i. Computer programming
ii. Core technical areas
iii. Management related
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iv. Work culture and discipline
v. Objectives of organization
vi. HRD/HRM
vii. Strategic management
viii. Corporate governance
ix. Behavioral and emotional training
x. Interpersonal and interactive skills
xi. Adaptability to change in future
xii. Problem solving
xiii. Communication skills
5. What are the various training methods employed?
On the job
i. different locations with the location in charge
ii. practical work
Off the job
i. lectures
ii. audio-visual aids
iii. simulations
iv. discussions
v. seminars
vi. workshops
vii. project work
6. Do you think the methods used are relevant and effective?
Response No. of respondents saying
Yes 17
No 3
7. What are your objectives in attending a training programme?
i. gain knowledge in your area
ii. to enjoy social get together
iii. develop competencies
iv. self development
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v. personal satisfaction as well as taking a break from continuous and strenuouswork
vi. overcome mental blockage0 and eliminate complacency
8. Do you think your objective of attending the training program is normally
achieved?
Response No. of respondents saying
Yes 19
No 1
9. What according to you are the key areas in which training should be imparted?
i. Technical skills
ii. Managerial skills
iii. Computersiv. Functional areas
v. Interpersonal relations
vi. Self development
vii. Behavioral skills
viii. Handling workforce in the age group of 45-50 years
ix. Human relations.
x. Communication skills
10. Are you provided with adequate continuing training to keep you abreast of the
changes in the environment?
Response No. of respondents saying
Yes 12
No 8
11. What are the methods used to evaluate the effectiveness of a trainingprogramme?
i. feedback after training
ii. improvement in performance
iii. written test/exam
12. Does the management take into consideration your opinion on the trainingprogramme?
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RESPONSE No. of respondents
Yes 11
No 9
13. Identify the shortcomings in the programmes, if any, regarding the following?
1. physical arrangements
2. faculty
3. training methods
4. contents of the program
14. Have you communicated these problems to the management?
Response No. of respondents saying
Yes 6
No 3
Not applicable 11
15. In what way would you like to be involved in improving/ planning the trainingprogram in future?
R Individualviews
Commn.Meeting
Survey Suggestion box
F/b on PA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
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14.
15.
16.
17.
18.
19.
20.
Totalresponses
9 6 10 3 4
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Annexure -2
TRAINEE'S PROGRAM REACTION SHEET
Name (optional) .
Ticket No. (Optional) . Divn/Dept.
Program Title .
Program duration to
Please take some time, thinkabout the program andindicate your option in eachsection by putting a tickmark.
1. COURSE RELEVANCE AND STRUCTURE:
0 1 2 3 4 5
How relevant to you feel the course is to you?
Did the course meet the objectives as you understoodthem?
How well did the course meet you specific needs?
How was the ratio of lecture to discussion?
General comment/or explain low rating.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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2. PROGRAM EFFECTIVENESS:
2.1 CONTENT:
was the subject level
too advanced/too elementary/ about right
2.2 FACULTY EVALUATION:
Please rate the faculty according to the given below:
Poor ------------------------------------------------------- Excellent
1 2 3 4 5
Name ofFaculty
How welldid hestateobjective.
How welldid hekeep thesessionalive andinteresting?
How welldid hesummariesduring thesession
How welldid hemaintain afriendlyand helpfulmanner
How welldid heillustrateand clarifythe doubts
2.3 Was there any more topics which should have been included? If so please specify.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
------------------------
2.4 What would have made the session more beneficial/effective to you?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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2.5 Additional comments or suggestions (facilities, room, meals, schedules etc.)
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
2.6 Over all rating: Considering the general of the course, how would you rate it on ascale of five?
--------------------------------------------------------------------------------------
Remarks for Further Improvement
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
ANNEXURE -3
REACTION SHEET BY CO-ORDINATOR/PERSONNEL MANAGER
Speaker: -------------------------------------------------------------------------
Subject: --------------------------------------------------------------------------
Date: --------------------------------------------- To ----------------------------
A. Preparation
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Very much so To some extent No
1. Did he preparefor thetraining/seminar?
2. Was hispresentationgeared to thegroup?
B. CONDUCTING
Very muchso To someextent No
(1). Did he read his material?
(2). Did he hold the interest of thegroup?
(3). Was he enthusiastic/dynamic?
(4). Did he use visual aids?
(5). Did he present the material clearly
(6). Did he help the group to apply thematerial?
(7). Did he adequately cover thesubject?
(8). Did he summarize the summariseduring the session and at the end?
(9). Did he involve the group?
C. Constructive comments for future sessions.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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Annexure4
QUESTIONNAIRE
Interview-Schedule
1. How do you determine your training needs in your organization?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------------------------------
2. What are the different types of training program you have in the organization?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------------------------------
3. Approximately how many days in a year you give training to a particular employee?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
4.1 If no, how many days to management s staff and how many to workers?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------
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5. What is the ratio of in-house and outside training program?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
1. Which one (in-house or outside training) do you think is more beneficial to the
organization and why?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
2. Do you evaluate your training program?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
3. If yes, what is the methodology of evaluating the training program?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
4. Do you evaluate the training program in different stages (reaction level, learning
level, job behavior level and result)?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------------------
5. Do you have any system of making action plan or job improvement plan by the
trainee after he undergoes the training
---------------------------------------------------------------------------------------------------------------------
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---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------
6. If yes, then are you gaining from this action plan and how?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
7. Do you think it is difficult to evaluate the entire training program?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------
8. If yes, then what are the different training programs which are difficult to evaluate?
---------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
9. How do you evaluate the behavioral training program?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
10. Who all are involved in the evaluation process (superior, subordinate, peers, trainer
and co-coordinator)?
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------
11. If you have not evaluated your training programs till now then are you planning to
evaluate them in the near future?
---------------------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------------------
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12. If yes, then why now, and what will be the methodology?
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BIBLIOGRAPHY
Mamoria, C.B and Gankar, S.V (2002) Personnel Management Published byHimalaya Publishing House.
Virmani, B.R. And Seth Premila (1985) Evaluating Management Training andDevelopment Published By Vision Book Pvt Ltd
Training and Development - a perspective Harward Business Review 2000
Economic Times, Business World
www.indiainfoline.com
www.bharti.com
www.airtelworld.com
http://www.indiainfoline.com/http://www.indiainfoline.com/http://www.bharti.com/http://www.bharti.com/http://www.bharti.com/http://www.indiainfoline.com/