UPDATED Training & Development

8/10/2019 UPDATED Training & Development

1/80

A

PROJECT REPORT

ON

TRAINING AND DEVELOPMENT

IN

Submitted to

In the partial fulfillment of the requirement for the award of MBA degree

Submitted by:

DEPARTMENT OF MANAGEMENT


2/80

ACKNOWLEDGEMENT

It is a great opportunity & pleasure for me to express my profound gratitude towards all

the individuals who directly or indirectly contributed towards completion of this report .

Working on this report was a great fun, excitement, challenges and a new exposure in the

field of Human Resource.

I am greatly indebted to underwhose guidance and concern i am able to bring the report

into its real shape.

I am thankful to all faculty members of management department in providing me useful

guidance for the completion of this report.

I convey my gratitude to all those who are directly or indirectly related in the completion

of this proect report.

!inally I would be failing in my duty if I don"t express my thanks to the respondents

whom I visited and took their valuable time to answer my #uestionnaire.


3/80

DECLARATION

I here by solemnly declare

that the proect titled $training and development is my original as all the

information, facts and figure in this report is based on my own experience and

study during my proect procedures.


4/80

PREFACE

%artial knowledge is an impotent suffix to theoretical knowledge one cannot

merely rely upon the theoretical knowledge. 'lassroom make the fundamentalconcept clear, but practical survey in a firm has significant role to play in a

subect of (usiness )anagement to develop managerial skills, it is necessary that

they combine their classroom"s learning with the knowledge of real business

environment.


5/80

I am extremely happy to place before the esteemed *eachers+)anagement the

Report of the proect entitled *raining and -evelopment.

It has not only helped me to enhance my knowledge about various fields of

Human Resources & 'ompany responsibilities towards their welfare but also

gave new dimension to my knowledge about psychology & attitude of the

mployees towards the work & their duties.

TABLE OF CONTENTS

/0.12 'H3%*R 13)/ %34 12/

5

INTRODUCTION

A. OBJECTIE OF STUD!

B. S"ope o# t$e %t&d'

C. (et$odolog'

D. Limitation

6

INDUSTR! AND CO()AN!

)ROFILE

7

LITERATURE REIE*

8

TRAININ+ AND DEELO)(ENT IN REID

,TA!LOR


6/80

9

ANAL!SIS AND INTER)RETATION

:

RECO((ENDATIONS

BIBLIO+RA)-!

ANNEURE

/UESTIONNAIRE

EECUTIE SU((AR!

very organi;ation needs to have well trained and experienced people to perform the

activities that have to be done. If current or potential ob occupants can meet these

re#uirements, training is not important. When this not the case, it is necessary to raise the

skills levels and increase the versatility and adaptability of employees.It is being increasing common for individual to change careers several times during their

working lives. *he probability of any young person learning a ob today and having

those skills go basically unchanged during the forty or so years if his career is extremely

unlikely, may be even impossible. In a rapid changing society employees training is not

only an activity that an organi;ation must commit resources to if it is to maintain a viable

and knowledgeable work force.*he entire proect talks about the training and


7/80

development in theoretical as well as new concepts, which are in trend now. Here we

have discussed what would be the input of training if we ever go for and how can it be

good to any organi;ation in reaping the benefits from the money invested in terms like

*raining being in different aspect likes integrating it with organi;ational culture. *he best

and latest available trends in training method, the benefits which we can derive out of it.

How the evaluation should be done and how effective is the training all together. /ome of

the companies practicing training in uni#ue manner a lesson for other to follow as to how

train and retain the best resource in the world to reap the best out of it.

-evelopment is integral part of training if somebody is trained properly and efficiently

the developments of that individual and the company for whom he is working. Here we

discussed about development of employees, how much to identify the needs, and after

developing how to develop executive skill to sharpen their knowledge. 0earning should

be continues process and one should not hesitate to learn any stage. 0earning and

developing is fast and easy at Reid & *aylor.


8/80

Chapter-1

INTRODUCTION

OBJECTIES OF T-E STUD!

SCO)E OF T-E STUD!

(ET-ODOLO+!

LI(ITATIONS OF T-E STUD!

INTRODUCTION

3s a part of the curriculum of )(3


9/80

position with increased responsibilities. However individual growth is not and ends in

itself. 2rgani;ational growth need to be measured along with individual growth.

*raining refers to the teaching or learning activities done for the primary purpose of

helping members of an organi;ation to ac#uire and apply the same. (roadly speaking

training is the act of increasing the knowledge and skills of an employee for doing a

particular ob.

In today@s scenario change is the order of the day and the only way to deal with it is to

learn and grow. mployees have become central to success or failure of on organi;ation

they are the cornucopia ideas. /o it high time the organi;ation reali;e that $train and

retain is the mantra of new millennium.A

OBJECTIES OF T-E STUD!

*he specific obectives of the study areB *o examine the effectiveness of training in overall development of skills of

workforce. *o examine the impact of training on workers.

*o study the changes in behavioral pattern due to training.

*o find out new methods of training and development in Reid & *aylor.

I have tried to take a view on the topic in a practical manner, so that the feedback can be

provided to the organi;ation.

(EANIN+ OF RESEARC- , DEFINITION


10/80

Research refers to a search for knowledge. 2nce can also define research as a scientific

and systematic search for pertinent information on a specific topic.

Research is an art of scientific investigation.

/ystemati;ed effort to gain new knowledge CRedman and )aryD It is a voyage of discovery

(ET-ODOLO+!

)ethodolgy can be defined as?

$*he analysis of the principles of methods, rules, and postulates employed by a

disciplineA.

$*he systematic study of methods that are, can be or have been applied within a

disciplineA.

$3 particular procedure or set of proceduresA.

)ethodology includes a collection of theories, concepts or ideas as they relate to a

particular discipline or field of in#uiryB

)ethodology refers to more than a simple set of methods Drather it refers to the rationale

and the philosophical assumptions that underlie a particular study relative to the scientific

method. *his is why scholarly literature often includes a section on the methodology of

the researchers. *his section does more than outline the researchers@ methods might

explain what the researchers@ ontological orepistemological views are.

3nother key


11/80

when, and why. In the documentation of the processes that make up the discipline, that is

being supported by this methodology, that is where we would find the methods or

processes. *he processes themselves are only part of the methodology along with the

identification and usage of the standards, policies, rules, etc.

Researchers acknowledge the need for rigor, logic, and coherence in their methodologies,

which are subect to peer review.

RESEARC- (ET-ODOLO+!

%rimary data was collected through

Euestionnaires

%ersonal observations

/econdary data was collected through

1ewspapers

)aga;ines


12/80

Internet

SA()LE SI0E

/ample si;e is decided under three decisionsB

5? /ample /i;e unit F Reid & *aylor

6? /ample /i;e 1o. ? 69 /taff members.

7? /ample si;e method ? Rating )ethod

)ERIOD OF T-E STUD!

*he period of the study consists of 89 days in a reputed industrial organi;ation, which is

the manufacture of !abrics situated at nanangud, mysore.

Data "olle"tion1-ata was collected through both primary and secondary sources. *he

primary data was collected through administration of #uestionnaire through personalobservation. /econdary source includes article from maga;ines. 'ompany"s manual and

Internet was also used to collect data


13/80

Gexact position of performance of employees through their feedback

G -evelopment of the employees through various training and development

programs.

G-eveloping altered of unbiased treatment to all employees

LI(ITATION OF STUD!


14/80

-uring my training period although the management and plant personnel were

very co?operative & extended their full support, yet there were following

limitations associates with my study which I would like to mentionB

-ue to the busy schedule of an organi;ation I was unable to grasp the precious

words of the HR- )anager.


15/80

CHAPTER -2

Industry profile

*he Te2tileind&%tr' inIndiatraditionally, after agriculture,is the only industry that has

generated huge employment for both skilled and unskilled labor in textiles. *he textile
http://en.wikipedia.org/wiki/Textilehttp://en.wikipedia.org/wiki/Indiahttp://en.wikipedia.org/wiki/Indiahttp://en.wikipedia.org/wiki/Textile


16/80

industry continues to be the second largest employment generating sector in India. It

offers direct employment to over 79 million in the country.C5D*he share of textiles in total

exports was 55.8 during 3prilFJuly 65, as per the )inistry of *extiles. -uring

6K?65, Indian textiles industry was pegged at L/M99 billion, :8 of which servicesdomestic demand.C5DIn 65, there were 6,9 textile weaving factories and 8,579 textile

finishing factories in all of India.

History[edit]

*he archaeological surveys and studies have found that the people of Harrapan

'ivili;ationC7Dknew weaving and the spinning of cotton four thousand years ago.

Reference to weaving and spinning materials is found in the Nedic 0iterature also.

*here was textile trade in India during the early centuries.3 block printed and resist?dyed

fabrics, whose origin is from 4uarat is found in tombs of !ostat, gypt. C7D*his proves

that Indian export of cotton textiles to the gypt or the 1ile 'ivili;ation in medieval

times were to a large extent.0arge #uantity of north Indian silk were traded through the

silk route in 'hinaC8Dto the western countries. *he Indian silk were often exchanged with

the western countries for their spices in the barter system. -uring the late 5Oth and 5Pth

century there were large export of the Indian cotton to the western countries to meet the

need of the uropean industries during industrial revolution. 'onse#uently there was

development of nationalist movement like the famous /wadeshi movement which was

headed by the 3urobindo 4hosh.

*here was also export of Indian silk, )uslin cloth of (engal, (ihar and 2rissa to other

countries by the ast Indian company. (hilwara is known as textile city.

Production in decentralised sector[edit]

India is the second largest producer of fibre in the world and the maor fibre produced

is cotton. 2ther fibres produced in India include silk,ute, wool, and man?made fibers.
http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-cci-1http://en.wikipedia.org/wiki/Ministry_of_Textiles_(India)http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-cci-1http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=1http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-indiamart_history-3http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-indiamart_history-3http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-4http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=2http://en.wikipedia.org/wiki/Cottonhttp://en.wikipedia.org/wiki/Silkhttp://en.wikipedia.org/wiki/Jutehttp://en.wikipedia.org/wiki/Woolhttp://en.wikipedia.org/wiki/Man-made_fibershttp://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-cci-1http://en.wikipedia.org/wiki/Ministry_of_Textiles_(India)http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-cci-1http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=1http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-indiamart_history-3http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-indiamart_history-3http://en.wikipedia.org/wiki/Textile_industry_in_India#cite_note-4http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=2http://en.wikipedia.org/wiki/Cottonhttp://en.wikipedia.org/wiki/Silkhttp://en.wikipedia.org/wiki/Jutehttp://en.wikipedia.org/wiki/Woolhttp://en.wikipedia.org/wiki/Man-made_fibers


17/80

: of the Indian textile Industry is cotton based.

*he strong domestic demand and the revival of the conomic markets by 6K has led to

huge growth of the Indian textile industry. In -ecember 65, the domestic cotton price

was up by 9 as compared to the -ecember 6K prices. *he causes behind high cottonprice are due to the floods in %akistan and 'hina.India proected a high production of

textile


18/80

*he /ericulture and /ilk /ectorB India is the 6nd largest producer of silk in the

world. India produces 5P of the world"s total silk. )ulberry, ri, *asar, and )uga

are the main types of silk produced in the country. It is a labor?intensive sector.

Indian Textile Policy[edit]

4overnment of India passed the 1ational *extile %olicy in 6

Textile r!anisation[edit]

*he Indian *extile industries is mainly dominated by some government, semi government

and private institutions.

*he maor functions of the ministry of *extile areB

(hilwara *extiles Industry

*extile %olicy & 'oordination

)an?made !iber Industry

'otton *extile Industry

Jute Industry

/ilk and sericulture Industry

Wool Industry

-ecentrali;ed %owerloom /ector

xport %romotion

%lanning & conomic 3nalysis
http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=3http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=4http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=3http://en.wikipedia.org/w/index.php?title=Textile_industry_in_India&action=edit&section=4


19/80

!inance )atters

Information *echnology


20/80

Jute 'orporation of India0td.


21/80

(ombay *extiles Research 3ssociation, )umbai

Indian Jute Industries Research association, Qolkata

)an?made *extiles Research 3ssociation, /urat

/ynthetic and art silk F)ills Research 3ssociation, )umbai

Wool Research 3ssociation, *hane

1orthern India *extiles Research 3ssociation


22/80

CO()AN! )ROFILE

ABOUT REID AND TA!LOR


23/80

*he S. 3&mar%4roup is an Indianconglomeratewith interests in textiles, apparels,

energy, e?commerce, I*/, leisure and retailing sectors. *he flagship company of the

group, S. 3&mar% Nation4ide

Limitedor S3NL


24/80

In 5KKP, /. Qumars entered into a collaboration with Reid & *aylor of /cotlandfor

manufacturing and marketing the Reid & *aylor worsted suiting in India. In 6:, /Q10

launched 'armichael House, a complete range of home linen products and accessories.

C7D

In 6:, /Q10 launched (elmonte, a youth menswear brand that had both fabric and

ready?to?wear garments under one label. It cliams to be India"s only youth brand to offer

*otal Wardrobe /olutions ? !abric, 3pparel and accessories.

In 6O, the prestige clothing brand /tephens (rothers was licensed to /Q10 in India. It

was launched in -ecember 6O, to introduce the nglish cut & style to Indian consumer.

*he brand is now owned by the LQ 4roup 3ustin Reed.

[edit]Other sectors

In 5KPP, /. Qumars established a two?wheeler tyres and tubes manufacturing facility at

%ithampur in )adhya %radesh. It also entered into an alliance with 3pollo *yres, for

marketing and growth.

*he )aheshwarHydro lectric %roect, located at)andleshwarin )adhya %radesh was

awarded to /. Qumars 4roup in 65, on build, own and operate basis. However this

proect is still to be completed. *he proect became controversial due to non?payment on

various occasions by /. Qumars.Ccitation neededD

0andmarc 0eisure 'orporation 0imited was established as /. Qumars" leisure and

entertainment business arm. It was originally found to set up a chain of family

entertainment centers across India, the first two being launched in Worli


25/80

/. Qumars 2nline 0td.
http://en.wikipedia.org/wiki/ITEShttp://en.wikipedia.org/wiki/Hartmarx_Corporationhttp://en.wikipedia.org/w/index.php?title=S._Kumars&action=edit&section=5http://en.wikipedia.org/wiki/ITEShttp://en.wikipedia.org/wiki/Hartmarx_Corporationhttp://en.wikipedia.org/w/index.php?title=S._Kumars&action=edit&section=5


26/80

*o be launched

[edit]Reid % Taylor &India' (i)ited

/. Qumars ac#uired rights for manufacturing and marketing the Reid & *aylor worsted

suiting in India in 5KKP. Reid & *aylor was originally started by a /cottish man named

3lexander Reid in the 5P7s. *he concern, financed by Joseph *aylor, went on to become

a notable worsted suiting brand. /. Qumars set up a luxury suiting plant at )ysorein

5KKP for Reid & *aylor


27/80

CHAPTER-*

LITERATURE REIE*

ABOUT

TRAININ+ AND DEELO)(ENT

Training and developmentis a function of human resource managementconcerned with

organi;ational activity aimed at bettering the performance of individuals and groups
http://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Human_resource_management


28/80


29/80

resources, and performance. *heparticipantsare those who actually undergo the

processes. *hefacilitatorsare Human Resource )anagement staff. 3nd theprovidersare

specialists in the field. ach of these groups has its own agenda and motivations, which

sometimes conflict with the agendas and motivations of the others.

C9D

*he conflicts that are the best part of career conse#uences are those that take place

between employees and their bosses. *he number one reason people leave their obs is

conflict with their bosses. 3nd yet, as author, workplace relationship authority, and

executive coach, -r. John HooverC:Dpoints out, *empting as it is, nobody ever enhanced

his or her career by making the boss look stupid. C5D*raining an employee to get along

well with authority and with people who entertain diverse points of view is one of the

best guarantees of long?term success. *alent, knowledge, and skill alone won"t

compensate for a sour relationship with a superior, peer, or customer.

*ypical roles in the field include executive and supervisory+management development,

new?employee orientation, professional?skills training, technical+ob training, customer?

service training, sales?and?marketing training, and health?and?safety training. Job titles

may include vice?president of organi;ational effectiveness, training manager or director,

management development specialist,blended?learningdesigner, training?needs analyst,

chief learning officer, and individual career?development advisor.

*alent development is the process of changing anorgani;ation, its employees,

itsstakeholders, and groups of people within it, using planned and unplanned learning, in

order to achieve and maintain a competitive advantage for the organi;ation. Rothwell

notes that the name may well be a term in search of a meaning, like so much in

management, and suggests that it be thought of as selective attention paid to the top 5

of employees, either by potential or performance.CODCPD

While talent development is reserved for the top management it is becoming increasingly

clear that career developmentis necessary for the retentionof any employee, no matter
http://en.wikipedia.org/wiki/Training_and_development#cite_note-5http://en.wikipedia.org/wiki/Training_and_development#cite_note-6http://en.wikipedia.org/wiki/Training_and_development#cite_note-6http://www.amazon.com/dp/1564147045http://en.wikipedia.org/wiki/Blended-learninghttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Employeehttp://en.wikipedia.org/wiki/Stakeholder_(corporate)http://en.wikipedia.org/wiki/Stakeholder_(corporate)http://en.wikipedia.org/wiki/Training_and_development#cite_note-7http://en.wikipedia.org/wiki/Training_and_development#cite_note-8http://en.wikipedia.org/wiki/Employee_retentionhttp://en.wikipedia.org/wiki/Training_and_development#cite_note-5http://en.wikipedia.org/wiki/Training_and_development#cite_note-6http://www.amazon.com/dp/1564147045http://en.wikipedia.org/wiki/Blended-learninghttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Employeehttp://en.wikipedia.org/wiki/Stakeholder_(corporate)http://en.wikipedia.org/wiki/Training_and_development#cite_note-7http://en.wikipedia.org/wiki/Training_and_development#cite_note-8http://en.wikipedia.org/wiki/Employee_retention


30/80

what their level in the company. Research has shown that some type of career path is

necessary forob satisfactionand hence ob retention. %erhaps organi;ations need to

include this area in their overview of employee satisfaction.

*he term talent development is becoming increasingly popular in several organi;ations,

as companies are now moving from the traditional term training and development. *alent

development encompasses a variety of components such as training, career development,

career management, and organi;ational development, and training and development. It is

expected that during the 65st century more companies will begin to use more integrated

terms such astalent development.

Washington 4roup International, in their paper *he 1uclear Renaissance, 3 0ife 'ycle

%erspectiveCKDdefined two logical laws of talent developmentB

!irst law of talent developmentB *he beginnings of any technology?rich business

are all characteri;ed by a shortage of large numbers of technically trained people

needed to support ultimate growth

/econd law of talent developmentB *he resources will come when the businessbecomes attractive to the best?and brightest who adapt skills to become part of an

exciting opportunity

Talent developmentrefers to an organi;ation"s ability to align strategic training and career

opportunities for employees. *raining can sometimes also be referred to as a tool for

change management and improved organi;ational culture. Referring to a study conducted

in India titled *2 I-1*I!S *H *R3I1I14 31- -N02%)1* %R3'*I'/

!2002W- I1 2R431IT3*I21B 3 case study of (irla 'ement Work, Raasthan, it

was found that trainees


31/80

their knowledge among their colleagues which is improving the work culture among the

organi;ation. C5D

*raining and development practices also have their importance for professional education

educators also. 3s there is a need to evaluate the benchmark practices followed for

professional education educators to find out that whether the training programme which

they opt is according to their training need or they are selecting these training

programmes at random/2LR'. C55D

Lnderstanding 0earning and -evelopment

It"s ama;ing how so many of us go through so many years of schooling, but have such

little understanding of learning and development. (efore reading about the many aspects

of learning and development in this topic in the 0ibrary, including learning and

development programs and practitioners, it"s best to start with a basic understanding of

what learning and development is and how to best benefit from it. 3lso, it"s useful to

understand the common terms and the sometimes subtle differences between them.

(asic *erms in *raining and -evelopment


32/80

motivate others to participate as well. %erhaps one of the biggest benefits is the

appreciation that you can be learning all the time, even if you are not in a formal training

program.

mployment *raining and -evelopmentB Reasons and (enefits

Relationship of 0earning and -evelopment to %erformance

We tend to assume that training leads to learning, which leads to doing better in our lives

and work ?? it leads to increased performance. However, you will very likely get more out

of your trainings and be more successful in promoting trainings to others if you

understand more about the relationship between training and performance. *hat

understanding is especially useful when designing training to increase performance or to

redesign training programs that don"t seem to be as successful as you wish.

*ying *raining to %erformance


33/80

*ypes of 3ctivities for 0earning and -evelopment

*here are many approaches to learning and development and many types of activities that

can be undertaken to learn. We"re most used to thinking of the formal, other?directed

activities, such as attending courses or lectures. However, most of the types of learningare informal and unstructured. 3n awareness of these other types will broaden your

possibilities for intentional learning and for designing training for yourself and others.

Narious Ideas for 0earning 3ctivities

)ovements in 2rgani;ational *raining and -evelopment

*he field


34/80

us might not be used to thinking of the following as programs in the workplace, but they

are.

2verviews of Narious !ormal *raining %rocesses

2rienting 1ew mployees


35/80

*he integration of the overall outcomes, obectives and

activities and also how they will be evaluated comprise the de%ignof the learning and

development program. 0earning obectives often are described in terms of new learning

?? new knowledge, skills and competencies.

-esigning *raining %lans and 0earning 2bectives

3--I %hase 7 ?? -eveloping *raining 3ctivities and )aterials

1ow it"s important to get even more clear on what resources must be obtained and

developed in order to undertake the activities to achieve the obectives. Resource might

include certain expertise, facilities and technologies. -evelopment might include several

trainers and learners reviewing the design of the training to ensure it meets their nature

and needs.

-eveloping *raining 3ctivities and )aterials
http://managementhelp.org/training/methods/formal-isd-and-addie.htmhttp://managementhelp.org/training/systematic/guidelines-to-design-training.htmhttp://managementhelp.org/training/systematic/needs-assessment.htmhttp://managementhelp.org/training/systematic/designing-training.htmhttp://managementhelp.org/training/systematic/developing-training-materials.htmhttp://managementhelp.org/training/methods/formal-isd-and-addie.htmhttp://managementhelp.org/training/systematic/guidelines-to-design-training.htmhttp://managementhelp.org/training/systematic/needs-assessment.htmhttp://managementhelp.org/training/systematic/designing-training.htmhttp://managementhelp.org/training/systematic/developing-training-materials.htm


36/80

3--I %hase 8 ?? Implementing Sour *raining %rogram

1ow you"re ready to have trainers and learners participate in the program, to undertake

the activities and evaluations of learning. Implementation often results in refining the

original design of the training program.Implementing *rainingB 'onducting the *raining with 0earners

3--I %hase 9 ?? valuating Sour *raining %rogram

3s trainers and learners participate in the program, evaluation should occur of the #uality

of the activities and the extent of achievement of the obectives. 3fter the program,

evaluation should occur to assess the extent of achievement of the overall goals of the

program. valuation might focus on short?term, intermediate and long?term outcomes.

valuating *raining and Results


37/80

'hief 0earning 2fficers

'oaches

!acilitators

Human %erformance *echnologistsHuman Resource /pecialists

2rgani;ation -evelopment %ractitioners

%opular ducation for 0earning and -evelopment and /ocial 'hange

%erformance 'onsultants

*rainers


38/80

R/2LR'/ !2R *3'HR/ 31- *R3I1R/

*ips and *ools for *rainers and *eachers

(efore reading about more specific tips and tools for trainers and teachers, it"s important

to have a basic understanding of training and development, in general. /o be sure to at

least scan the list of topics listed at the top of this page in order to understand the broader

aspects of training and development. *hen see

*ips and *ools for *rainers and *eachers

/tarting a *raining (usiness

*his topic assumes that you already have some expertise in training and are thinking

about starting a business to be a professional trainer. *he guidelines in this topic are

focused on helping you to start a new organi;ation, expand a current organi;ation, or start

a new service. If you do not yet have expertise in training, you should review much of the

contents of the topic *raining and -evelopment, and then certainly practice training in a

variety of venues, including with evaluation from other trainers and participants in your

trainings.

How to /tart a *raining (usiness

4eneral Resources

2nline Resources for *raining and -evelopment

2nline ducational -irectories

!ree *raining %rograms

*he challenges associated with the changing nature of work and the workplace

environment are as real for the campus as elsewhere. Rapid change re#uires a skilled,

knowledgeable workforce with employees who are adaptive, flexible, and focused on the

future.

3s a manager, one of your key responsibilities is to develop your staff. *he %hilosophy of

Human Resources )anagement


39/80

ncourage growth and career development of employees by coaching, and by helping

employees achieve their personal goals at L'/! and beyond...Cyou can developD human

resources by providing ade#uate training... encouragement of staff development, and

opportunities for growth.

*he campus recogni;es that employee development re#uires a shared responsibility

among the institution, you, and the employee. In this partnershipB

T$e in%tit&tion

nsures that policies and programs facilitate the continuing development of staff

!o&

Work with staff toB assess and provide feedback on their skills and interests select

training and development activities that match their career development obectives and

ob needs use the Development , Training "atalogas a tool to tell employees about

training and development opportunities on campus and to create an annual development

plan stay informed of current policies and practices that support employee development

follow up with employees after a learning activity to integrate new skills and knowledge

into their responsibilities

T$e emplo'ee

*akes initiative to assess skills and interests and seek development activities that match

needs works with you to identify training and development obectives

)ost employee development and training programs fall under the following categoriesB

)anagement -evelopment 'areer -evelopment (asic /kills %rofessional /kills

*echnical *raining /upervisory /kills
http://ucsfhr.ucsf.edu/index.php/training/http://ucsfhr.ucsf.edu/index.php/training/


40/80

Sour support of training and development creates a Win for the employee and for your

workplace. Sou will haveB

mployees with upgraded skills, working to their full potential and e#uipped to deal with

the changing demands of the workplace employees with higher morale, career

satisfaction, creativity, and motivation increased productivity and responsiveness in

meeting departmental obectives

Career Development

(anagement Development

Ot$er Re%o&r"e%

Career Development

'areer development is the ongoing ac#uisition or refinement of skills and knowledge,

including ob mastery and professional development, coupled with career planning

activities. Job mastery skills are those that are necessary to successfully perform one"sob. %rofessional development skills are the skills and knowledge that go beyond the

scope of the employee"s ob description, although they may indirectly improve ob

performance.

/ince career development is an ongoing, dynamic process, employees may need

encouragement and support in reviewing and re?assessing their goals and activities. Sou

are in a key position to provide valuable feedback and learning activities or resources.

!ormal training and classes away from the ob are effective in providing new

information, but adult learners also need to practice new skills. *herefore, you can

contribute significantly to your staff member"s career development by supporting career

development activities within your department.
http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-11-employee-development-training/#674http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-11-employee-development-training/#673http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-11-employee-development-training/#676http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-11-employee-development-training/#674http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-11-employee-development-training/#673http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-11-employee-development-training/#676


41/80

Guiding Principles

Sour support for career development is important becauseB

'urrent information about the organi;ation and future trends helps employees

create more realistic career development goals

!ocus on skill development contributes to learning opportunities

2pportunities for promotion and+or lateral moves contribute to the employee"s

career satisfaction

3 greater sense of responsibility for managing one"s own career contributes to self?

confidence

'areer planning and development clarifies the match between organi;ational and

individual employee goals

It"s cost?effective to use your own staff talent to provide career development

opportunities within your department

'areer development increases employee motivation and productivity

3ttention to career development helps you attract top staff and retain valued

employees

/upporting career development and growth of employees is mandated by the

%hilosophy of Human Resources )anagement

How to Support Career Development

Refer to theEmplo'ee Development , Trainingcatalog for the career

development course listings.
http://ucsfhr.ucsf.edu/index.php/training/http://ucsfhr.ucsf.edu/index.php/training/http://ucsfhr.ucsf.edu/index.php/training/


42/80

3nnually, conduct an individual development plan and career discussion with

employees and re#uire other supervisors in your department to do the same.

Hold supervisors in your department accountable for supporting employee

development efforts.

'reate programs and activities to provide skill development, such as ob rotation,

cross?training, mentoring, internships, coaching, and career strategy groups.

Recogni;e that your role includes providing support and+or release time for staff

members" development beyond their current obs. Refer to the Ed&"ation and

Development Leave poli"'and the Fle2time S"$ed&ling1 +&ideline% and

)ro"ed&re% poli"'.

/upport re#uests for alternate work schedules from staff members.

/erve as a role model by participating in career and professional development

opportunities yourself.

/ee staff members" applications for other positions as a healthy sign of a dynamic

workplace.

/upport lateral moves within your organi;ation.

Refer employees to the /taff Internship %rogram to explore opportunities to apply

for career development internships or self?initiate an internship in an area of

special interest.

'reate ob vacancy listings that allow for the most diverse applicant pool while

honoring transferable skills.
http://ucsfhr.ucsf.edu/index.php/policies/article/651http://ucsfhr.ucsf.edu/index.php/policies/article/651http://ucsfhr.ucsf.edu/index.php/policies/article/655http://ucsfhr.ucsf.edu/index.php/policies/article/655http://ucsfhr.ucsf.edu/index.php/policies/article/651http://ucsfhr.ucsf.edu/index.php/policies/article/651http://ucsfhr.ucsf.edu/index.php/policies/article/655http://ucsfhr.ucsf.edu/index.php/policies/article/655


43/80

Role% !o& Can )la'

'23'HB Helps employees identify strengths, weaknesses, interests, and values by

maintaining open, effective communication and ongoing encouragement. Sou can

improve your coaching byB

ncouraging two?way dialogue

/howing employees how to identify their skills, interests, and values

/cheduling uninterrupted career development discussions

3-NI/2RB %rovides organi;ational information, realities, and resources to employees.

Sou can improve your advising byB

Helping employees develop realistic career goals based on your department"s

needs and their individual development plans

Helping employees understand the current opportunities and limitations on the

campus

3dvising employees on the feasibility of various career options

3%%R3I/RB valuates employees" performance in an open, candid way and relates this

to potential opportunities. Sou can improve your appraisal skills byB

%roviding fre#uent feedback in a way that fosters development

'onducting performance appraisals that define strengths, weaknesses, and career

development needs

Relating current performance to future potential in realistic ways


44/80

Lsing an individual development plan as a tool for continual feedback and

development

R!RR30 341*B Helps employees meet their goals through contacts with people

and resources. Sou can improve your referral agent skills byB

Helping employees formulate development plans and consulting on strategies

%roviding opportunities for experience, exposure, and visibility, such as

committees and task forces=

Lsing personal resources who you know and what you know to createopportunities

3ssisting in seeking employees" placement lateral or vertical

(anagement Development

*he management and leadership development process is flexible and continuous, linking

an individual"s development to the goals of the ob and the organi;ation. )anagement

development programs on campus give you the opportunity to develop a broad base of

skills and knowledge that can be applied to many obs on campus. -&*"s management

development curriculum is changing. *he overarching goal is a comprehensive

curriculum for managers and supervisors to develop the necessary core competencies to

become excellent leaders. *he mployee Relations Lnit also provides training for

managers and supervisors, along with performance management tools. xpanding

management core competencies will enable campus managers to keep pace with thedemands of a changing organi;ation. nroll in the /upervisory 'ertificate %rogram

courses to learn more about supervisory core competencies and roles at the -&* Co&r%e

Enrollment Catalog.
http://training.ucsf.edu/http://training.ucsf.edu/http://training.ucsf.edu/http://training.ucsf.edu/


45/80

Guiding Principles

)anagement development activities canB

ncourage growth and career development of employees as stated in the

%hilosophy of Human Resources )anagement

Improve skills and knowledge that can be immediately applied at work

Increase motivation and ob satisfaction

'reate a network of colleagues for problem?solving and support

%romote communication and planning throughout campus and department

networks

How to Support Management Development

)odel the behavior you are encouraging don"t neglect your own development.

-iscuss and create a development plan during the performance planning cycle.

ndorse employees attending classes and activities that support development plans

and goals.

-iscuss what the employee learned in classes and support integrating new

ideas+methods.

%rovide timely behavioral feedback on performance and discuss ways to improve

and develop further.

%rovide opportunities for your employees to develop through mentoring, cross?

training, internships, campus staff organi;ations, professional associations,


46/80

committee and task force assignments, skill assessment programs, and university

degree and extension programs.

Ot$er Re%o&r"e%

*he

Emplo'ee Development , Training Unitin Human Resources

mployee -evelopment & *raining course listings

(anagement S7ill% A%%e%%ment )rogram

CHAPTER- +

TRAININ+ AND DEELO)(ENT

IN

Reid , Ta'lor
http://ucsfhr.ucsf.edu/index.php/training/http://msap.ucdavis.edu/http://ucsfhr.ucsf.edu/index.php/training/http://msap.ucdavis.edu/


47/80

TRAININ+ AND DEELO)(ENT IN Reid , Ta'lor

In the field ofhuman resource management, training and developmentis the field

concerned with organi;ational activity aimed at bettering the performance of individuals

and groups inorgani;ationalsettings. It has been known by several names,

including emplo'ee development, $&man re%o&r"e development, and learning and

development

Harrison observes that the name was endlessly debated by the 'hartered Institute of

%ersonnel and -evelopmentduring its review of professional standards in 5KKK+6.

mployee -evelopment was seen as too evocative of the master?slave relationship

between employer and employee for those who refer to their employees as partners or

associates to be comfortable with. Human Resource -evelopment was reected by

academics, who obected to the idea that people were resources U an idea that they felt

to be demeaning to the individual. ventually, the 'I%- settled upon 0earning and-evelopment, although that was itself not free from problems, learning being an

overgeneral and ambiguous name. )oreover, the field is still widely known by the other

names.

*raining and development encompasses three main activitiesB training, education, and

development. 4aravan, 'ostine, and Heraty, of the Irish Institute of *raining and

-evelopment, note that these ideas are often considered to be synonymous. However, to

practitioners, they encompass three separate, although interrelated, activitiesB
http://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttp://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttp://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttp://en.wikipedia.org/wiki/Human_resource_managementhttp://en.wikipedia.org/wiki/Organizationhttp://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttp://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Development


48/80

Training

*his activity is both focused upon, and evaluated against, the ob that an individual

currently holds.

Ed&"ation

*his activity focuses upon the obs that an individual may potentially hold in the future,

and is evaluated against those obs.

Development

*his activity focuses upon the activities that the organi;ation employing the individual, or

that the individual is part of, may partake in the future, and is almost impossible to

evaluate.

*he stakeholders in training and development are categori;ed into several classes.

*hesponsorsof training and development are senior managers. *he clientsof trainingand development are business planners. 0ine managers are responsible for coaching,

resources, and performance. *heparticipantsare those who actually undergo the

processes. *hefacilitatorsare Human Resource )anagement staff. 3nd theprovidersare

specialists in the field. ach of these groups has its own agenda and motivations, which

sometimes conflict with the agendas and motivations of the others.

*he conflicts are the best part of career conse#uences are those that take place between

employees and their bosses. *he number one reason people leave their obs is conflict

with their bosses. 3nd yet, as author, workplace relationship authority, and executive

coach, -r. John Hoover points out, *empting as it is, nobody ever enhanced his or her

career by making the boss look stupid. *raining an employee to get along well with

authority and with people who entertain diverse points of view is one of the best


49/80

guarantees of long?term success. *alent, knowledge, and skill alone won"t compensate for

a sour relationship with a superior, peer, or customer.

I()ORTANCE OF TRAININ+ AND DEELO)(ENT

O)TI(U( UTILI0ATION OF -U(AN RESOURCES8 *raining and

development helps in optimi;ing the utili;ation of human resource that further

helps the employee to achieve the organi;ational goals as well as their individual@s

goals.

DEELO)(ENT OF -U(AN RESOURCE8 *raining and development helps

to provide an opportunity and broad structure for the development of human

resources technical and behavioral skills in an organi;ation. It also helps the

employees in attaining personal growth.

DEELO)(ENT OF S3ILLS OF E()LO!EES8 *raining and development

helps in increasing the ob knowledge and skill of employees at each level. It helps

to expand the hori;ons of human intellect and an overall personality of the

employees.

OR+ANISATION CLI(ATE.

/UALIT!.

-EALT-! *OR38ENIRON(ENT.

-EALT- AND SAFET!.


50/80

(ET-ODS OF TRAININ+

*here are various methods of training, which can be divided in to cognitive and

behavioral methods. *rainers need to understand the pros and cons of each method, also

its impact on trainees keeping their background and skills in mind before giving training.

*he various methods that come under cognitive approach areB

LECTURE8 A met$od training

It is one of the oldest methods of training. *his method is used to create understanding of

a topic or to influence behavior, attitudes through lecture. 3 lecture can be in printed or

oral form. 0ecture is telling someone about something.

Demon%tration training met$od

*his method is a visual display of how something works or how to do something. 3s an

example, trainer shows the trainees how to perform or how to do the tasks of the ob. In

order to be more effective, demonstration method should be accompanied by the

discussion or lecture method.

Di%"&%%ion training met$od

*his method uses a lecture to provide the learners with context that is supported,

elaborated, explain, or expanded on through interactions both among the trainees and

between the trainer and the trainees.

*he discussion method consists a two?way flow of communication i.e. knowledge in the

form of lecture is communicated to trainees, and then understanding is conveyed back by

trainees to trainer.


51/80

Comp&ter 9a%ed training

With the world?wide expansion of companies and changing technologies, the demands

for knowledge and skilled employees have increased more than ever, which in turns, is

putting pressure on HR department to provide training at lower costs. )any organi;ations

are now implementing '(* as an alternative to classroom based training to accomplish

those goals.

(ehavioral methods are more of giving practical training to the trainees. *he various

methods under behavioral approach allow the trainee to behave in real fashion. *hese

methods are best used for skill development.

*he various methods that come under behavioral approach areB

43)/ 31- /*I)L03*I21

(H3NI2R?)2-0I14

(L/I1// 43)/

'3/ /*L-I/ ELI%)1* /*I)L03*2R/

I1?(3/Q* *'H1IEL

R20 %03S

ON T-E JOB TRAININ+8


52/80

*here are many management development techni#ues that an employees can take in off

the ob. *he few popular methods areB

/1/I*INI*S *R3I1I14

*R31/3'*I2130 3130S/I/ /*R3I4H* 0'*LR+ 0'*LR/

/I)L03*I21 VR'I/

TRAININ+ AND DEELO)(ENT (ET-OD ADO)TED B! LU(A

INDUSTRIES LTD.

*he training methods which are generally used in an organi;ation are classified into two

i.e

:8ON T-E JOB1 2n the ob training places the employees in an actual work situation

and makes them appear to be immediately productive. It is learning by doing. !or obs,

that either are difficult to simulate or can be learn #uickly by watching and doing on?the

ob training makes sense.

6? OFF T-E JOB1 2ff?the?ob training covers a number of techni#ues classroom

lectures, films, demonstration, case studies and other simulation exercises, and

programmed instruction.

IN)UTS IN TRAININ+ AND DEELO)(ENTS IN Reid , Ta'lor.

3ny training and development program must contain inputs which enable the participants

to gain skills, learn theoretical concepts and help ac#uire vision to look into distant

future. In addition to these, there is a need to impart ethical orientation, emphasi;e on

attitudinal changes and stress upon decision?making and problem?solving abilities.

S7ill%


53/80

*raining, as was stated earlier, is imparting skills to employees. 3 worker needs skills to

operate machines, and use other e#uipments with least damage or scrap. *his is a

basic skill without which the operator will not be able to function. *here is also the need

for motor skills. )otor skills refer to performance of specific physical activities. *heseskills involve training to move various parts of one@s body in response to certain external

and internal stimuli. 'ommon motor skills include walking, riding a bicycle, tying a

shoelace, throwing a ball and driving a car. )otor skills are needed for all employees F

from the clerk to the general manager. mployees, particularly supervisors and

executives, need interpersonal skills popular known as the people skills. Interpersonal

skills are needed to understand one self and others better, and act accordingly. xamples

of interpersonal skills include listening, persuading, and showing an understanding of

others@ feelings.

Ed&"ation

*he main purpose of Reid , Ta'lor is to provide education to teach theoretical

concepts and develop a sense of reasoning and udgment. *hat any training and

development program must contain an element of education is well understood by HR

specialist. 3ny such program has university professors as resource persons to enlighten

participants about theoretical knowledge of the topic proposed to be discussed. In fact

organi;ations depute or encourage employees to do courses on a part time basis. 'hief

xecutive 2fficers


54/80

management principles and techni#ues, human relations, specific industry analysis and

the like is useful for better management of the company.

Et$i"%*here is need for imparting greater ethical orientation to a training and development

program. *here is no denial of the fact that ethics are largely ignored in businesses.

Lnethical practices abound in marketing, finance and production function in an

organi;ation. *hey are less see and talked about in the personnel function. If the

production, finance and marketing personnel indulge in unethical practices the fault rests

on the HR manager. It is his+her duty to enlighten all the employees in the organi;ation

about the need of ethical behavior.

-o4 Training Bene#it% Reid , Ta'lor1


55/80

0eads to improved profitability and+or more positive attitudes towards profit

orientation.

Improves the ob knowledge and skills at all levels of the organi;ation

Improves the morale of the workforce.

Helps people identify with organi;ational goals.

Helps create a better corporate image.

!osters authenticity, openness and trust.

Improves relationship between boss and subordinate.

3ids in organi;ational development.

0earns from the trainee.

Helps prepare guidelines for work.

3ids in understanding and carrying out organi;ational policies.

%rovides information for future needs in all areas of the organi;ation.

2rgani;ation gets more effective decision?making and problem?solving skill.

l

3ids in increasing productivity and+or #uality of work.


56/80

Helps keep costs down in many areas, e.g. production, personnel, administration,

etc.

-evelops a sense of responsibility to the organi;ation for being competent and

knowledgeable.

Improves 0abour?management relations.

Reduces outside consulting costs by utili;ing competent internal consultation.

/timulates preventive management as opposed to putting out fires.

liminates suboptimal behavior


57/80

Reid , Ta'lorderive competitive advantage from training and development. *raining

and development program, as was pointed out earlier, help remove performance

deficiencies in employee. *his is particularly true when F


58/80

In Reid , Ta'lortraining and development pays dividends to the employee. *hough no

single training program yields all the benefits, the organi;ation which devotes itself to

training and development enhances its HR capabilities and strengthens its competitive

edge. 3t the same time, the employee"s personal and career goals are furthered, generallyadding to his or her abilities and value to the employer.


59/80

CHAPTER-,

DATA ANAL!SIS

AND

INTER)RETATION

Data Anal'%i% , Interpretation ;

:8!o&r organi


60/80

R/%21/

12. 2!

R/%21-1*

/

%R'1*34

/*R2140S

34R 57 96

34R 5 8

/2) WH3*

34R 8 5:

-I/34R O 6P

*2*30 69 5

2+./

112

1*1 + 0

2,

,2

+1.

2/

1

trainin! as a part o ora!anisation strate!y

3 F

RE4P5ET4

PERCETA6E

%age

n

o

.

o

f

e

m

p

l

o

y

e

e

s

Interpretation

*he above graph indicates that organi;ation considers training as a part of organi;ational

strategy.

/UES >61 How many training programs will you attend in a year>

R/%21

/

12. 2!

R/%21-1

%R'1*3

4


61/80


62/80

1W /*3!! : 68

(3/- 21

RELIR*)1* 57 96

*2*30 69 5

2

+

.

/

1

12

* , .1*

2,12

2 2+

,2

1

to 7ho) tranin! is !i8en

3 F RE4P5ET PERCETA6E

%age

n

o

.

o

f

e

m

pl

o

y

e

e

s

INTER)RETATION

*he above chart shows indicates that training is provided on the basis of re#uiretment.

/UES @61 what are all the important barriers to training and development in your

organi;ation>

R/%21/

12. 2!

R/%21-1*

%R'1*34

*I)

)21S 9 6

03'Q 2! I1*R/* (S : 68


63/80

/*3!!

121?3N3I03(I0I*S 2!

/QI00 *R3I1R 5 8

*2*30 69 5

2+./

112

, . 12,2 2+

+

1

$arriers to trainin! and de8elop)ent

3 F RE4P5ETPERCETA6E

%age

n

o

.

o

f

em

p

l

o

y

e

e

s

INTER)RETATION

*he graph indicates that the important barriers to training and development in the

organi;ation is non?availability of skilled trainers.

/UES 61 nough practice is given for us during training session> -o you agree with

this statement>

R/%21/

12. 2!

R/%21-

1*

%R'1*3

4

/*R2140S

34R 58 9:

34R 6 P


64/80

/2)

WH3*

34R : 68

-I/34R 7 56

69 5

2+./

112

1+2 . *

2,

,.

/2+

12

1

practice !i8en durin! trainin! period

3 F RE4P5ETPERCETA6E

%age

n

o

.

o

f

em

p

l

o

y

e

e

s

INTER)RETATION

*he above graph indicates that enough practice is given for employees during training

sessions.

/UES 61 *he training session conducted in your organi;ation is useful. -o you agree

with this statement>

R/%21/

12. 2!

R/%21-1*

%R'1*34

/*R2140S

34R 59 :

34R 9 6


65/80

/2)

WH3*

34R 9 6

-I/34R

*2*30 69 5

2+./

112

1,, ,

2,

.

2 2

1

trainin! is useul

3 F RE4P5ET

PERCETA6E

%age

n

o

.

o

f

e

m

p

l

o

y

e

e

s

INTER)RETATION

*he above graph indicates the training sessions conducted in the organi;ation is useful.

/UES 61 mployees are given appraisal in order to motivate them to attend the training.

-o it agree with this statement>

R/%21/

12. 2!

R/%21-1*

%R'1*34

/*R2140S

34R 58 9:

34R : 68

/2) WH3*

34R 7 56


66/80

-I/34R 6 P

*2*30 69 5

2+./

112

1+ . * 22,

,.

2+12 /

1

trainin! is )oti8ation or e)ployee

3 F RE4P5ET

PERCETA6E

%age

no

.

o

f

e

m

p

l

o

ye

e

s

INTER)RETATION

*he above graph indicates employees are given appraisal in order to motivate them to

attend the training.

/UES 61 How well the work place of training is physically organi;ation>

R/%21/

12. 2!

R/%21-1

*

%R'1*34

V'001' P 76

422- : 68

3NR34 : 68

(3- 9 6

*2*30 69 5


67/80

2

+.

/

1

12

/ . . ,

2,*2 2+ 2+ 2

1

place o trainin!

3 F RE4P5ET

PERCETA6E

%age

n

o

o

f

e

m

p

l

o

y

e

e

s

INTER)RETATION

*his graph indicates the trainers should possess technical skill to make the training

effective.

/UES 61 What are the general complains about the training session>

R/%21/

12. 2!

R/%21-1*

%R'1*34

*3Q 3W3S %R'I2L/ *I) 2!

)%02S/ 8 69

*22 )31S 43%/ (*W1 *H

///I21/ 5 8*R3I1I14 ///I21/ 3R

L1%0311- : 59

(2RI14 31- 12* L/!L0 9 6

*2*30 69 5


68/80

TA9E A:A; PRECI


69/80

2+

./

112

, 1 / 22,2

+ *2/

1

trainin! period

3 F RE4P5ET

PERCETA6E

%age

n

o

o

f

e

m

p

l

o

y

e

e

s

INTER)RETATION

*his graph indicates the reasons for shortage of skilled manpower at workplace are lacks

of support from senior staff.


70/80

CHAPTER-.

SU++ESTIONS


71/80

RECO((ENDATIONSG SU++ESTIONS

n the $asis o sur8ey throu!h >uestionnaire? I here$y hu)$ly propose

)y reco))endation to carry out urther i)pro8e)ent in existin!

trainin! and de8elop)ent acti8ities in Reid , Ta'lor

fforts for making training and development formats user friendly should be kept

continued.


72/80


73/80

CONCLUSION

CONCLUSION

*his study was a learning experience for me and I came to know the training and

development programs in Reid , Ta'lorwas positive in response but still more training


74/80

and development is needed in Reid , Ta'lor so that the employees are motivated time

by time and they should know their strength & weakness so that they can work on it &

improve their knowledge & skills for the betterment of their organi;ation.

In the last but not the least I conclude that all the training and development programs of

company are highly effective & beneficial to the employees in giving their best

contribution to their personal growth & development as well to meet the organi;ational

obective.


75/80


76/80

7. 3. )onappa


77/80

311VLR

/&e%tionnaire1

/&e% :6 8 !o&r organi


78/80

0ess than 5

5?6

6?8

)ore than? 8

/&e% ?68 *o whom the training is given more in your organi;ation>

/1I2R /*3!!

JL1I2R /*3!!

1W /*3!!

(3/- 21 RELIR*)1*

/&e% @68 what are all important barriers to training and development in your

organi;ation>

*ime

)oney

0ack of interest by the staff

1on?availability of skilled trainers

/&e% 68 nough practice is given for us during training session> -o you agree with this

statement>

J2( R2*3*I21

V*R130 R3*I14

'21!R1'+-I/'L/I21

%R24R3))- I1/*RL'*I21

/&e% 68 *he training session conducted in your

organi;ation is useful. -o you agree with this

statement>


79/80

/*R2140S 34R

34R

/2) WH3* 34R

-I/34R

/&e%t 68 *he training session conducted in

your organi;ation is useful. -o you agree with

this statement>

/*R2140S 34R

34R

/2) WH3* 34R

-I/34R

/&e% 68 mployees are given appraisal in order

to motivate them to attend the training. -o you

agree with this statement>

/*R2140S 34R

34R

/2) WH3* 34R

-I/34R

/&e% 68 What are the general complains about

the training session>

*3Q 3W3S %R'I2L/ *I) 2!

)%02S/

*22 )31S 43%/ (*W1 *H

///I21

*R3I1I14 ///I21 3R


80/80

L1%0311-

(2RI14 31- L/!L0

/&e% :68 *ime duration given for the training

period is

/L!!I'I1*

*2 ( V*1--

*2 ( /H2R*1-

)31343(0

Documents

UPDATED Training & Development