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Effectiveness of Training and Development 2010
A
PROJECT REPORTON
EFFECTIVENESS OF TRAINING AND DEVELOPMENT
AT
THYSSENKRUPP INDUSTRIES INDIA PVT. LTD.
PIMPRI, PUNE
SUBMITTED TO
PUNE UNIVERSITY
In Partial Fulfillment of Requirements
for the award of
Masters of Business Administration
SUMITTED BY
MBA III
PROJECT GUIDE
ACADEMIC YEAR 2010-2011
DEPARTMENT OF BUSINESS MANAGEMENT,
KONDHWA,PUNE-48
CERTIFICATE FROM THE COMPANY
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Effectiveness of Training and Development 2010
Certificate of the Institute
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ACKNOWLEDGEMENT
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Completion of any project report is the milestone in the life of every management
student and the success of live project then enhances the self confidence of the student.
The successful completion of any task is the outcome of the invaluable aggregate
contribution of the personal efforts in all directions, explicitly or implicitly.
At the onset, I owe my sincere gratitude to Mr. P. Dave - Vice President (Corporate
Planning & HRD) and Mr. R. S. Nageshkar - Senior General Manager (Personnel
& HRD) for giving me the opportunity of uniting with ThyssenKrupp Industries India
Private Limited.
I would like to express my gratitude towards my industry guide, Mr. Sagar Saraf -
Executive (Personnel & HRD) for his continuous support, efforts and encouragement
along with his knowledge and experience about the industry, enriched me with
conceptual understanding and practical approach needed to work efficiently for this
project. The project would not have reached to its destination without his guidance. His
willingness to make me a part of the organization and sharing his knowledge with me
has helped me to understand Human Resource in a better and simple way.
I would like to thank the entire team of Personnel & HRD department for their support
and cooperation throughout the tenure of the project and for giving me an in-depth
knowledge on the various processes related to the Human Resource and Personnel
department in the company. I also thank the employees of TKII for giving their
precious time and cooperation.
The key to the acknowledgement of the summer internship program lies in the hands of
the faculty guide. I would like to offer my sincere thanks to Prof. Deepa Hosur (SAE Faculty) for her benevolent and expertise guidance without which this project would
not have seen the life of today.
DECLARATION
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I herby declare that the project titled Effectiveness Of Training and Development in
ThyssenKrupp Industries India Pvt. Ltd is an original piece of research work
carried out by me under the guidance and supervision of Prof.Deepa Hosur .The
information has been collected from genuine & authentic sources. The work has been
submitted in partial fulfillment of the requirement of _____________(Name of Course)
to Pune University.
Place: Signature:
Date: Name of the student
SUMMARY
The project of Effectiveness Of Training and Development in ThyssenKrupp
Industries India Pvt. Ltd started with ThyssenKrupp India Pvt. Ltd. on June 1st 2010.
The project duration was 8 weeks and the project dealt with studying the training and
development process in the Company.The project started with the induction program
which acquainted me with the concept of HR Functions and gave me the overview
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regarding various aspects of the company. After having an overview as to how the
company works, I started with the research on various dimensions of the organization.
Documents were provided to know about the company business divisions, location of
offices, hierarchies, reporting relationship, welfare activities, safety measures followed,
five decades journey of the company etc. After acquiring an insight about the
organization, I prepared questionnaires to identify and analyze individual and
organizational training needs. The questionnaire covered questions related to:
Training identification and evaluation
Preferable method of learning of every individual
Organizational need apart from individual needs
Organizational strengths and also areas of improvements
Before starting the final survey, I had done a sample testing at Personnel and HRD
department so that I could find the flaws in the questionnaire with respect to various
parameters like interpretation of the questions, time taken by the employees to give
their response etc.
After capturing the responses of the identified participants on the finalized
questionnaire and after conducting one-to-one interactions with them, individual and
organizational training needs were identified & analyzed using Regression analysis.
Apart from identifying the training needs, I also identified:
Perception of the employees about MDPs
Factors affecting the MDPs
Areas of improvement for MDPs
Strengths and areas of improvement of the organization
On the basis of the findings from the analysis, various suggestions and
recommendations were given which will help Personnel and HRD department to
formulate the strategies in near future. The findings and analysis were filed and
recorded so that it could be used for future reference.
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TABLE OF CONTENTS
CONTENTS PAGE NO.
Acknowledgements iv
Declaration v
Executive Summary vi-vii
Chapter 1 : Introduction
1.1 Introduction of the Topic
1.2 Objectives of the Study
1.3 Significance of the Study
1-7
1-2
3
4-5
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1.4 Limitations of the Study
1.5 Hypothesis
6
7
Chapter 2 : Research Methodology
2.1 Methodology Used
2.2 Design and Details of survey conducted
2.3 Collection of Data
8-10
8
9
9-10
Chapter 3 : Company Profile
3.1 About the Company
3.2 Products
3.3 Factories and Offices in India
3.4 Milestones at a Glance
3.5 Organization Structure
3.6 HR Functions
11-16
11-12
13
13
14
15
16
Chapter 4 : Training Process
4.1 Training Process
4.2 Training Need Identification
4.3 Training Evaluation
4.4 Benefits of Training Need Identification and Training
Evaluation.
4.5 Steps followed in the project
17-28
17
18-22
23-26
27
28
Chapter 5 : Data Analysis 27-56
Chapter 6 : Findings and Observations
6.1 Strengths of the Organization
6.2 Areas of Improvement desired in the Organization
6.3 Areas of Improvement desired in T & D
6.4 Recommendations
57-64
58-59
60-61
62
63-64
Chapter 7 65-66
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7.1 Conclusion
7.2 References
65
66
Appendix
Questionnaire
Project Schedule
67-72
73
LIST OF TABLES
TABLE NO. TABLE NAME PAGE NO.
2.1 Details of the Survey Conducted 9
5.1 Percentage of Skills required at the Junior Level 30
5.2 Percentage of Skills required at the Middle
Level
32
5.3 Percentage of Skills required at the Senior
Level
34
5.4 7 important skills needed at different levels 36
5.5 Briefing Sessions 38
5.6 Debriefing Sessions 39
5.7 Training Opportunities to Employees 40
5.8 Interest shown by Superiors 41
5.9 Training Programs Improvement 42
5.10 Training Need Identification 43
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5.11 Organizations Support to Self Learning 44
5.12 Statement Of Duty for Job 45
5.13 Accuracy of Duty Statement 46
5.14 Degree of Technical Knowledge 47
5.15 Method of Working 48
5.16 Overall MDP Rating 49
5.17 Factors responsible for overall success of
MDPs
50
5.18 Regression Test Sheet 52
5.19 Degree of Usage of Skills 53
5.20 Factors creating difficulty in applying new
Skills
54
5.21 Methods of Training 55
5.22 Method of Effective Learning 56
8.1 Project Schedule 73
LIST OF FIGURES
FIGURE NO. NAME OF THE FIGURE PAGE NO.
2.1 Collection of Data 10
3.1 Mission of the Company 11
3.2 Process flow of Trunkey Project 12
3.3 Pimpri Office 13
3.4 Milestones of the Company 14
4.1 Training Process 17
4.2 Type of Needs 19
4.3 Job Analysis Matrix 21
4.5 Kirkpatricks 4 level Model 25
4.6 Overall Project Steps 28
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5.1 Chart showing percentage of various skills
required at Junior Level
31
5.2 Chart showing percentage of various skills
required at Middle Level
33
5.3 Chart showing percentage of various skills
required at Senior Level
35
5.4 Chart showing percentage of most important
skills required at all the levels
37
5.5 Briefing Sessions 38
5.6 Debriefing Sessions 39
5.7 Training Opportunities to Employees 40
5.8 Interest shown by Superiors 41
5.9 Training Programs Improvement 42
5.10 Training Need Identification 43
5.11 Organizations Support to Self Learning 44
5.12 Statement Of Duty for Job 45
5.13 Accuracy of Duty Statement 46
5.14 Degree of Technical Knowledge 47
5.15 Method of Working 48
5.16 Overall MDP Rating 49
5.17 Factors responsible for overall success of
MDPs
50
5.18 Regression Test Sheet 52
5.19 Degree of Usage of Skills 53
5.20 Factors creating difficulty in applying new
Skills
54
5.21 Methods of Training 55
5.22 Method of Effective Learning 56
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CHAPTER 1: INTRODUCTION
1.1: Introduction of the Topic
1.2: Objectives of the Study
1.3: Significance of the Study
1.4: Limitations of the Study
1.5: Hypothesis
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1.1 INTRODUCTION
Manufacturing confronts a negative public image. Characteristic notions that are
synonymous with this industry include: low pay, no scope for growth and so on.
Consequently, few highly skilled workers seriously consider manufacturing careers.
But now the general perception is changing dramatically. Apart from providing a more
structured career growth path, one of the reasons for this change in the mindset would
be the nature of training and coaching provided to new entrants once they are taken on
board. Employers are quickly realizing that the quality of their manpower is directly
proportional to the final bottom line, bringing forward the need to train and coach
employees appropriately.
While an assessment process and competency-based interviews help identify talent,
coaching and training are initiatives that aim at grooming and nurturing the talent.
Training provides theoretical support to an individual development whereas coaching
provides a more practical and personal form of support. The combination of both
creates a powerful foundation stone for future development and potential identification.
Every organization has different processes, and at times, a different approach to work as
well, leading to the need for process-driven training and coaching to facilitate relevant
learning. Most hires may have the theoretical knowledge required for the job, but they
need to be taught the tricks of applying that knowledge in the fashion that best suits the
process.
A company-specific structured training program is extremely essential. Fresh engineers
recruited straight off campuses cannot be put on the job straight away, as they have
very little knowledge about the actual dynamics at shop floor level. They need to be
introduced to Engineering Management skills in a systematic manner.
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The manufacturing industry also boasts about the fact that it provides its workforce with
competency enhancement training. This ensures that they become competent to take up
different roles in the organization and have an insight into various managerial soft
skills, which are almost as essential as the technical ones. Training programs have been
put in place to address competency development at various levels by leading
engineering companies like TKII, L&T and Essar. They are customized taking data
from Assessment center reports and from interactions with domain experts in the area.
Faculty members from reputed institutes conduct these programs on a regular basis.
Programs like Leading high performance teams, Resource Optimization, Risk
management, Project management etc have been put together to address managerial
competencies by these leading companies.
The one important resource that can build and transform any organization is its human
resources. And this makes it essential to groom once workforce in order to ensure that
maximum productivity is generated. In the fiercely competitive market, one can
actually score above others if once workforce is well equipped and trained
appropriately to meet industry requirements.
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1.2 OBJECTIVES
The primary objective of the project is to act as a facilitator in identifying the
organizational and individual training needs (sample size of 50) and to analyze the same
to give feedback and suggestions to the organization for improving the training &
development process of the organization.
The objectives of the project are as follows:
To identify, study and analyze the training needs of the employees (sample size of
50).
To study the training and development process carried on in the Company.
To identify the knowledge and skills required to perform the job efficiently and
effectively.
To recommend appropriate interventions to bridge the gap in order to hone the
training & development process.
To identify the strengths and areas of improvement of the organization.
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1.3 SIGNIFICANCE OF THE STUDY
Training and Development is very important and essential in every organization due to
the following:
Training is required to cover essential work-related skills, techniques and
knowledge. It is the process used to reduce the gap between the desired
performance and the actual performance which eventually results in increased
Productivity, quality and healthy work environment.
Optimum Utilization of Human Resources Training and Development helps
in optimizing the utilization of human resource that further helps the employee to
achieve the organizational goals as well as their individual goals.
Training helps to eliminate obsolesce in work, it gives the employees a clear view
of what is needed and also helps in upgrading their skills and knowledge to keep
in pace with the ever changing technology which is very essential in todays
competitive market.
Development of Human Resources Training and Development helps to
provide an opportunity and broad structure for the development of human
resources technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.
Team spirit Training and Development helps in inculcating the sense of team
work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to
learn within the employees.
Safety in work place is another important feature of training which helps to avoid
accidents and injuries in the work place.
Organization Culture Training and Development helps to develop and
improve the organizational health culture and effectiveness. It helps in creating
the learning culture within the organization.
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Training and Development aids in organizational development i.e. Organization
gets more effective decision making and problem solving. It helps in
understanding and carrying out organizational policies
Training and Development helps in developing leadership skills, motivation,
loyalty, better attitudes, and other aspects that successful workers and managers
usually display.
For every employee to perform well especially Supervisors and Managers, there
is need for constant training and development. The right employee training,
development and education provides big payoffs for the employer in increased
productivity, knowledge, loyalty, and contribution to general growth of the firm.
In most cases external trainings for instance provide participants with the
avenue to meet new set of people in the same field and network. The meeting
will give them the chance to compare issues and find out what is obtainable in
each others environment. This for sure will introduce positive changes where
necessary.
So I felt it is important to carefully identify the training needs, carefully plan a
training process and evaluate this process. Hence the study on Effectiveness of
Training and Development in ThyssenKrupp Industries India Pvt. Ltd.
1.4 LIMITATIONS OF THE STUDY
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Time constraint - While getting all the questionnaires filled, I faced that most of
the employees didnt want to respond because of the limited time they had. I faced
a lot of problem while convincing them.
Sample size constraint - As the employee base of the organization is about 1350
employees, so it was very difficult to cover all the employees in this survey.
Number of employee covered in this survey is limited to the sample size of 50
employees only. This limits the scope of the project study and the analysis may not
represent the whole population.
Duration constraint - The time duration for the project is limited to nine weeks so
it was difficult to analyse the trainings needs at micro level.
Perception constraint - Also, Employees have a tendency to underestimate their
skills before training and over estimate their skills post training to validate their
participation in the training program. In this way it is seen that it is difficult to
comprehensively evaluate or capture the effectiveness of a training program.
Interpretation constraint - Due to the use of management words (eg: Change
Management, Work-life balance/issues, Inbasket exercise etc.), few questions in the
questionnaire are difficult to interpret by employees. These questions needed to be
explained to respondents every time so that they can understand and answer the
question in best possible manner.
1.5 HYPOTHESIS
The project Effectiveness of Training and Development in ThyssenKrupp Industries
India Pvt. Ltd. is based on the following Hypothesis:
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ThyssenKrupp Industries India Pvt. Ltd. carries out training of the employees.
The Company aims at Effective Training and Development.
Training is needed at the following levels :
Junior Level-Shop Floor Workers
Middle Level-Engineers, Design Engineers, Supervisors
Senior Level-Assistant Departmental Managers, Departmental Managers
Training Evaluation is carried out in order to check the effectiveness of the
training and development process.
The training and development process is structured, systematic, well defined
and involves active participation of the employees.
Feedback is available and this feedback can be used for analysis.
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CHAPTER 2: RESEARCH METHODOOLOGY
2.1: Methodology Used
2.2: Details and Design of survey
2.3: Collection of Data
2 RESEARCH METHODOLOGY
2.1 Methods used to identify training needs include:
Analysis of existing strategies and plan to identify what skills are needed for
delivery-
At first, the prevailing strategies of training were studied. Detailed informationregarding the MDPs attended till date, the process of identifying training needs,
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methods of training,etc was collected . HR executive provided me with the documents
related to training & development of the employees.
Preparing questionnaires for employees -
Documents cannot be the wholesome criteria to be dependent upon for identifying
training needs. Hence, questionnaires & one-to-one interviews are used as tools to
reflect the individual & organizational training needs. The questionnaire covered
questions related to training identification and evaluation, preferable method of learning
of every individual, organizational needs apart from individual needs, organizational
strengths and also areas of improvements. Questionnaire should be simple, direct,
employee friendly so that employees could comprehend the questions in a better way.
One-to-one interviews-
Interviews with officer grade employees are conducted to know their response to the
questionnaire and thereby seek deep insight about the organizational needs apart fromtheir individual training needs, organizational strengths and area of improvements etc.
2.2A) SAMPLE DESIGN
Design of the Study
The key phases of the project were:
Phase I : Gather Preliminary Data- research
Phase II : Plan
Phase III : Questionnaire
Phase IV : Analyze Data
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Phase V : Prepare Report
2.2B) Details of the Survey Conducted
Sample Size 50
Target PopulationEmployees of ThyssenKrupp Industries India
Pvt. Ltd.
Sample Area ThyssenKrupp Industries
Sampling Convenience sampling
Type of questionnaire Structured
No. of Questions involved Around 20 questions
Type of questions Close as well as open ended
Table 2.1: Details of the survey conducted
2.3 Collection of Data
1. Raw Data:
Documents provided by the company
Net Search
2. Primary Data
Questionnaires
One-on-one Interviews
3. Secondary Data
Articles from Newspaper
Company Website
RAW DATA
PRIMARY
DATA SECONDARY
DATA
COLLECTIONOF DATA
Qualitative data Quantitative data
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Fig.2.1: Collection Of Data
CHAPTER 3: COMPANY PROFILE
3.1: About the Company
3.2: Products
3.3: Factories and Offices in India
3.4: Milestones at a Glance
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3.5: Organization Structure
3.6: HR Functions
COMPANY PROFILE3.1 ABOUT THE COMPANY
Fig.3.1: Mission of the Company
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ThyssenKrupp Industries India (formally Backau wolf India)was established in 1957 to
manufacture world class sugar machinery based on Germany technology and has a
presence of five decades in India. ThyssenKrupp Industries India is a member of
ThyssenKrupp Technologies, a group company of ThyssenKrupp AG, of Germany.
ThyssenKrupp is today, one of the world's largest powerhouses with three main lines of
business activity: Steel, Capital Goods and Services, in which it holds top positions.
Internationally acknowledged for excellence borne out of intensive research, careful
market analysis and close collaboration with its customers; ThyssenKrupp pursues a
strategy of globalization.
Thyssenkrupp Industries India in the last five decades has grown to become one of the
most trusted names in the fields of:
Sugar Plant & Machinery
Open Cast Mining & Bulk Material Handling Systems,
Cement Plants & Machinery
Boilers and Power Plant Division.
Today with strong foundations and access to world class technology Thyssenkrupp
Industries India's plant making capabilities are helping the industry become competitive
world over. Thyssenkrupp Industries India's strategic vision as a EPC Contractor to
execute turnkey projects is derived from its core strength of integrated engineering
expertise & automation in manufacturing backed by an excellent team of project
executives. The company firmly believes in delivering total customer satisfaction
spanning from concept to commissioning to after sales service.
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Fig.3.2: Process Flow of Trunkey Project
Thyssenkrupp Industries India's highly competent project management capabilities are a
result of its tradition of anticipating and fulfilling specific customer requirements. A
highly qualified team of engineers and technicians, supported by the most modern IT
infrastructure ensures the brand of quality, Thyssenkrupp is known for worldwide. The
emergence of a true market leader speaks volumes about the world class technology
inherent in the company's products.
3.2 PRODUCTS
Sugar and plant Cement Material Handling Systems Boilerand Power plant
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MachineryPower plant
1. Refineries 1. Sampling Systems 1. Spreaders 1.CFBC
2. Fiberiser 2. Expert Systems 2. Bucket Wheel 2.Gas/oil
3. Shredder 3. Kiln temp. Scanner Excavators fired Boilers
4. Rotary screen 4. Master process and 3. Tripper Cars
5. 3roller mill Control System 4. Transport Crawlers
6. 4roller mill 5. Crushing Plants
7. 5roller mill 6. Stackers
8. 6roller mill 7. Pipe Conyers
3.3 FACTORIES AND OFFICES IN INDIA
Manufacturing plant: Fig.3.3: Pimpri Office
Pimpri, Pune
Hyderabad
Branch Office:
Kolkata
Chennai
Dehli
Lucknow
Mumbai
Registered Office:
Mumbai
3.4 MILESTONES AT A GLANCE
ThyssenKrupp are in India at the beginning, in these fifty years, TKII has transformed
itself from an Indian engineering powerhouse to a global solution provider. Its been a
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journey of many engineering firsts and pioneering initiatives where, along the way, we
have added the whos who of the industrial firmament to our list of customers.
Fig.3.4: Milestones of the Company
3.5 ORGANISATION STRUCTURE
Sl. No. DesignationGrade of the
employees
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1 VICE CHAIRMAN M 9
2 MANAGING DIRECTOR M 8
3 DIRECTOR M 7
4 VICE PRESIDENT M 6
5 SENIOR GENERAL MANAGER M 5
6 GENERAL MANAGER M 4
7 DEPUTY GENERAL MANAGER M 3
8 SENIOR MANAGER M 2
9 MANAGER M 1
10 DEPUTY MANAGER E 4
11 SENIOR EXECUTICE E 2
12 EXECUTIVE E 1
13 OFFICERS / ENGINEERS O 1
3.6 HR FUNCTIONS
Training Time Employee Recruitment I.R.
And Office Benefits and
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Development Administration Selection
Payroll Canteen Transport
Discipline Welfare Law
CHAPTER 4: TRAINING PROCESS
4.1: Training Process
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4.2: Training Need Identification
4.3: Training Evaluation
4.4: Benefits of Training Need
Identification and Training
Evaluation.
4.5: Steps followed in the project
4.1 TRAINING PROCESS
Training focuses on learning the skills, knowledge, and attitudes required to initially
perform a job or task or to improve upon the performance of a current job or task, while
development activities are not job related, but concentrate on broadening the
employee's horizons.
Organizational Objectives
and Strategies
Departmental Objectives
and Strategies
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Fig. 4.1: Training Process4.2 TRAINING NEED IDENTIFICATION
INTRODUCTION OF TRAINING NEED IDENTIFICATION
Training need identification is a tool utilized to identify what educational courses or
activities should be provided to employees to improve their work productivity. Here the
focus should be placed on needs as opposed to desires of the employees for a
constructive outcome. In order to emphasize the importance of training need
identification we can focus on the following areas: -
To pinpoint if training will make a difference in productivity and the bottom
line.
To decide what specific training each employee needs and what will improvehis or her job performance.
Individual Goals (KRAs)
Training Need
Identification
Devising and
Implementation Training
Program
Evaluation of Results
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To differentiate between the need for training and organizational issues and
bring about a match between individual aspirations and organizational goals.
Identification of training needs (TNI), if done properly, provides the basis on which allother training activities can be considered. Also requiring careful thought and analysis,
it is a process that needs to be carried out with sensitivity as people's learning is
important to them, and the reputation of the organization is also at stake.
Identification of training needs is important from both the organizational point of view
as well as from an individual's point of view. From an organizations point of view it is
important because an organization has objectives that it wants to achieve for the benefit
of all stakeholders or members, including owners, employees, customers, suppliers, and
neighbours. These objectives can be achieved only through harnessing the abilities of
its people, releasing potential and maximizing opportunities for development. Therefore
people must know what they need to learn in order to achieve organizational goals.
Similarly if seen from an individual's point of view, people have aspirations, they want
to develop and in order to learn and use new abilities, and people need appropriate
opportunities, resources, and conditions. Therefore, to meet people's aspirations, the
organization must provide effective and attractive learning resources and conditions.
And it is also important to see that there is a suitable match between achieving
organizational goals and providing attractive learning opportunities
DIFFERENT LEVELS AT WHICH TRAINING NEEDS AREIDENTIFIED
Identification of training needs can be done at three levels to ascertain three kinds of
needs: -
Organizational Needs
These concern the performance of the organization as a whole. Here identification of
training needs is done to find out whether the organization is meeting its current
performance standards and objectives and if not, exploring ways in which training or
learning might help it to do so. Sometimes organizational training needs are also
identified when the organization decides that it has to adopt a major new strategy,
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create a new product or service, undergo a large-scale change program, or develop
significant new relationships, such as joining with others to form new partnerships.
Fig. 4.2: Type of Needs
Group Needs
Since working in groups and teams have become very much prevalent in today's
corporate world that is why nowadays there is increased emphasis given on team
effectiveness and team performance. Therefore training needs are nowadays even
identified at the group level. Training needs here are concerned basically with the
performance of a particular group, which may be a team, department, function, sub-
unit, or so on. Information about the performance of the group may identify areas of
training need - which, again, may be further utilized for training or other interventions.
It is used to find out how efficiently a particular team or group goes about its business
and meets its current objectives.
Individual Needs
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These concern the performance of one or more individuals (as individuals, rather than
as members of a group). Here identification of training needs is about finding out to
what extent individuals need to learn or be trained in order to bring their current
performance up to the required level as a result of changes in methods and processes
that call for new competencies and skills.
It also sees to it that there is continuous improvement initiative taken by them.
Moreover it also helps to find out whether individuals are comfortable in working
across boundaries, with people from different backgrounds and different perspectives.
This is especially important because there is so much work force diversity observed
today in organizations that it has become impossible to retain workforce, which is not
flexible enough to accommodate such changes into their daily work schedule.
SOURCES FOR IDENTIFYING TRAINING NEEDS
There are three sources for identifying training needs. Although they are independent
sources for gathering the necessary data but it is usually beneficial if they are
considered complementary to one another as the objective of the exercise is to prepare
as consolidated data of training needs as possible. The three sources are as follows: -
Job Profile
It is a comprehensive description of all the functions and the responsibilities that a
person has to carry out in due course of his job. It is very common for us sometimes to
find that people of a particular department more or less perform the same kind of job
and therefore a comparative study can be done on their performance to pinpoint on the
training needs of those people who have not performed up to the mark. In here we can
also include Job analysis in order to have a realistic and systematic appraisal of training
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needs. In order to do this first we need to break up the functions and responsibilities
into categories. Next we have to classify these tasks/activities on the basis of their
relative importance to the nature of the job. And lastly we can compute a priority listing
of these tasks in order to have a catalogue of knowledge, skills and attitudes required
for effective performance of the job.
Fig. 4.3: Job Analysis Matrix
Experiences of the training agency
It is very common for organizations nowadays to hire professional training agencies in
order to look into the training matters. The training agency and the trainers thus should
also draw from their own experiences of organizing programs for comparable groups or
in similar areas. However, earlier experiences can only serve to facilitate the process. It
cannot be the sole basis, as training needs of majority of organizations are very specific.
At ThyssenKrupp this method is used in a modified way, the training agency named
SIBM along with the top management of the organization identify the training needs
and decide the training modules for the employees of all levels.
Pre-training survey of the participant's needs
This is suggested as the best way to conduct a training need identification .A pre-
training survey is nothing but a survey of the needs and expectations of the participants
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well in advance of the program. And in this exercise it is better to include the superiors
also as they are in a good position to provide necessary data on the training needs of
their subordinates, especially in context of their performance. This is generally done in
a systematic manner with the help of a structured questionnaire in order to reflect the
genuine desire to involve the participants and the organization in the planning process.
However it might happen in certain cases that it is not possible to actively involve the
superiors due to various reasons like lack of time etc but in that case at least they must
be kept fully informed of the proceedings.
In this project, Pre-training survey method is used to identifying the training needs of
the employees.
4.3 EVALUATION OF TRAINING PROGRAM
INTRODUCTION AND PURPOSE OF EVALUATION OFTRAINING PROGRAM:
The process of examining a training program is called training evaluation. Training
evaluation checks whether training program has had the desired effect. Training
evaluation ensures that whether candidates are able to implement their learning in their
respective workplace, or to the regular work routines.
Purpose of EvaluationFeedback: It helps in giving feedback to the candidates by defining the objectives andlinking it to learning outcomes.
Research: It helps in ascertaining the relationship between acquired knowledge,transfer of knowledge at the work place, and training.
Control: It helps in controlling the training program because if the training is noteffective, then it can be dealt with accordingly.
Power games: At times, the top management (higher authoritative employee) uses the
evaluative data to manipulate it for their own benefits.
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Intervention: It helps in determining that whether the actual outcomes are aligned withthe expected outcomes.
METHODS OF TRAINING EVALUATION:
As Organization spend a large amount of their time and resources in the training and
development of their employees, it is important to evaluate these programs for their
effectiveness.
Cost-Benefit Analysis:
A Cost- benefit analysis helps in analyzing and evaluating any development
efforts. A Cost-benefit analysis measures the benefits from the development
program, against the monetary costs of development. These costs include the
costs of materials, supplies, lost work time, travel expenses, consultant fees, and
the like. Though it is easy to calculate the monetary costs it is difficult to
translate the benefits into economic terms. For example, an improvement in an
individuals Leadership skills cannot be measured in monetary terms. Though
the cost benefit analysis sounds appealing, it may not always be practically
useful.
Gap Analysis:
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Another strategy to evaluate development efforts is to measure the extent to
which the objectives of the program are met. Identifying the gap between the
actual and desired level of performance helps in measuring the level of success
of the development program. However this strategy depends on the quality of
the objectives set.
Kirkpatrick Model:
In the late 1950s D.L Kirkpatrick developed a model for evaluating workplace
education programs. Kirkpatricks system has four levels of evaluation. Heproposed applying each level of evaluation to a program, which includes the
participants reaction, participants learning, change in participants behavior
and impact of the program on the organizational effectiveness.
KIRKPATRICKS MODEL IN BRIEF
ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model
developed by Donald Kirkpatrick (1994). According to this model, evaluation should
always begin with level one, and then, as time and budget allows, should movesequentially through levels two, three, and four. Information from each prior level
serves as a base for the next level's evaluation. Thus, each successive level represents a
more precise measure of the effectiveness of the training program, but at the same time
requires a more rigorous and time-consuming analysis.
Fig. 4.5: Kirkpatrick's Four-Level Model
Level 1 - Reactions
Just as the word implies, evaluation at this level measures how participants in a training
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program react to it. It attempts to answer questions regarding the participants'
perceptions - Did they like it? Was the material relevant to their work? This type of
evaluation is often called a smile sheet. According to Kirkpatrick, every program
should at least be evaluated at this level to provide for the improvement of a training
program. In addition, the participants' reactions have important consequences for
learning (level two). Although a positive reaction does not guarantee learning, a
negative reaction almost certainly reduces its possibility.
Level 2 - Learning
Assessing at this level moves the evaluation beyond learner satisfaction and attempts to
assess the extent students have advanced in skills, knowledge, or attitude. Measurement
at this level is more difficult and laborious than level one. Methods range from formal
to informal testing to team assessment and self-assessment. If possible, participants take
the test or assessment before the training (pretest) and after training (post test) to
determine the amount of learning that has occurred.
Level 3 - Transfer
This level measures the transfer that has occurred in learners' behavior due to the
training program. Evaluating at this level attempts to answer the question - Are the
newly acquired skills, knowledge, or attitude being used in the everyday environment
of the learner? For many trainers this level represents the true assessment of a program's
effectiveness. However, measuring at this level is difficult as it is often impossible to
predict when the change in behavior will occur, and thus requires important decisions in
terms of when to evaluate, how often to evaluate, and how to evaluate.
Level 4 - Results
Frequently thought of as the bottom line, this level measures the success of the program
in terms that managers and executives can understand -increased production, improved
quality, decreased costs, reduced frequency of accidents, increased sales, and even
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higher profits or return on investment. From a business and organizational perspective,
this is the overall reason for a training program, yet level four results are not typically
addressed. Determining results in financial terms is difficult to measure, and is hard to
link directly with training.
4.4 BENEFITS OF TRAINING NEEDS IDENTIFICATION &TRAINING EVALUATION
Benefits of Training Need Identification and Training Evaluation are:
The organization is informed about the broader needs of the participants.
Through this process it may be possible that certain new training programs,
which were, previously not in their list may come to the forefront.
The organization is able to reduce the perception gap between the participant
and his/her boss about their needs and expectations from the training program.
The organization is also able to pitch its course input closer to the specific needs
of the participants.
Find out if the learning is being applied at the workplace.
Ensure training improves continuously.
Track the development of staff knowledge and skills.
It also saves a lot of money for the organization as otherwise money is just
unnecessarily wasted on those training programs, which are either not needed
by the employees or they have no interest in undertaking them.
Lastly, time, which is the most important resource today, is also saved, as the
training programs conducted are the ones, which are actually needed by the
participants.
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4.5 OVERALL PROCESS IN BRIEF
Understand the working culture and structure of the
Organization as well the Industry in which the organization is
working
Prepare various data collection measures like questionnaire
with the help of the various inputs provided by the Personnel &
HRD department to collect both qualitative as well as
quantitative data
After drafting the questionnaire, One-to-one interview with
officer grade employees are conducted to gauge their response
and needs
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Analyze the entire data collected in order to find out causes
of problem areas and prioritize areas, which need immediate
attention
Prioritize the different training programs according to the
responses collected
After completion of training evaluate the training program
for checking its effectiveness
Record and file the entire data so that it can be used forfuture reference while designing the training programs /
training calendar
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Fig.4.6: Overall project steps
CHAPTER 5: DATA ANALYSIS
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DATA ANALYSIS
The survey was conducted to identify the training needs of the employees and to know
their perception about the Management Development Programs (MDPs). For this
survey fifty employees were selected to know the response through a structured
questionnaire. The employees selected for this survey are from Shop Floor Workers to
Departmental Managers. Employees above Departmental Managers are not included in
this survey.
Of the 21 skills and behaviors tapped by the training need identification survey, the
seven most important skills and behaviors required to perform the job efficiently and
effectively are identified for each level.
How important are the following skills & behaviors to your current job?1. The participants are divided into two levels according to their designation i. e.
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Junior level includes Shop Floor Workers
Middle level includes Engineers, Design Engineers and Supervisors
S enior level includes Departmental Managers and assistant departmental
managers.
2. After dividing the participants according to their designations, average of each
of the skills and behaviors are calculated separately for each level. These are the
desired average of skills and behaviors required to perform the job.
3. Then percentages of importance on the basis of average of each of the skills and
behaviors are calculated and based on the percentage, the seven most important
skills and behaviors required to perform the job efficiently and effectively are
identified for each level. These are shown in the table below:
1. Junior Level:
No. of participants=25
Table showing the percentage of skills required for this level is as follows,
No. Skills and Behavior Score based onQuestionnaire
Average Percentage
1. Presentation Skills 25 1 2.43%
2. IT related Skills 25 1 2.43%
3. Supervisory Skills 30 1.2 2.9%
4. Marketing Skills 26 1.04 2.53%
5. Time Management 104 4.16 10.11%
6. Leadership Skills 25 1 2.43%
7. Technical Skills 119 4.76 11.57%
8. Quality related
activities
85 3.4 8.26%
9. Team Work 101 4.04 9.82%
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10. Decision Making
Skills
37 1.48 3.59%
11. Coaching Skills 36 1.04 2.53%
12. Creativity and
Innovation
71 1.44 3.52%
13. Change
Management
78 2.84 7%
14. Interpersonal Skills 26 3.12 7.59%
15. Negotiating Skills 36 1.04 2.53%
16. Problem Solving
Skills
75 1.44 3.51%
17. ISO knowledge 25 3 7.3%
18. Strategy and
Planning Skills
28 1 2.43%
19. Stress Management 26 1.12 2.72%
20. Project Management 25 1 2.43%
21. Work Life
Balance/issues
25 1 2.43%
Table 5.1: Percentage of Skills required at Junior Level
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0
2
4
6
8
10
12presentation IT related skillsSupervisory Skills Marketingtime management leadership
technical quality relatedteam work decision makingcoaching creativitychange mngt interpersonalnegotiating prob solvingISO knowledge strategystress mngt project mngtwork life balance
Fig.5.1: Graph showing percentage of various skills required at junior level.
X axis: Junior level
Y axis: Percentage
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2. Middle Level:
No. of participants=15
Table showing the percentage of skills required for this level is as follows,
No. Skills and Behavior Score based onQuestionnaire
Average Percentage
1. Presentation Skills 15 1 2.139%
2. IT related Skills 15 1 2.139%
3. Supervisory Skills 36 2.4 5.13%
4. Marketing Skills 15 1 2.139%
5. Time Management 55 3.6 7.7%
6. Leadership Skills 17 1.13 2.42%
7. Technical Skills 68 4.53 9.69%
8. Quality related
activities
47 3.13 6.69%
9. Team Work 64 4.26 9.112%
10. Decision Making Skills 32 2.13 4.56%
11. Coaching Skills 34 2.26 4.8%
12. Creativity andInnovation
33 2.2 4.71%
13. Change Management 31 2.06 4.4%
14. Interpersonal Skills 41 2.73 5.84%
15. Negotiating Skills 18 1.2 2.57%
16. Problem Solving Skills 31 2.06 4.4.06%
17. ISO knowledge 51 3.4 7.27%
18. Strategy and Planning
Skills
39 2.6 5.6%
19. Stress Management 30 2 4.28%
20. Project Management 16 1.06 2.26%
21. Work Life
Balance/issues
15 1 2.139%
Table 5.2: Percentage of Skills required at Middle Level
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01
2
3
4
5
6
7
8
9
10 presentation IT related skillsSupervisory Skills Marketing
time management leadershiptechnical quality relatedteam work decision makingcoaching creativitychange mngt interpersonalnegotiating prob solvingISO knowledge strategystress mngt project mngtwork life balance
Fig.5.2: Graph showing percentage of various skills required at middle level.
X axis: Middle level
Y axis: Percentage
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3. Senior Level:
No. of participants=10
Table showing the percentage of skills required for this level is as follows,
No. Skills and Behavior Score based onQuestionnaire
Average Percentage
1. Presentation Skills 33 3.3 6.16%
2. IT related Skills 17 1.7 3.17%
3. Supervisory Skills 16 1.6 2.99%
4. Marketing Skills 10 1.0 1.86%
5. Time Management 42 4.2 7.84%
6. Leadership Skills 45 4.5 8.39%
7. Technical Skills 10 1.0 1.86%
8. Quality related
activities
26 2.6 4.85%
9. Team Work 39 3.9 7.7%
10. Decision Making Skills 39 3.9 7.27%
11. Coaching Skills 21 2.1 3.92%
12. Creativity and
Innovation
15 1.5 2.8%
13. Change Management 27 2.7 5%
14. Interpersonal Skills 24 2.4 4.47%
15. Negotiating Skills 15 1.5 2.8%
16. Problem Solving Skills 28 2.8 5.22%
17. ISO knowledge 23 2.3 4.3%
18. Strategy and Planning
Skills
31 3.1 5.78%
19. Stress Management 29 2.9 5.41%
20. Project Management 26 2.6 4.85%
21. Work Life
Balance/issues
20 2.0 3.73%
Table 5.3: Percentage of Skills required at Senior Level
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0
1
2
3
4
5
6
7
8
9
presentation IT related skills
Supervisory Skills Marketingtime management leadershiptechnical quality relatedteam work decision makingcoaching creativitychange mngt interpersonalnegotiating prob solvingISO knowledge strategystress mngt project mngtwork life balance
Fig. 5.3:Graph showing percentage of various skills required at senior level.
Table showing the 7 most important skills needed at the different level
X axis: Senior level
Y axis: Percentage
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No.
Levels
Junior Level Middle Level Senior Level
1. Technical Skills ` Technical Skills Leadership Skills
2. Time Management Team Work Time Management
3. Team Work Time Management Team Work
4. Quality Related
Activities
ISO Knowledge Decision Making
5. Interpersonal Skills Quality Related
Activities
Presentation Skills
6. ISO Knowledge Interpersonal Skills Strategy and
Planning Skills
7. ChangeManagement
Strategy and
Planning Skills
Stress and Conflict
Management
Table 5.4: 7 most important Skills required at Different Level
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0
2
4
6
8
10
12
JuniorLevel MiddleLevel SeniorLevel
technical skills team worktime management ISO knowledgequality related Interpersonalpresentation skills leadershipdecision making change mgt.strategy stress mgt.
Fig. 5.4:Graph showing the most important skills needed at the 3 levels
For identifying the existing situation of training and development process in the
organization, questions about briefing and debriefing sessions are included.Briefing sessions are conducted for participants sponsored for training.
X axis: Different levels
Y axis: Percentage
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Category No. of Participants Percentage
Strongly Agree 3 6 %
Agree 24 48 %
Disagree 19 38 %
Strongly Disagree 4 8 %
Table 5.5: Briefing Sessions
Strongly Agree AgreeDisagree Strongly Disagree
Fig 5.5: Briefing Sessions
Interpretation: From the response of the participants, it is evident that some of the
departments in the organization are practicing briefing sessions before training program
in an informal manner but there is no formal process of briefing.
De-briefing sessions are conducted for participants sponsored for training.
Category No. of Participants Percentage
Strongly Agree 7 14 %
Agree 16 32 %
48
6%
38
8%
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Disagree 23 46 %
Strongly Disagree 4 8 %
Table 5.6: Debriefing Sessions
Strongly Agree AgreeDisagree Strongly Disagree
Table 5.6: Debriefing SessionsInterpretation: It is evident from the result of this question that some of thedepartments in the organization are practicing de-briefing sessions after training
program in an informal manner but there is no formal process of debriefing in the
organization.
32% participants have agreed while 14% participants have strongly agreed
46% participants have disagreed while 8% participants have strongly disagreed
Training opportunities are provided to almost all levels of employees. This can be
shown by the result of the
I have training opportunities to upgrade my skills & knowledge.
Category No. of Participants Percentage
Strongly Agree 12 24 %
Agree 34 68 %
Disagree 4 8 %
32
148%
46
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Strongly Disagree 0 0 %
Table 5.7: Training Opportunities to Employees
Strongly Agree AgreeDisagree Strongly Disagree
Table 5.7: Training Opportunities to Employees
Interpretation: Almost all levels of employees get training opportunities to upgrade
their skills and knowledge.
68% participants have agreed while 24% participants have strongly agreed
8% participants have disagreed while 0% participants have strongly disagreed
In the organization employees are satisfied with their superior. This can be
shown by the result of the
My superior is interested in my overall development.
Category No. of Participants Percentage
Strongly Agree 22 44 %
Agree 25 50 %
Disagree 3 6 %
Strongly Disagree 0 0 %
Table 5.8: Interest Shown by Superiors
68
248%
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Strongly Agree Agree
Disagree Strongly Disagree
Fig. 5.8: Interest Shown by Superiors
Interpretation: From the result it is evident that participants believe that their superiors
are interested in their overall development.
50% participants have agreed while 44% participants have strongly agreed
6% participants have disagreed while 0% participants have strongly disagree
Training programs like MDPs is continuously improving from year to year; this can be
shown by the result of the
The Companys training programs are evaluated and improved upon, every
year.
Category No. of Participants Percentage
Strongly Agree 7 14 %
Agree 33 66 %
Disagree 9 18 %
Strongly Disagree 1 2 %
Table 5.9: Training Programs Improvement
44
%
6%
50
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Strongly Agree AgreeDisagree Strongly Disagree
Fig. 5.9: Training Programs Improvement
Interpretation: Training program should be continuously improved so as to get
maximum benefits out of it. Almost all the participants agreed that MDPs are
continuously improving.
Carefully identification of needs is required at the organization as many employees
believe that their training needs are not carefully identified. This can be shown by the
result of the
Employees are sponsored for training programs on the basis of carefully
identified needs.
Category No. of Participants Percentage
Strongly Agree 4 8 %
Agree 9 38%
Disagree 21 42%
Strongly Disagree 6 12%
Table 5.10: Training Need Identification
66
142%18
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Strongly Agree Agree
Disagree Strongly Disagree
Fig. 5.10: Training Need Identification
Interpretation: Participants believe that there is a need of identifying the training
needs according to the level, designation and job profile.
Learning is a self directed- activity: employee development is self-development. The
question related to this is:
The organization encourages and supports self- learning and education by its
officers.
Category No. of Participants Percentage
Strongly Agree 13 26 %
Agree 21 42%
Disagree 13 26%
Strongly Disagree 3 6%
Table 5.11: Organizations Support to Self-Learning
38
42
8%12
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Strongly Agree AgreeDisa ree Stron l Disa ree
Fig. 5.11: Organizations Support to Self-Learning
Interpretation:
Participants believe that organization encourages and supports self- learning and
education as
42% participants have agreed while 26% participants have strongly agreed
Job Profile is one of the important sources for identifying training needs. It is important
that the employees have a duty statement with all the duties to be performed accurately
mentioned in it.
Do you have a statement of duty for your job?
Table 5.12: Statement of Duty for JobCategory No. of Participants Percentage
Yes 45 90%
No 5 10%
42
26
6%
26
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Fig. 5.12: Statement of Duty for Job
Interpretation:
The Company provides a statement on job to almost all Employees
90% agree that the Company provides a statement of job.
10% do not agree with this fact
Q. Is your job accurately described in the duty statement?
Table 5.13: Accuracy of duty statementCategory No. of Participants Percentage
Yes 35 70%
No 15 30%
Yes
No
99%
10%
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Fig. 5.13: Accuracy of duty statement
Interpretation:
From the result it is evident that there are few extra duties that the employees perform
that need to be added to the Statement Of Job and there are some duties that are no
longer performed by the employee and need to be deleted from the Statement Of Job.
Do you require high degree of technical knowledge for your work?
Table 5.14: Degree of technical knowledge neededCategory No. of Participants Percentage
Yes 40 80%
No 10 20%
Yes
No
70%
30%
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Fig. 5.14: Degree of technical knowledge needed
Interpretation:
From the result it is evident that-
80% of the participants agree that their work requires high degree of technical
skills. These skills are needed only at the junior level for Shop floor workers,
Engineers, Design Engineers, Supervisors.
The remaining 20% participants which comprises of managers do not need
technical skills.
How do you work?
Table 5.15: Method of WorkingCategory No. of Participants Percentage
Alone 2 4%
Team Work 48 96%
Yes
No
80% 20%
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Fig. 5.15: Method of Working
Interpretation:
From the result it is evident that almost all the work done is team work as
Only 4% participants agreed that the work has to be done alone.
96% of the participants agreed that it is team-work.
To know the response of the participants, here 5 point rating scale was used i.e.
Excellent, Very Good, Good, Average and Poor.
How would you rate the MDPs held in the organization till date?
Category No. of Participants Percentage
Poor 1 2%
Average 5 10%
Good 20 40%
Very Good 16 32%
Excellent 8 16%
Table 5.16: Overall MDP Rating
Alone
Team
4%
96%
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0
5
10
15
20
25
30
35
40 Poor
Average
Good
Very Good
Excellent
Fig. 5.16: Overall MDP RatingInterpretation: Almost all of the participants have given above average rating to thetraining program as a whole.
For identifying the most important factors for MDPs success, participants were
asked to rate some of the factors like Relevance to my work, Discussions,
Structured, Use of time, Level of activities, Personal objectives achieved, Well
organized, Training methodology used, Relevant training material and
Communication and coordination.
How do you feel about the MDPs that you have attended till date in the
company?
For the analysis of this question, Regression analysis is used as a tool for find
the priority level of the factors and also there significance level.
Regression analysis includes any techniques for modeling and analyzing several
variables, when the focus is on the relationship between a dependent
variable and one or more independent variables. More specifically, regression
analysis helps to understand how the typical value of the dependent variable
2% 10% 40% 32% 16%
http://en.wikipedia.org/wiki/Dependent_variablehttp://en.wikipedia.org/wiki/Dependent_variablehttp://en.wikipedia.org/wiki/Independent_variablehttp://en.wikipedia.org/wiki/Independent_variablehttp://en.wikipedia.org/wiki/Independent_variablehttp://en.wikipedia.org/wiki/Dependent_variablehttp://en.wikipedia.org/wiki/Dependent_variablehttp://en.wikipedia.org/wiki/Independent_variable7/28/2019 98558962-hr1.pdf
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changes when any one of the independent variables is varied, while the other
independent variables are held fixed.
Regression models involve the following variables:
The unknown parameters denoted as ; this may be a scalar or a vector.
The independent variables, X.
The dependent variable, Y.
A regression model relates Yto a function of X and .
In the more general multiple regression model, there arep independent variables:
The least square parameter estimates are obtained byp normal equations. The
residual can be written as
The normal equations are
Once a regression model has been constructed, it may be important to confirm
the goodness of fit of the model and the statistical significance of the estimated
parameters. Commonly used checks of goodness of fit include the R-squared,
analyses of the pattern of residuals and hypothesis testing. Statistical
significance can be checked by an F-test of the overall fit, followed by t-tests ofindividual parameters.
An F-test is any statistical test in which the test statistic has an F-
distribution under the null hypothesis. It is most often used when comparing
statistical models that have been fit to a data set, in order to identify the model
that best fits the population from which the data were sampled. An F-test is
any statistical test in which the test statistic has an F-distribution under the null
hypothesis. It is most often used when comparing statistical models that have
http://en.wikipedia.org/wiki/Goodness_of_fithttp://en.wikipedia.org/wiki/Statistical_significancehttp://en.wikipedia.org/wiki/R-squaredhttp://en.wikipedia.org/wiki/Errors_and_residuals_in_statisticshttp://en.wikipedia.org/wiki/F-testhttp://en.wikipedia.org/wiki/T-testhttp://en.wikipedia.org/wiki/Statistical_testhttp://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/F-distributionhttp://en.wikipedia.org/wiki/F-distributionhttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Model_selectionhttp://en.wikipedia.org/wiki/Model_selectionhttp://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Population_(statistics)http://en.wikipedia.org/wiki/Statistical_testhttp://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/F-distributionhttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Model_selectionhttp://en.wikipedia.org/wiki/Goodness_of_fithttp://en.wikipedia.org/wiki/Statistical_significancehttp://en.wikipedia.org/wiki/R-squaredhttp://en.wikipedia.org/wiki/Errors_and_residuals_in_statisticshttp://en.wikipedia.org/wiki/F-testhttp://en.wikipedia.org/wiki/T-testhttp://en.wikipedia.org/wiki/Statistical_testhttp://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/F-distributionhttp://en.wikipedia.org/wiki/F-distributionhttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Model_selectionhttp://en.wikipedia.org/wiki/Model_selectionhttp://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Population_(statistics)http://en.wikipedia.org/wiki/Statistical_testhttp://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/F-distributionhttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Model_selection7/28/2019 98558962-hr1.pdf
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been fit to a data set, in order to identify the model that best fits
the population from which the data were sampled.
The formula for the one-way ANOVA F-test statistic is
The "explained variance", or "between-group variability" is
The "unexplained variance", or "within-group variability" is
P-value is theprobability of obtaining a test statistic at least as extreme as the
one that was actually observed, assuming that the null hypothesis is true.
T-test is a type of test for a statistical hypothesis. T-scores are the result of a t-test
and follow Student's t distribution.
t = (x - X) / (s / n^2)
where, t is the t-score,
x is the mean of the sample,
X is the mean of the population,
s is the sample's standard deviation and
n is the size of the sample population.
Analysis
Level of significance is = 5% = 0.05
With the help of regression analysis, the three most important factors which are
responsible for the overall success of MDPs at large are found out and shown in
the table:
S.No. Factors Coefficient P-Value
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1. Relevance to my work 0.408382 0.000506
2. Well Organized 0.288283 0.00974
3. Level of Activity 0.235741 0.032417
Table 5.17: Factors Responsible for Overall Success of MDPs
The value of R Square is calculated by the regression analysis is = 0.843 and the
value of F- significance = 9.64E-13
Interpretation:
As the coefficients of the three factors shown in the above table are positive so
it is positively related to overall rating of the MDPs, which means, that if
Relevance to my work factor score is increased by 1 unit then the overall rating
of MDPs will be increased by .408 units.
With the help of the value of R Square = 0.843, 84 % variation in the overall
rating is explained by the selected criteria (Ten factors), hence model is a good
fit.
And also the significance of the entire model can be further checked by the
value of F- significance. The value of F- significance = 9.64E-13, which shows
that the entire model (Ten Factors) are highly significant.
Training also helps an individual in applying new skills on the job. For
identifying the level of application of new skills on the job.
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REGRESSION TEST
Regression Statistics
Multiple R 0.919
R Square 0.844
Adjusted R Square 0.804Standard Error 0.422
Observations 50
ANOVA
df SS MS F
SignificanceF
Regression 10 37.5493.75
521.06
99.64918E-
13
Residual 39 6.951 0.178
Total 49 44.5
CoefficientsStandard
Errort
StatP-
value
Intercept -0.526 0.317
-1.65
9 0.105
RELEVANT TO MY WORK 0.408 0.108 3.793 0.001
DISCUSSION -0.183 0.136
-1.34
4 0.187
STRUCTURED -0.044 0.107 -0.40
0.684
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9
USE OF TIME 0.016 0.1080.14
8 0.883
LEVEL OF ACTIVITY 0.236 0.106 2.218 0.032
PERSONAL OBJECTIVESACHIEVED 0.103 0.109 0.945 0.351
TRAINING METHODOLOGY 0.133 0.1151.15
8 0.254
WELL ORGANIZED 0.288 0.106 2.718 0.010
TRAINING MATERIAL 0.050 0.0760.65
4 0.517COMMUNICATION &COORDINATION 0.156 0.124
1.260 0.215
Table 5.18: Regression Test
Training also helps an individual in applying new skills on the job. For identifying the
level of application of new skills on the job
Degree to which you have used the skills you have learnt.
Here four point rating scale was used. The categories are All, Some, Very few and No.Category No. of Participants Percentage
All Skills 6 12%
Some Skills 33 66%
Very Few Skills 10 20%
No Skills 1 2%
Table 5.19: Degree of Usage of Skills
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0
10
20
30
40
50
60
70 All Skil ls
Some Skills
Very few skills
No Skills
Fig. 5.19: Degree of Usage of Skills
Interpretation: Training would be successful when there is efficient transfer oflearning to the job.
12 % participants perceive that they can apply all skills learnt used on the job
66% participants perceive that they can apply some skills learnt used on the job
Participants are unable to use new skills on the job because of certain factors:
In your opinion, what factor creates difficulty in applying new skills on the job?Category No. Of Participants Percentage
Lack of opportunity 16 32%
Lack of time 17 34%
Skills were not relevant 7 14%
No supervision 1 2%
Lack of coaching or
feedback
9 18%
Table 5.20: Factors creating difficulty in applying New Skills
12% 66% 20% 2%
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0
5
10
15
20
25
30
35Lack of opportunity
Lack of time
Skills i rrelevant
No supervisionLack of coaching
Fig. 5.20: Factors creating difficulty in applying New Skills
Interpretation:
Most of the participants feel that lack of opportunity and lack of time are the main
factors creating difficulty in applying New Skills.
Please rate the methods of training you feel would be most appropriate to achieve
your learning goals:
For this question 3 point scale is used i.e. Not effective, Somewhat effective and Very
effective.
Methods Of Training PercentageClassroom Lectures 8%
Video 10%
Workshops 11%
On The Job 11%
Computer Base 9%
Case Study 10%
Role Play 10%In the Basket 9%
Outbound 10%
Group Studies 11%
Table 5.21: Methods of Training
14%32% 18%
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Fig. 5.21: Methods of Training
Interpretation:
Workshops, On the job training and Group studies are the most effective
methods
Videos, Case Studies, Outbound and Role Playing are effective methods
In-basket exercise and Classroom Lectures are somewhat effective methods
How do you learn more effectively during the training programs?
The options for this question are Studying underlying concept, Step-by-step
instructions, Observing others and Active participation.Methods of Effective Learning Percentage
Studying underlying concept 8%
Step-by-step instructions 10%
Observing others 8%
Active participation 74%
Table 5.22: Method of Effective Learning
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0
10
20
30
40
50
60
70
80Studying underlying concept
Step by step ins tructions
Observing others
Active participation
Fig. 5.22: Method of Effective Learning
Interpretation:
From the result it is evident that participants can learn more effectively by Active
Participation.
74% are in favor of Active participation
8% are in favor of Observing others
10% are in favor of Step-by-step instruction
8% are in favor of Studying underlying concepts
8% 8% 74%
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CHAPTER 6: FINDINGS AND
OBSERVATIONS
6.1: Strengths of the Organization
6.2: Areas of Improvement
desired in the Organization
6.3: Areas of Improvement desired
in T & D
6.4: Recommendations
6 FINDINGS & OBSERVATIONS
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The questionnaire was drawn up in a format consisting of both closed & open
questions. Training methods and content may not be the same for different levels of
employees. The participants were from junior to senior level at ThyssenKrupp
Industries India Pvt. Ltd. The main purpose of the data collection and statistical
calculation was to identify training needs of employees as well as organizational needs.
Some of the findings from the survey (questionnaire) are listed below:
Training and development programs at ThyssenKrupp Industries India Pvt. Ltd
are aimed at systematic development of knowledge, skills, attitude and team work.
Satisfaction of the learner is the most important factor in training program. It
plays a major role in employees growth and development, commitment towards the
job. All the participants have undergone a no. of MDPs and it is evident from the
analysis that 88% participants have ranked MDPs as good and above.
For training, an organization has to follow some criteria for selection depending
on the need and to get each employee trained to achieve the desired results. The
employees are not aware about the criteria of selection for training. 54%
participants are not agreeing to the fact that a formal process for identification of
training needs is being followed in the organization.
The participants have to know the objectives, benefits & learning that they will
gain from training before selection. Only 53% participants were aware about the
objective, benefits & learning of training through briefing sessions when being
selected. Also, some of the departments in the organization are practicing briefing
and debriefing sessions before and after the training program respectively in an
informal manner but there is no formal process of briefing and debriefing in the
organization.
6.1 STRENGTHS OF THE ORGANIZATION
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Modern business demand quickness of mind and action. System by them does not
deliver; people do with the help of skills & initiatives. People hold the key to achieving
organizational excellence. People decide the strengths & areas of improvement of an
organization.
According to the participants, the strengths of the organization are:
Supportive & encouraging work culture: 50% participants say that the
working environment in the organization is very encouraging & supportive.
Employees are of the opinion that team work is of paramount importance for the
success of the organization.
Exposure to world class technology: almost all the participants are
agreeing with the fact that strong system base & in depth technical knowhow is
available at all corners of the organization which is enabling the organization to
become one of the global market leaders.
Exposure to world class brand: 30% participants say that the strength of
the organization is in its brand image, relevant collaborations & strong market
hold / share as far as turnkey projects are concerned.
Competent & committed work force: 26% participants say that the
organization has a good & relevant human resource base i.e. multi skilled man
power.
Knowledge of four sectors under one roof: 18% participants given
their view point that diversification of business lines is one of the fundamental
strengths of the organization.
Expertise in delivering customer satisfaction: 16% participants
believe that organizations long term relations with clients & excellence in
delivering customer satisfaction is proving as one of the organizations strengths
Strong financial background: 16% participants believe that financial
soundness of the organization & its ability to stand the adverse situations hashelped organization to become one of the global market leaders
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6.2 AREAS OF IMPROVEMENTS
Intra & inter departmental communication: 40% participants
emphasized on improvement in communication & coordination among employees
within the department & among the different departments so that the employees
have a better understanding of the organization and at the same time the
interpersonal relations among the employees enhances.
Performance management system: 24% participants are agreeing to the
fact that organization should have systematic, structured & transparent performance
management system which inculcates performance-oriented culture in the
organization.
Infrastructure & facilities: 38% participants say that there is need for
improvement in infrastructure & facilities provided to employees such as proper
working conditions in summer, proper space arrangements for keeping papers as
well as inventory, adequate sitting space in library, proper entertainment &
cafeteria.
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Job enlargement & rotation: 22% participants are agreeing to the fact
that employees should be given enhanced responsibilities along with authority as
per their potential. Job rotation should also be practiced by each & every
department so that employees can hone their cross functional knowledge &
repetition of work can be reduced at an individual level which ultimately enhances
motivation & productivity.
Enhancing team work:participants believe that team work is of utmost
importance for the success of the organization. Thus, the culture of team work
should be encouraged by the management for achieving the organizational vision &
mission.
Exposure to new technology: 12% participants are in the favor that
employees should get more exposure & training in latest technology available in the
market so as to augment their efficiency, effectiveness & productivity.
Flexible timings: 12% participants are of the opinion that employees
belonging to the category of officer and above should have the option of flexible
work timing so that they can work more productively in their preferred work
timings.
Working with defined organizational goals (quantitative): Few
participants believe that the organizational vision, mission & goals should be
cascaded down to the individual level and as a result employees should set SMART
KRAs for evaluating their performance.
Few participants are in favor of adopting business excellence model by the
organization.
Few participants are of the opinion that organization should thrust more on
innovation & research & development activities so as to have an edge over the
competitors & to grab the potential market.
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