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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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    Effectiveness of Training and Development 2010

    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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    Effectiveness of Training and Development 2010

    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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    Effectiveness of Training and Development 2010

    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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    Effectiveness of Training and Development 2010

    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_variable
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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_selection
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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

    http://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Population_(statistics)http://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/Probabilityhttp://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/Null_hypothesishttp://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Population_(statistics)http://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/Probabilityhttp://en.wikipedia.org/wiki/Test_statistichttp://en.wikipedia.org/wiki/Null_hypothesis
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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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