Ob Hrd Project - For Merge

7/31/2019 Ob Hrd Project - For Merge

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PROJECT

ON

TRAINING AND DEVLOPMENT

Group F- 144

Submitted in Partial Fulfillment of the Requirements for the

award of the degree of

PGDM

POST GRADUATE DIPLOMA IN MANAGEMENT,

IIPM Satbari,

New Delhi


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PREFACE

The global economy of the day has endangered the survival of every organization and

in particular those who want to have a competitive edge over the others. The

competitive edge may be a distant dream in the absence of Superior Quality Products

which otherwise is the function of well-trained employees. Today resources are scarce

and have to be used carefully and trainers of all kinds are required to justify their

position and account for their activities. Training activities, which are ill directed and

inadequately focused, do not serve the purpose of the trainers. The trainees or the

organization hence identification of training needs becomes the top priority of every

progressive organization. Identification of training needs, if done properly, provides the basis on which all other training activities can be considered and will lead to

multitasking, fitting people to take extra responsibilities increasing all round

competence and preparing people to take on higher level responsibility in future.


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CONTENTS

TOPIC

CHAPTER 1: (i)Introduction

(ii)Scope and Objectives

(iii)Executive SummaryCHAPTER 2:

(i)About the project

(ii)Training and Development

(iii)Importance of Training

(iv)Objectives of TrainingCHAPTER 3: (i)Learning and Training

(ii)Training inputs

(iii) Benefits of training

(iv) Methods of training

(v) Training Design

(vi) Training method usedCHAPTER 4: (i)Methodology of the project

(ii)Data interpretation and analysis

(iii)Findings

(iv)Questionnaire

CHAPTER 5: (i) Limitations

(ii) Suggestions

(iii) ConclusionCHAPTER 6: (i)Bibliography


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Chapter -1

INTRODUCTION

Employee training tries to improve skills, or add to the existing level of knowledge so

that employee is better equipped to do his present job, or to prepare him for a higher

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

itself. Organizational growth need to be measured along with individual growth.

Training refers to the teaching /learning activities done for the primary purpose of

helping members of an organization to acquire and apply the knowledge skills, abilities,

and attitude needed by that organization to acquire and apply the same. Broadly

speaking training is the act of increasing the knowledge and skill of an employee for

doing a particular job.

In todays scenario change is the order of the day and the only way to deal with it is to

learn and grow. Employees have become central to success or failure of an organization

they are the cornucopia of ideas. So it high time the organization realize that train and

retain is the mantra of new millennium.

SCOPE OF THE STUDY

The scope of the study covers in depth, the various training practices, modules, formats

being followed and is not limited to any organization. The different training

programmes incorporated/facilitated in any organization through its faculties, outside

agencies or professional groups. It also judges the enhancement of the knowledge &

skills of employees and feedback on its effectiveness.


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OBJECTIVE OF THE STUDY

The broad objective of the study of training policies in an organization is to study the

impact of training on the overall skill development of workers. The specific objectivesof the study are:

1. To examine the effectiveness of training in overall development of skills of

workforce.

2. To examine the impact of training on the workers.

3. To study the changes in behavioral pattern due to training.

4. To measure the differential change in output due to training5. To compare the cost effectiveness in implanting training programmes.


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EXECUTIVE SUMMARY

Every organization needs to have well trained and experienced people to perform the

activities that have to be done. If current or potential job occupants can meet thisrequirement, training is not important. When this not the case, it is necessary to raise

the skill levels and increase the versatility and adaptability of employees.

It is being increasing common for individual to change careers several times during

their working lives. The probability of any young person learning a job to day and

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

extremely unlikely, may be even impossible. In a rapid changing society employeetraining is not only an activity that is desirable but also an activity that an organization

must commit resources to if it is to maintain a viable and knowledgeable work force.

The entire project talks about the training and development in theoretical as well as new

concepts, which are in trend now. Here we have discussed what would be the input of

training if we ever go for and how can it be good to any organization in reaping the

benefits from the money invested in terms like (ROI) i.e. return on investment. What

are the ways we can identify the training need of any employee and how to know what

kind of training he can go for? Training being covered in different aspect likes

integrating it with organizational culture. The best and latest available trends in training

method, the benefits which we can derive out of it. How the evaluation should be done

and how effective is the training all together. Some of the companies practicing

training in unique manner a lesson for other to follow as to how to train and retain the

best resource in the world to reap the best out of it.

Development is integral part of training if some body is trained properly and efficiently

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

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

developing how to develop executive skill to sharpen there knowledge. Learning should

be the continuous process and one should not hesitate to learn any stage. Learning and

developing is fast and easy at any world-class organization today.

TRAINING AND DEVELOPMENT


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It is a subsystem of an organization. It ensures that randomness is reduced and learning

or behavioral change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING

AND DEVLOPMENT

Traditional Approach Most of the organizations before never used to believe in

training. They were holding the traditional view that managers are born and not made.

There were also some views that training is a very costly affair and not worth.Organizations used to believe more in executive pinching. But now the scenario seems

to be changing.

The modern approach of training and development is that Indian Organizations have

realized the importance of corporate training. Training is now considered as more of

retention tool than a cost. The training system in Indian Industry has been changed to

create a smarter workforce and yield the best results.

TRAINING DEFINED

It is a learning process that involves the acquisition of knowledge, sharpening of skills,

Concepts, rules, or changing of attitudes and behaviors to enhance the performance of

Employees.


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Training is activity leading to skilled behavior

Its not what you want in life, but it knows how to reach it

Its not where you want to go, but its knowing how to get there

Its not how high you want to rise, but its knowing how to take off

It may not be quite the outcome you were aiming for, but it will be an outcome

Its not what you dream of doing, but its having the knowledge to do it

It's not a set of goals, but its more like a vision

Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current

situation looks) at present, and where you will be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities (KSA) through

professional development.


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Importance of Training and Development

Optimum Utilization of Human Resources Training and Development helps in

optimizing the utilization of human resource that further helps the employee to achievethe organizational goals as well as their individual goals.

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.

Development of skills of employees Training and Development helps in increasing

the job knowledge and skills of employees at each level. It helps to expand the horizons

of human intellect and an overall personality of the employees

Productivity Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal

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

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.

Organization Climate Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings from

leaders, subordinates, and peers.

Quality Training and Development helps in improving upon the quality of work and

work-life.


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Healthy work-environment Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual

goals aligns with organizational goal.

Health and Safety Training and Development helps in improving the health and

safety of the organization thus preventing obsolescence.

Morale Training and Development helps in improving the morale of the work force.

Image Training and Development helps in creating a better corporate image.

Profitability Training and Development leads to improved profitability and more

positive attitudes towards profit orientation.

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.


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TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the

availability of a skilled and willing workforce to an organization. In addition to that,there are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives help employees in achieving their personal goals, which in turn,

enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by

bringing individual effectiveness.

Functional Objectives maintain the departments contribution at a level suitable to the

organizations needs.

Societal Objectives ensure that an organization is ethically and socially responsible to

the needs and challenges of the society.

Importance of Training Objectives

Training objective is one of the most important parts of training program. While some

people think of training objective as a waste of valuable time. The counterargument

here is that resources are always limited and the training objectives actually lead the

design of training. It provides the clear guidelines and develops the training program in

less time because objectives focus specifically on needs. It helps in adhering to a plan.

Training objectives tell the trainee that what is expected out of him at the end of the

training program. Training objectives are of great significance from a number of

stakeholder perspectives.

1. Trainer

2. Trainee

3. Designer

4. Evaluator


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Trainer The training objective is also beneficial to trainer because it helps the trainer

to measure the progress of trainees and make the required adjustments. Also, trainer

comes in a position to establish a relationship between objectives and particular

segments of training.

Trainee The training objective is beneficial to the trainee because it helps in reducing

the anxiety of the trainee up to some extent. Not knowing anything or going to a place

which is unknown creates anxiety that can negatively affect learning. Therefore, it is

important to keep the participants aware of the happenings, rather than keeping it

surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the

training successful. The objectives create an image of the training program in trainees

mind that actually helps in gaining attention.


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Thirdly, if the goal is set to be challenging and motivating, then the likelihood of

achieving those goals is much higher than the situation in which no goal is Set.

Therefore, training objectives helps in increasing the probability that the participants

will be successful in training.

Designer The training objective is beneficial to the training designer because if the

designer is aware what is to be achieved in the end then hell buy the training package

according to that only. The training designer would then look for the training methods,

training equipments, and training content accordingly to achieve those objectives.

Furthermore, planning always helps in dealing effectively in an unexpected situation.

Consider an example; the objective of one training program is to deal effectively with

customers to increase the sales. Since the objective is known, the designer will design a

training program that will include ways to improve the interpersonal skills, such as

verbal and non verbal language, dealing in unexpected situation i.e. when there is a

defect in a product or when a customer is angry. Therefore, without any guidance, the

training may not be designed appropriately.

Evaluator It becomes easy for the training evaluator to measure the progress of the

trainees because the objectives define the expected performance of trainees. Training

objective is an important to tool to judge the performance of participants.


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Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship

between the training function and other management activity is also changing. Thetraining and development activities are now equally important with that of other HR

functions. Gone are the days, when training was considered to be futile, waste of time,

resources, and money. Now-a-days, training is an investment because the departments

such as, marketing & sales, HR, production, finance, etc depends on training for its

survival. If training is not considered as a priority or not seen as a vital part in the

organization, then it is difficult to accept that such a company has effectively carried

out HRM.

Training actually provides the opportunity to raise the profile development activities in

the organization. To increase the commitment level of employees and growth in quality

movement (concepts of HRM), senior management team is now increasing the role of

training. Such concepts of HRM require careful planning as well as greater emphasis on

employee development and long term education.

Training is now the important tool of Human Resource Management to control the

attrition rate because it helps in motivating employees, achieving their professional and

personal goals, increasing the level of job satisfaction, etc. As a result training is given

on a variety of skill development and covers a multitude of courses.

Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the

role of HR professionals in training has been widened. HR role now is:

1. Active involvement in employee education

2. Rewards for improvement in performance

3. Rewards to be associated with self esteem and self worth

4. Providing pre-employment market oriented skill development education and

5. post employment support for advanced education and training

6.Flexible access i.e. anytime, anywhere training.


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Models of Training

Training is a sub-system of the organization because the departments such as,

marketing & sales, HR, production, finance, etc depends on training for its survival.Training is a transforming process that requires some input and in turn it produces

output in the form of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a

particular function. An organization is a system and training is a sub system of the

organization. The System Approach views training as a sub system of an organization.

System Approach can be used to examine broad issues like objectives, functions, and

aim. It establishes a logical relationship between the sequential stages in the process of

training need analysis (TNA), formulating, delivering, and evaluating.

There are 4 necessary inputs i.e. technology, man, material, time required in every

system to produce products or services. And every system must have some output from

these inputs in order to survive. The output can be tangible or intangible depending

upon the organizations requirement. A system approach to training is planned creation

of training program. This approach uses step-by-step procedures to solve the problems.

Under systematic approach, training is undertaken on planned basis.

Out of this planned effort, one such basic model of five steps is system model that is

explained below. Organization are working in open environment i.e. there are some

internal and external forces, that poses threats and opportunities, therefore, trainers need

to be aware of these forces which may impact on the content, form, and conduct of the

training efforts.

The internal forces are the various demands of the organization for a better learning

environment; need to be up to date with the latest technologies.

The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model
http://traininganddevelopment.naukrihub.com/systematic-model.htmlhttp://traininganddevelopment.naukrihub.com/isd-model.htmlhttp://traininganddevelopment.naukrihub.com/transitional-model.htmlhttp://traininganddevelopment.naukrihub.com/systematic-model.htmlhttp://traininganddevelopment.naukrihub.com/isd-model.htmlhttp://traininganddevelopment.naukrihub.com/transitional-model.html


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System Model Training

The system model consists of five phases and should be repeated on a regular basis to

make further improvements. The training should achieve the purpose of helpingemployee to perform their work to required standards. The steps involved in System

Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job,

2. Employees requirement, who needs training, what do they need to learn,

estimating training cost, etc The next step is to develop a performance measure

on the basis of which actual performance would be evaluated.

3. Design and provide training to meet identified needs. This step requires

developing objectives of training, identifying the learning steps, sequencing and

structuring the contents.

4. Develop- This phase requires listing the activities in the training program that

will assist the participants to learn, selecting delivery method, examining the

training material, validating information to be imparted to make sure it

accomplishes all the goals & objectives.

5. Implementing is the hardest part of the system because one wrong step can lead

to the failure of whole training program.

6. Evaluating each phase so as to make sure it has achieved its aim in terms of

subsequent work performance. Making necessary amendments to any of the

previous stage in order to remedy or improve failure practices


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Instructional System Development Model (ISD) Model

Instructional System Development model was made to answer the training problems.

This model is widely used now-a-days in the organization because it is concerned withthe training need on the job performance.

Training objectives are defined on the basis of job responsibilities and job description

and on the basis of the defined objectives individual progress is measured. This model

also helps in determining and developing the favorable strategies, sequencing the

content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS This phase consist of training need assessment, job analysis, and

target audience analysis.

2. PLANNING This phase consist of setting goal of the learning outcome,

instructional objectives that measures behavior of a participant after the training,

types of training material, media selection, methods of evaluating the trainee,


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trainer and the training program, strategies to impart knowledge i.e. selection of

content, sequencing of content, etc.

3. DEVELOPMENT This phase translates design decisions into training

material. It consists of developing course material for the trainer including

handouts, workbooks, visual aids, demonstration props, etc, course material for the

trainee including handouts of summary.

4. EXECUTION This phase focuses on logistical arrangements, such as

arranging speakers, equipments, benches, podium, food facilities, cooling, lighting,

parking, and other training accessories.

5. EVALUATION The purpose of this phase is to make sure that the training

program has achieved its aim in terms of subsequent work performance. This phase

consists of identifying strengths and weakness and making necessary amendments

to any of the previous stage in order to remedy or improve failure practices.


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The ISD model is a continuous process that lasts throughout the training program. It

also highlights that feedback is an important phase throughout the entire training

program. In this model, the output of one phase is an input to the next phase.

Transitional model focuses on the organization as a whole. The outer loop describes the

vision, mission and values of the organization on the basis of which training model i.e.

inner loop is executed.

Vision focuses on the milestones that the organization would like to achieve after the

defined point of time. A vision statement tells that where the organization sees itself

few years down the line. A vision may include setting a role mode, or bringing some

internal transformation, or may be promising to meet some other deadlines

Mission explain the reason of organizational existence. It identifies the position in the

community. The reason of developing a mission statement is to motivate, inspire, and

inform the employees regarding the organization. The mission statement tells about the

identity that how the organization would like to be viewed by the customers,

employees, and all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It reflects

the deeply held values of the organization and is independent of current industry

environment. For example, values may include social responsibility, excellent customer

service, etc.

The mission, vision, and values precede the objective in the inner loop. This model

considers the organization as a whole. The objective is formulated keeping these three

things in mind and then the training model is further implemented.


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TRAIN AND RETAIN TO STOP THE DRAIN

In todays competitive world, where margins are constantly under pressure, training

budgets are the first to axed. So it becomes imperative that the training model that is

evolved should be less capital intensive and not dependent upon profit margins and

profitability.

Although training needs are identified much before training programmed actually

commence but still some crucial points are left some un-addressed.For example very little is done to know the opinion of the employee about training need

identified for him as to what he feels about the same .99% cases employee is

nominated by higher authorities instead of chance being given to volunteer program

under the notion that boss is always right and he knows the best off. Taking this in

context there are many organization where some employee who are earmarked are

regularly nominated to attend training program. He is stressed out, why dont pack him

up for a training program approach.


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CHAPTER-3

LEARNING AND TRAININGIrrespective of the type or method of training, a trainer has to keep in mind some of the

principles of learning or motivation, which would enhance internationalization of what

is taught.

Motivation

A trainee needs to have a desire to learn and benefit from the programme. If the is not

interested, or is de-motivated, the learning outcome is going to be insignificant and the

company will have spent its money badly. On the other hand, being too intense about

learning and outcome may result in setting over ambitious goals for the individual.

Reinforcement

Following on the concept of motivation is that of reinforcement. For learning to take

place and be internalized to the desired extent, a trainee is rewarded or given some

encouragement. This reinforcement, or the acknowledgement that what has been

acquired is desirable, can be either an extrinsic or intrinsic reward-external praise or

some tangible reward, or the individuals feeling of a sense of progress. Current stress

is on positive support and helpful behavior, even when mistakes are made.

Feedback

During the training process, it is useful for the trainee to be told how he is progressing.

Several researchers have confirmed that knowledge of results is an effective motivator.

Constant and periodic feedback has positive effects on the trainees learning. Unless thetrainee knows how close his performance comes to the desired standard, he will not

have an opportunity to improve. Feedback therefore provides a basis for correcting

oneself. Secondly, feedback helps to sustain the trainees interest in the task, or in each

learning that is taking place, by bringing greater involvement with the learning process.

If feedback is to be meaningful, it should follow a learning segment as quickly as

possible.

Transfer of Learning


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The maximum use of training can be made if the trainee is able to transfer his learning

to his actual work role. This is possible if identical elements are incorporated in the

training situation from the job role, either existing or proposed. The more similar the

learning situation is to the job situation, the higher the degree of transfer the trainee can

expect, and hence the grater the relevance of the training programme.

Repetition

Repetition etches a pattern into our memory, e.g., when one studies for an examination,

it is necessary to repeatedly to over ideas so that they can be recalled later.

RelevanceRelevance relates to the meaningful fuse of material, which aids learning, e.g., trainers

usually explain in the overall purpose of a job to trainees before assigning them a

particular task.

TRAINING INPUTS

There are three basic types of inputs;

(i)Skills

(ii)Attitude

(iii)Knowledge.

The primary purpose of training is to establishing a sound relationship is at its best

when the workers attitude to the job is right, when the workers knowledge of the job is

adequate, and he has developed the necessary skills.

Training activities in an industrial organization are aimed at making desired

modifications in skills, attitudes and knowledge of employee so that they perform their

jobs most efficiently and effectively.

BEST TIME TO IMPART TRAINING TO EMPLOYEE


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1. NEW RECRUITS TO THE COMPANY

These have a requirement for induction into the company as a whole in terms of its

business activities and personnel policies and provisions, the terms, conditions and

benefits appropriate to the particular employee, and the career and advancementopportunities available.

2. TRANSFEREES WITHIN THE COMPANY

These are people who are moved from one job to another, either within the same work

area, i.e. the same department or function, or to dissimilar work under a different

management. Under this heading we are excluding promotions, which take people into

entirely new levels of responsibility.

3. PROMOTIONS

Although similar to the transferee in that there is a new job to be learned in new

surroundings, he is dissimilar in that the promotion has brought him to a new level of

supervisory or management responsibility. The change is usually too important and

difficult to make successfully to permit one to assume that the promotes will pick it up

as he goes along and attention has to be paid to training in the tasks and theresponsibilities and personal skills necessary for effective performance.

4. NEW PLANT OR EQUIPMENT

Even the most experienced operator has everything to learn when a computer and

electronic controls replace the previous manual and electro-mechanical system on the

process plant on which he works. There is no less a training requirement for the

supervisors and process management, as well as for technical service production controland others.

5 . NEW PROCEDURES

Mainly for those who work in offices in commercial and administrative functions but

also for those who we workplace is on the shop floor or on process plant on any

occasion on which there is a modification to existing paperwork or procedure for, say

the withdrawal of materials from stores, the control of customer credit the approval of expense claims, there needs to be instruction on the change in the way of working in


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many instances, a note bringing the attention of all concerned the change is assume to

be sufficient, but there are cases, such as when total new systems in corporating IT up

dates are installed, when more thorough training is needed.

6 . NEW STANDARDS, RULES AND PRACTICES

Changes in any one these are likely to be conveyed by printed note or by word of mouth

by the manager to his subordinates, and this can be the most satisfaction way of dealing

with the change from the point of view of getting those affected to understand their new

responsibility. However not all changes under this heading can be left to this sort of

handling. Even the simplest looking instruction may be regarded as undesirable or

impracticable by whoever has to perform it he may not understand the purpose behind

the change and lose confidence in a management which he now believes to be messing

about, or he may understand the purpose and have a better alternative to offer if it is

not too late.

7. NEW RELATIONSHIP AND AUTHORITIES

These can arise, as a result of management decisions, in a number of ways. In

examples, the recognition of the accounts department can result in a realization of

responsibilities between the section leaders of credit control, invoicing and customer

records, although there is no movement of staff between the sections (i.e. no transfers).

Although the change in work content for each clerk and supervisor is defined clearly for

each person in the new procedures, there is nevertheless a need for each person to know

where he stands in the new set up, which is responsible for what, and where to direct

problems and enquiries as they arise in the future.

8. MAINTENANCE OF STANDARDS

We are here concerned with maintenance of standards through training, for it must be

remembered that supervision and inspection and qualify control are continuously

responsible for standards and exercise their own authorities to this end. Although it is

generally agreed that some retraining from time to time, taking varied forms even for

the on group of employees, does act as both a reminder and a stimulus, there is not

much agreement on the next frequency and form that such retraining should take, of


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there is as yet little scientific knowledge on this subject which is of much use in

industrial situations.

9. THE MAINTENANCE OF ADAPTABILITYAgain, whilst there is little scientific study of the loss of ability to learn new skills in

those cases where people spend a long time without change, and without the need to

learn, there is increasing evidence in current experience to suggest that this is the case

in industrial employment. Add, of course, there is the inference arising from the

laboratory experiments of psychologists.

10. THE MAINTENANCE OF MANAGEMENT SKILLS &

STANDARDS

Skills in supervising, employee appraisal, communications, leadership etc are important

in all companies. Some of these skills are seen to be critical to major developments in

company organisation, culture, employee empowerment and so on. Initial training in

these skills is not uncommon in the largest companies on appointment into management

and supervision. But continuous training and performance monitoring is rare, despite

the common knowledge that standards are as varied as human nature.

11. RETIREMENT AND REDUNDANCY

Employees of any position in the company who are heading towards retirement will

benefit from learning about health, social life, work opportunities money management

etc. Internal or external courses are best attended a year or two before retirement date,

in a few companies a member of Personnel will act as a counselor as required.


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BENEFITS OF TRAINING

Employees and the organization need to realize the importance of contribution and

learning for mutual growth and development. Training is the answer to deal with

stagnation stage by constantly updating it in every field. Other benefits of training

include:

Hiring appeal: companies that provide training attract a better quality

Workforce.

Assessing and addressing any performance deficiency.

Enhancing workforce flexibility. Cross-cultural training is essential for

them for better adjustment in the new environment.

Increasing commitment: Training acts as a loyalty booster. Employee

motivation is also enhanced when the employee knows that the organization

would provide them opportunities to increase their skills and knowledge.

It gives the organization a competitive edge by keeping abreast of the latest

changes; it acts as a catalyst for change.

Higher customer satisfaction and lower support cost results through improved

service, increased productivity and greater sufficiency.

Training acts as benchmark for hiring promoting and career planning.

It acts act as a retention tool by motivating employee to the vast

opportunities for growth available in an organization.

THE EVALUATION OF TRAINING

There are a number of expressions used to describe steps taken by management and by

training offices at the conclusion of training and during the days or weeks afterwards.

These expressions include validation, evaluation, follow-up and implementation, as

well as cost benefit, which have appeared in more recent years. We are interested in all

of these and have already tackled one of the, implementation, and we start by giving our


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definitions in order to establish a clearer picture of what each is, and how they relate to

each other.

Evaluation of training, or, indeed of anything, consists simply of putting a value to it.

To evaluate training means undertaking a search for the effect that it has had on the

people and the situations, which it influences, and then trying to measure or estimate

whether this is advantageous or disadvantageous.

We shall see that at the level of pure training there is an evaluation to be made, but that

the principal evaluation is at a higher level in the chain.

First the chain of intentions is clear at the outset

1. The forecourt attendants were to receive training to a defined level of

competence.

2. They were then to apply their new capability correctly during the service that

they gave to motorists.

3. The motorists would respond to this with a reaction of pleasure and would tend

to use that particular station rather more, thus increasing the amount of gasoline

sold.

4. The increased sales, and negligible increased costs, would improve the revenue

and the profits.

A TRAINING TOOL: INSPIRING OTHERS

In the new era new era, challenges for the trainer are to create learning environment.

Trainer needs to innovate new ways design and deliver the training inputs. Wide range

of technique like interactive methods like teaching, experiential learning casesinventories games, including humour. Where as we have the ancient way of story

telling as a powerful tool to create learning for adult managers of industry. Sharing ones

own perception, experience and ideas learning value can be increased exponentially.


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Methods of Training

There are various methods of training, which can be divided in to cognitive and behavioral methods. Trainers need to understand the pros and cons of each method, also

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

training.

Cognitive methods are more of giving theoretical training to the trainees. The various

methods under Cognitive approach provide the rules for how to do something, written

or verbal information, demonstrate relationships among concepts, etc. These methods

are associated with changes in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

LECTURES A Method of Training

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

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

or oral form. Lecture is telling someone about something. Lecture is given to enhance

the knowledge of listener or to give him the theoretical aspect of a topic. Training is

basically incomplete without lecture. When the trainer begins the training session by

telling the aim, goal, agenda, processes, or methods that will be used in training that

means the trainer is using the lecture method. It is difficult to imagine training without

lecture format. There are some variations in Lecture method. The variation here means

that some forms of lectures are interactive while some are not Straight Lecture: Straight

lecture method consists of presenting information, which the trainee attempts to absorb.

In this method, the trainer speaks to a group about a topic.

However, it does not involve any kind of interaction between the trainer and the

trainees.
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A lecture may also take the form of printed text, such as books, notes, etc. The

difference between the straight lecture and the printed material is the trainers

intonation, control of speed, body language, and visual image of the trainer. The trainer

in case of straight lecture can decide to vary from the training script, based on the

signals from the trainees, whereas same material in print is restricted to what is printed.

A good lecture consists of introduction of the topic, purpose of the lecture, and

priorities and preferences of the order in which the topic will be covered.

Main Features of Lecture Method

Some of the main features of lecture method are:

Inability to identify and correct misunderstandings

Less expensive

Can be reached large number of people at once

Knowledge building exercise

Less effective because lectures require long periods of trainee inactivity


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Demonstration Training Method

This method is a visual display of how something works or how to do something. As an

example, trainer shows the trainees how to perform or how to do the tasks of the job. Inorder to be more effective, demonstration method should be should be accompanied by

the discussion or lecture method.

To carry out an effective demonstration, a trainer first prepares the lesson plan by

breaking the task to be performed into smaller modules, easily learned parts. Then, the

trainer sequentially organizes those modules and prepares an explanation for why that

part is required. While performing the demonstration, trainer:

Demonstrates the task by describing how to do, while doing

Helps the focusing their attention on critical aspects of the task

Tells the trainees what you will be doing so they understand what you will be

showing them

Explains why it should be carried out in that way

The difference between the lecture method and the demonstration method is the level of

involvement of the trainee. In the lecture method, the more the trainee is involved.

The financial costs that occur in the demonstration method are as follows:

Cost of training facility for the program

Cost of materials that facilitate training

Food, travel, lodging for the trainees and the trainers

Compensation of time spent in training to trainers and trainees

Cost related to creating content, material

Cost related to the organization of the training

After completing the demonstration the trainer provide feedback, both positive and or

negative, give the trainee the opportunity to do the task and describe what he is doing

and why.


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Discussion Training Method

This method uses a lecturer to provide the learners with context that is supported,elaborated, explains, or expanded on through interactions both among the trainees and

between the trainer and the trainees. The interaction and the communication between

these two make it much more effective and powerful than the lecture method. If the

Discussion method is used with proper sequence i.e. lectures, followed by discussion

and questioning, can achieve higher level knowledge objectives, such as problem

solving and principle learning.

The Discussion method consists a two-way flow of communication i.e. knowledge in

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

back by trainees to trainer.

Understanding is conveyed in the form of verbal and non-verbal feedback that enables

the trainer to determine whether the material is understood. If yes, then definitely it

would help out the trainees to implement it at their workplaces and if not, the trainer

may need to spend more time on that particular area by presenting the information

again in a different manner.

Questioning can be done by both ways i.e. the trainees and the trainer. When the

trainees ask questions, they explain their thinking about the content of the lecture. A

trainer who asks questions stimulates thinking about the content of the lecture. Asking

and responding questions are beneficial to trainees because it enhance understanding

and keep the trainees focused on the content. Besides that, discussions, and interactions

allow the trainee to be actively engaged in the material of the trainer. This activity helps

in improving recall.


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Computer-Based Training (CBT)

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

for knowledge and skilled employees have increased more than ever, which in turn, is putting pressure on HR department to provide training at lower costs. Many

organizations are now implementing CBT as an alternative to classroom based training

to accomplish those goals

Some of the benefits of Computer-Based Training are:


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According to a recent survey, about 75% of the organizations are providing training to

employees through Intranet or Internet. Internet is not the method of training, but has

become the technique of delivering training. The growth of electronic technology has

created alternative training delivery systems. CBT does not require face-to-face

interaction with a human trainer. This method is so varied in its applications that it is

difficult to describe in concise terms.

The various methods that come under Cognitive approach are :

o INTELLEGENT TUTORIAL SYSTEM(ITS)

o PROGRAMMED INSTRUCTION (PI)

o VIRTUAL REALITYBehavioral methods are more of giving practical training to the trainees. The various

methods under Behavioral approach allow the trainee to behavior in a real fashion.

These methods are best used for skill development.

The various methods that come under Behavioral approach are:

o GAMES AND SIMULATIONS

o BEHAVIOR-MODELINGo BUSINESS GAMES

o CASE STUDIES

o EQUIPMENT STIMULATORS

o IN-BASKET TECHNIQUE

o ROLE PLAYS

Both the methods can be used effectively to change attitudes, but through different

means.

Another Method is MANAGEMENT DEVELOPMENT METHOD
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COACHING

Coaching is one of the training methods, which is considered as a corrective method for

inadequate performance. According to a survey conducted by International Coach

Federation (ICF), more than 4,000 companies are using coach for their executives.These coaches are experts most of the time outside consultants.

A coach is the best training plan for the CEOs because

It is one-to-one interaction

It can be done at the convenience of CEO

It can be done on phone, meetings, through e-mails, chat

It provides an opportunity to receive feedback from an expert

It helps in identifying weaknesses and focus on the area that needs improvement

This method best suits for the people at the top because if we see on emotional front,

when a person reaches the top, he gets lonely and it becomes difficult to find someone

to talk to.

It helps in finding out the executives specific developmental needs. The needs can be

identified through 60 degree performance review.

PROCEDURE OF THE COACHING

The procedure of the coaching is mutually determined by the executive and coach. The

procedure is followed by successive counseling and meetings at the executives

convenience by the coach.

1. Understand the participants job, the knowledge, skills, and attitudes, and

resources required to meet the desired expectation

2. Meet the participant and mutually agree on the objective that has to be achieved

3. Mutually arrive at a plan and schedule

4. At the job, show the participant how to achieve the objectives, observe the

performance and then provide feedback

5. Repeat step 4 until performance improves.

For the people at middle-level management, coaching is more likely done by the


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supervisor; however experts from outside the organization are at times used for up-

and-coming managers. Again, the personalized approach assists the manger focus

on definite needs and improvement


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Mentoring

Mentoring is an ongoing relationship that is developed between a senior and junior

employee. Mentoring provides guidance and clear understanding of how the

organization goes to achieve its vision and mission to the junior employee. Themeetings are not as structured and regular than in coaching. Executive mentoring is

generally done by someone inside the company. The executive can learn a lot from

mentoring. By dealing with diverse mentees, the executive is given the chance to grow

professionally by developing management skills and learning how to work with people

with diverse background, culture, and language and personality types Executives also

have mentors. In cases where the executive is new to the organization, a senior

executive could be assigned as a mentor to assist the new executive settled into his role.

Mentoring is one of the important methods for preparing them to be future executives.

This method allows the mentor to determine what is required to improve mentees

performance. Once the mentor identifies the problem, weakness, and the area that needs

to be worked upon, the mentor can advise relevant training. The mentor can also

provide opportunities to work on special processes and projects that require use of

proficiency.

Some key points on Mentoring Mentoring focus on attitude development

Conducted for management-level employees

Mentoring is done by someone inside the company

It is one-to-one interaction

It helps in identifying weaknesses and focus on the area that needs improvement


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Job Rotation

For the executive, job rotation takes on different perspectives. The executive is usually

not simply going to another department. In some vertically integrated organizations, for

example, where the supplier is actually part of same organization or subsidiary, jobrotation might be to the supplier to see how the business operates from the supplier

point of view. Learning how the organization is perceived from the outside broadens

the executives outlook on the process of the organization. Or the rotation might be to

a foreign office to provide a global perspective.

For managers being developed for executive roles, rotation to different functions in the

company is regular carried out.

This approach allows the manger to operate in diverse roles and understand the

different issues that crop up. If someone is to be a corporate leader, they must have this

type of training. A recent study indicated that the single most significant factor that

leads to leaders achievement was the variety of experiences in different departments,

business units, cities, and countries.

An organized and helpful way to develop talent for the management or executive level

of the organization is job rotation. It is the process of preparing employees at a lower

level to replace someone at the next higher level. It is generally done for the

designations that are crucial for the effective and efficient functioning of the

organization.

Benefits of Job Rotation

Some of the major benefits of job rotation are:

It provides the employees with opportunities to broaden the horizon of

knowledge, skills, and abilities by working in different departments, business

units, functions, and countries

Identification of Knowledge, skills, and attitudes (KSAs) required

It determines the areas where improvement is required

Assessment of the employees who have the potential and caliber for filling the

position


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OFF THE JOB TRAINING

There are many management development techniques that an employee can take in off

the job. The few popular methods are:

SENSITIVITY TRAININGTRANSACTIONAL ANALYSIS

STRAIGHT LECTURES/ LECTURES

SIMULATION EXERCISES

Case Study on Training Methods

SALES TRAINING AT ABC COMPANYFew years ago, ABC Company developed a training strategy for training its global sales

force. An important feature of the strategy was to create a master training plan for

each year. The organizations strategic plans, objectives, and functional tactics

would drive to this plan. Once an initial procedure was designed it was then

evaluated and critiqued the top management, different units, and training council.

The input from these stakeholders would be summarized and transferred into a

master training Plan.

The major question that was asked by the designers of training program was, what

results do we want from salespeople after the training program is over? Answer to

this question becomes the objective of the training program.

Then training content was designed, videos were made. The videos took 3 to 6 months

to produce. Video contains live production plants, clients offices, partner offices,

suppliers, manufacturers locations, and other locations.

Videos were used to train sales people in various areas, such as:

Market information i.e. about customer profile, market updates, and computer

integrated manufacturing applications, etc

Sales Process i.e. how to deal in the situation of conflicts with customer,

coaching

on undesirable behavior, supplement skills developed during live courses
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Product information, such as, product usage, applications, system description,

product description, comparison with competitors products, etc

Policies and procedures, i.e. about sales contests, incentive plans on achieving

targets, annual bonuses, winners receiving the best salesperson award to

motivate the sales force

Representatives then watch video, follow the directions, and refer to the material if

faces any problem. When salespeople feel they have mastered the Around

thousands of sales persons were getting a specific video training. The sales people

were getting training material along with the video. Sales material, they would take

an exam and call a toll-free number to transmit responses to exam.

Salespeople who successfully passed an exam were factored into performance and merit

reviews as well as promotional opportunities. Those who couldnt pass the exam

were asked to go through the material and video again before retaking the exam. If

the salesperson failed an exam again, the reporting manager was notified.

This case gives rise to few important questions. These questions are:

In todays technological world, is video still the best way to deliver training?

Is video the most effective way to achieve training objectives?

What role did cost of development, cost of delivery, and other constraints play

in selection of video delivery system?

Training Need Analysis (TNA)

An analysis of training need is an essential requirement to the design of effective

training. The purpose of training need analysis is to determine whether there is a

gap between what is required for effective performance and present level of

performance.

Why training need analysis?

Training need analysis is conducted to determine whether resources required are


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available or not. It helps to plan the budget of the company, areas where training is

required, and also highlights the occasions where training might not be appropriate

but requires alternate action.

Corporate need and training need are interdependent because the organization

performance ultimately depends on the performance of its individual employee and

its sub group.

Organizational Level Training need analysis at organizational level focuses

on strategic planning, business need, and goals. It starts with the assessment of

internal environment of the organization such as, procedures, structures, policies,

strengths, and weaknesses and external environment such as opportunities and

threats. After doing the SWOT analysis, weaknesses can be dealt with the traininginterventions, while strengths can further be strengthened with continued training.

Threats can be reduced by identifying the areas where training is required. and,

opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires to

be involved in strategic planning. In this planning, HR develops strategies to be sure

that the employees in the organization have the required Knowledge, Skills, and

Attributes (KSAs) based on the future KSAs requirements at each level


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Individual Level Training need analysis at individual level focuses on each

and every individual in the organization. At this level, the organization checks

whether an employee is performing at desired level or the performance is below

expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The

methods that are used to analyze the individual need are:

Appraisal and performance review

Peer appraisal

Competency assessments

Subordinate appraisal

Client feedback

Customer feedback

Self-assessment or self-appraisal

Operational Level Training Need analysis at operational level focuses on the

work that is being assigned to the employees. The job analyst gathers theinformation on whether the job is clearly understood by an employee or not. He

gathers this information through technical interview, observation, psychological

test; questionnaires asking the closed ended as well as open ended questions, etc.

Today, jobs are dynamic and keep changing over the time. Employees need to

prepare for these changes. The job analyst also gathers information on the tasks

needs to be done plus the tasks that will be required in the future. Based on the

information collected, training Need analysis (TNA) is done.

Training-Design

The design of the training program can be undertaken only when a clear training

objective has been produced. The training objective clears what goal has to be achieved

by the end of training program i.e. what the trainees are expected to be able to do at the

end of their training. Training objectives assist trainers to design the training program.


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The trainer Before starting a training program, a trainer analyzes his technical,

interpersonal, judgmental skills in order to deliver quality content to trainers

The trainees A good training design requires close scrutiny of the trainees andtheir profiles. Age, experience, needs and expectations of the trainees are some of the

important factors that affect training design.

Training climate A good training climate comprises of ambience, tone, feelings,

positive perception for training program, etc. Therefore, when the climate is favorable

nothing goes wrong but when the climate is unfavorable, almost everything goes

wrong.

Trainees learning style the learning style, age, experience, educational

background of trainees must be kept in mind in order to get the right pitch to the design

of the program.

Training strategies Once the training objective has been identified, the trainer

translates it into specific training areas and modules. The trainer prepares the priority

list of about what must be included, what could be included.

Training topics After formulating a strategy, trainer decides upon the content to

be delivered. Trainers break the content into headings, topics, ad modules. These topics

and modules are then classified into information, knowledge, skills, and attitudes .

Sequence the contents Contents are then sequenced in a following manner:

From simple to complex

Topics are arranged in terms of their relative importance

From known to unknown

From specific to general

Dependent relationship


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Training tactics Once the objectives and the strategy of the training program

becomes clear, trainer comes in the position to select most appropriate tactics or

methods or techniques. The method selection depends on the following factors:

Trainees background Time allocated

Style preference of trainer

Level of competence of trainer

Availability of facilities and resources, etc


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Support facilities It can be segregated into printed and audio visual. The various

requirements in a training program are white boards, flip charts, markers, etc.

Constraints The various constraints that lay in the trainers mind are:

Time Accommodation, facilities and their availability


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Furnishings and equipments

Budget

Design of the training, etc

Training Implementation

To put training program into effect according to definite plan or procedure is called

training implementation. Training implementation is the hardest part of the system

because one wrong step can lead to the failure of whole training program. Even the best

training program will fail due to one wrong action.

Training implementation can be segregated into:

Practical administrative arrangements Carrying out of the training

Implementing Training

Once the staff, course, content, equipments, topics are ready, the training is

implemented. Completing training design does not mean that the work is done because

implementation phase requires continual adjusting, redesigning, and refining.

Preparation is the most important factor to taste the success. Therefore, following arethe factors that are kept in mind while implementing training program:

The trainer The trainer need to be prepared mentally before the delivery of

content. Trainer prepares materials and activities well in advance. The trainer also set

grounds before meeting with participants by making sure that he is comfortable with

course content and is flexible in his approach.

Physical set-up Good physical set up is pre-requisite for effective and successfultraining program because it makes the first impression on participants. Classrooms

should not be very small or big but as nearly square as possible. This will bring people

together both physically and psychologically. Also, right amount of space should be

allocated to every participant.

Establishing rapport with participants There are various ways by which a trainer can

establish good rapport with trainees by:

Greeting participants simple way to ease those initial tense moments


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Encouraging informal conversation

Remembering their first name

Pairing up the learners and have them familiarized with one another

Listening carefully to trainees comments and opinions

Telling the learners by what name the trainer wants to be addressed

Getting to class before the arrival of learners

Starting the class promptly at the scheduled time

Using familiar examples

Varying his instructional techniques

Using the alternate approach if one seems to bog down

Reviewing the agenda At the beginning of the training program it is very

important to review the program objective. The trainer must tell the participants the

goal of the program, what is expected out of trainers to do at the end of the program,

and how the program will run.

The following information needs to be included:

Kinds of training activities

Schedule

Setting group norms

Housekeeping arrangements

Flow of the program

Handling problematic situations

Training Evaluation

The process of examining a training program is called training evaluation. Trainingevaluation checks whether training has had the desired effect. Training evaluation

ensures that whether candidates are able to implement their learning in their respective

workplaces, or to the regular work routines.

PURPOSES OF TRAINING EVALUATION

The five main purposes of training evaluation are:

Feedback: It helps in giving feedback to the candidates by defining the objectives and

linking it to learning outcomes.


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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.

Intervention : It helps in determining that whether the actual outcomes are aligned

with the expected outcomes.

Process of Training EvaluationBefore Training : The learners skills and knowledge are assessed before the

training program. During the start of training, candidates generally perceive it as a

waste of resources because at most of the times candidates are unaware of the

objectives and learning outcomes of the program. Once aware, they are asked to give

their opinions on the methods used and whether those methods confirm to the

candidates preferences and Learning style.


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During Training : It is the phase at which instruction is started. This phase usually

consist of short tests at regular intervals

After Training : It is the phase when learners skills and knowledge are assessedagain to measure the effectiveness of the training. This phase is designed to determine

whether training has had the desired effect at individual department and organizational

levels.

There are various evaluation techniques for this phase.

Techniques of Evaluation

The various methods of training evaluation are: Observation

Questionnaire

Interview

Self diaries

Self recording of specific incidents


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Flexible working practices

Company made a major training program after making two third work forces redundant.

This involved both vocational training and encouraging employee to take educational

courses in their free time.

Training and employment package

In certain companies training formed part of the pay packet offered to employees. It

also had a bearing on the Lab our turnover percentage of employee. In other way we

can say its like cost to company.

Corporate structure

In some instances I became difficult for managers to meet business objectives because

they had in sufficient control over recruitment and training decision. In some other

cases rivalries between different divisions of same company, prevented the integration

of coherent training and personal policies at central level.

The role of professinal trainers

The findings suggest that the role of the professional trainer had undergone significant

changes. He is today not only a mere provider or organiser of training but also is being

seen as an agent or facilitator of change. This because today the management is

integrating training into the very culture of their organisation. In some organisation the

trainers now have access to key decision-makers and have established greater

legitimacy for training and development activities.

Corporate and individual training needs

Evidence suggests that numbers of organisation are effectively integrating their training

and business strategies and progress has been made in training for organisational

development.

Although the need for continuing training of manager and professional is being

assessed on a more systematic basis this has not been extended more widely.


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TYPES OF TRAINING METHODS ADOPTED BY

RELIANCE MOBILE

The training methods which are generally used in an organization are classified into two

i.e .

1) On the job: On-the-job training places the employees in an actual work situation

and makes them appear to be immediately productive. It is learning by doing. For jobs,

that either are difficult to simulate or can be learn quickly by watching and doing on-

the-job training makes sense.

One of the drawbacks to on-the-job training can be low productivity while the

employees develop their skills. Another drawback can be the errors made by the

trainees while they learn. However, when the damage the trainees can do is minimal,

where training facilities and personnel are limited or costly, and where it is desirable for

the workers to learn the job under normal working conditions, the benefits of on-the-job

training frequently offset its drawbacks.

(ii) Job Instruction Training: JIT consists of four basic steps:

(a) Preparing the trainees by telling them about the job and over coming their

uncertainties

(b) Presenting the instruction, giving essential information in a clear manner;

(c) Having the trainees try out the job to demonstrate their understanding; and

(d) Placing the workers into the job, on their own, with a designated resource person to

call upon should they need assistance.

2) Off the job: Off-the-job training covers a number of techniques classroom

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

programmed instruction. The facilities needed for each of these techniques vary from a

small make shift classroom to an elaborate development center with large lecture halls,

supplemented by small conference rooms with sophisticated audiovisual equipment,

two-way mirrors, and all the frills.

(i) Classroom lectures/conferences: The lecture or conference approach is well

adapted to conveying specific information rules, procedures, or methods. The use of

audiovisuals or demonstrations can often make a formal classroom presentation more

interesting while increasing retention and offering a vehicle for more interesting while


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increasing retention and offering a vehicle for clarifying more difficult points. The

lectures liabilities include possible lack of feedback and the lack of active involvement

by the trainees.

(ii) Simulation exercises: Any training activity that explicitly places the trainee inan artificial environment that closely mirrors actual working conditions can be

considered a simulation. Simulation activities include case exercises, experimental

exercises, complex computer modeling, and vestibule training.

(iii)Vestibule training: In vestibule training, employees learn their jobs on the

equipment they will be using, but the learning is conducted away from the actual work

floor. In the 1980s many large retail chains train cashiers on their new computer cash

registers which are much more complex because they control inventory and performother functions in addition to ringing up orders in specially created vestibule labs that

simulated the actual checkout-counter environment.

Training, as a process of long tem learning is essentially a developmental tool.. By

effectively utilizing this tool, the organization expects to achieve career objectives.

Contribute towards the career progressions of the employees by importing

knowledge of an additional or reinforcing nature, developing skills and

bringing about desired attitudinal changes among them. This would not merely

prove effective in assisting them to achieve organizational goals but also enable

enhancement of their self esteem and self confidences to face external

challenges.

Ours is a changing and dynamic organization which has to pay considerable

emphasis on training and retraining its employees to enable them to be

competent, committed and has the capacity to change according to the external

and internal demands and pressures.

Training of employees is not merely the responsibility of the management or the

training cell alone, but the responsibility of department managers as well. The human

resource department must enable the involvement of the department managers in the

process of employee training and development.

ASSESSMENT OF TRAINING NEEDS

There are five steps towards the assessment and analysis of training and development of

the organization.


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Collection of information through interviewing and discussing with key

personnel both inside and outside the organization or specific departments;

observing the work place, working conditions, processes and outcomes;

examining records, other written information and annual employee appraisal.Compare performances of each department and each employee against

objectives, targets and standards set for them and keeping in mind future work

requirements in the organization.

Identify cause of problems faced by the organization to enable the management

to train the employees in handling the problems as well as solving the problem

in a satisfactory manner.

Segregate identified problems into problems requiring staff development actionsuch as training and into problems requiring other management actions, so that

these problems are accurately addressed.

Prioritize training actions in accordance to where the training need is more

urgent.


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SUPERVISOR SUPPORT can affect their employees learning in number of

ways, for example, if the trainee is motivated to learn and receives full support from

their supervisor, then this support in turn encourages the employee to learn as much as possible. Also, supervisor can also reduce the negative factors of training, such as, the

work that piles up during training that makes the employee uncomfortable and

employees negative perception about the training program.

TRAINER SUPPORT can also have a positive impact on the transfer of

training. Gone are the days, when the trainers role used to get over once the training

program is done. Trainers role is now extended to the work place also. Besides


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training, trainers role is to keep a check on how trainees are performing and help them

and discuss with them if they encounter any problem in the workplace.

CLIMATE Apart from supervisor support, peers support, trainer support, Climatefactor also comprises of company polices, attitude of upper management towards

employee, towards training. If these factors are positive then the climate will also

support the transfer of training. It is the organizations foremost duty to make the

employees realize through these factors that adequate amount of time and resources are

spent on them for their professional and personal development.

CULTURE also have the impact over the transfer of training. If the culture of theorganization provides enough opportunities to its employees to implement what they

have learnt in the workplace and provide them variety of others factors such as, social

support, challenging jobs, etc then the likelihood of the transfer of training increases.

REWARD SYSTEMS If the learning outcome that helps in achieving

the objectives is linked to reward system then the probability of the success of training

would increase


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NEW ELECTRONIC TECHNOLOGIES IN TRAINING

1) Interactive computer video technology:

The use of computers and videotapes in the field of training is now well established.

Some leading institution like MANAGE, Hyderabad is using this technology in training

programme.

2) Broadcast television / cable television:

Televisions system in which programme is sent out by radio wave and are seen on

television. Indira Gandhi National Open University (IGNOU) is very well using this

technology its educational and training programme.

3) Computer aided instruction:

An educational concept which places the student in a conversational mode with a

computer which has programmed study plan. The programmed course selects the next

topic or phase of study according to previous responses from the student allowing each

student to progress at pace directly to his or her learning capability.

4) Interactive video /interactive compute:

The phrase interactive video refers to a video programme with which user (trainee)

can interact. Interactivity takes place between user and the system, some thing for IC

also, the system composed of four basic components

(1) monitor or video display unit

(2) video tape or video disc

(3) a computer

(4) a disc drive, the computer controls the video or video disc. Disc drive loads a

programme into the computer.

5) Tele-conferencing:

A two way audio and one way video system. It is used nowadays by many institutions

for education and training purpose.

TRAINING EFFECTIVENESS


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Cutting edge of competition today demands every organization, to measure its activities

in terms of effectiveness, efficiency, excellence (triple E). To achieve this triple C a lot

of investment is made by the organization but the sword of sure short success hangs on

the head of the HRD manager, this is because he has to handle the most complex

resource i.e. human resource. The next toughest thins is to maintain is the ROI (return

on investment) of training and development. It is not only the ROI but the performance

management, retention level, motivation, morale, creativity, innovation conflicts,

loyalty and commitment etc. of the manpower which are not easy to handle.

Keeping all these factors in mind the focus of vision falls on training and development.

The training effectiveness is obviously in terms of enhanced skill and knowledge to

achieve the present goals, through the increased learnt behavior. In the process of

training effectiveness is the most important /vital area, where by the individual and

organizational goals are integrated to bring about the desired performance levels. How

to reduce the gap?


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Learning ability

METHODOLOGY OF THE PROJECT

Interview

Preparation of the summary expressed

Recommendation of fall back site

Questionnaire design

RESEARCH DESIGN

Descriptive Design.

Sample Size:

To understand the training and development scenario at various organizations and what

the trainee really feels about the training they have undergone and further what kind of

training they look for. Do they really look for any kind of training or not? To study the

above aspect we covered almost about 40 people from almost all the department at of

various companies.

TOOLS USED FOR DATA COLLECTION

Primary data collected through questionnaires and informal interviews.

Secondary data collected through magazines, journals, websites, and other

corporate publications

Training skill & communication

Trainer Trainee

Job performance


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PR OCEDURE FOR DATA COLLECTION. Communication, asking questions and receiving a response in person

Visiting the various organizations, libraries, internet and also preparation

of the questionnaire with the help of the project guide.

DATA ANALYSIS AND

INTERPRETATIONS

Q1.Your Organization considers training as a part of organizational

strategy. Do you agree with this statement?

Response No. Of Respondants Percentage

Agree 13 52

Disagree 1 4

Partly Agree 4 16

Cant Say 7 28

Total 25 100


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Interpretation:-

The above graph indicates that Organization considers training as a part

of organizational strategy.

Q 2. How many training programmes will you attend in a year?

Response No. of respondants Percentage

Less than

Documents

Ob Hrd Project - For Merge