Final Project EDIT

TRAINING AND DEVELOPMENT

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 these

requirements, training is not important. When this not the case, it is necessary to raise the

skills levels and increase the versatility and adaptability of employees.

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

their working lives. The probability of any young person learning a job today and having

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

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

an activity that an 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 newconcepts, 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 employees and how to know what

kind of training he can go for? Training being 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 train and retain the best resource in the world to reap the best out of

it. Development is integral part of training if somebody is trained properly and efficiently the

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

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

to develop executive skill to sharpen their knowledge. Learning should be continues process

and one should not hesitate to learn any stage.

“Training and Development “ process is taken time to time to make their workforce

Skillful . The process is very useful for them.

K.M.I.M. COLLEGE, GOREGAON


Table of Content

No. Content

1. Introduction

2. Research Methodology

3. Objective of Study

4. Scope of Study

5. Sampling

6. Type of Research

7. Limitation of Study

8. Scheme of chapterisation

9. Bibliography



INTRODUCTION

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

between the training function and other management activity is also changing. The training

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.

HR role is now:

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 post

employment support for advanced education and training.

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

.



RESEARCH METHODOLOGY

Objectives of the Project Report

Training and Development of Employees Finding is the main objective of this project

report and some of the sub-objective in this report. They are :

To know the effectiveness of the training programme conducted by the company.

To know whether employees are aware about their responsibilities and authorities or

not.

To improve Organizational Climate and increase the morale of employees.

To know whether training programme is conducted successfully or not.

To know about the work culture of the organization.

Scope of Study :

This study has got importance to understand the whole concept of “Training and

Development” of employees. This procedure is applicable to all employees. Company's

personnel involved in quality system.

Universe of Study:

Adani power Plant , Tirora

Sampling :

Sample have been taken from Adani power plant , Tirora & for the purpose 30 employees

have been taken.



Type of Research :

Discriptive Reasearch :

This is intended to describe certain factors that management is likely to be

interested in such as market condititions, customers’ feelings or opinion towards a particular

company, purchasing as so forth.

Limitation of Study :

Restricted area of research.

Sample size is small.

Duration of the research was insufficient.

Some people were not cooperative.

Scheme Of Chapterisation :

1. Introduction

2. Objective

3. Research methodology

4. Company Profile

5. Data Analysis

6. Conclusion

7. Suggestion

8. Bibliography



Company profile :

Adani power plant, Tirora

Type : Public Company

Industry : Energy

Parent Company : Adani Power Ltd.

Headquarter : Ahmdabad, India

Chairman : Gautam Adani

CEO : Vineet Jain

Product : Electrcity generation , transmission & distributiion,

Energy Trading

Capacity : 3300 MW(5 *660 MW)

Website : adanipower.com



EMPLOYEE TRAINING AND DEVELOPMENT PROGRAMME

DEFINED AS

“It is concerned with the structure and delivery of acquisition of knowledge to

improves the efficiency and effectiveness of organization.”

It is concerned with improving the existing skills and exploring the potential skills

of the individual i.e. upgrading the employees’ skills and extending their knowledge.

Therefore, training is a key to optimizing utilization human intellectual technological and

entrepreneurial skills.

Training and Development referred to as

Acquisition and sharpening of employees capabilities that is required to perform

various obligations, tasks and functions.

Developing the employees capabilities so that they may be able to discover their

potential and exploit them to full their own and organizational development purpose

Developing an organizational culture where superior subordinate relationship, team

work, and collaboration among different sub units are strong and contribute to

organizational wealth, dynamism and pride to the employees.

DEVELOPMENT DEFINED

It helps the individual handle future responsibilities, with less emphasis on present job

duties.



INTRODUCTION OF TRAINING

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.

Training is activity leading to skilled behavior.

It’s not what you want in life, but it’s knowing how to reach it

It’s not where you want to go, but it’s knowing how to get there

It’s not how high you want to rise, but it’s knowing how to take off

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

It’s not what you dream of doing, but it’s having the knowledge to do it

It's not a set of goals, but it’s more like a vision.

It’s not the goal you set, but it’s 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.



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 achieve the 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.

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.



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.



TRAINING & DEVELOPMENT TRAINING CONSULTING AND

TRAINING & DEVELOPMENT SERVICES

We carry out all services relating to “Training and Development” programs for our

client organisations like:

Training needs analysis and development needs analysis Designing a training strategy to

underpin corporate strategy Audit of the training function Designing learning and

development systems tailored to the company's specific needs Evaluating the effectiveness

of training programmes Prioritizing of the training budget Surveys in the area of corporate

training

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. The training

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.



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

organization’s 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 3 MODELS OF TRAINING ARE

1. Systematic Model.

2. Instructional System Development Model.

3. Transitional Model.

1. Systematic 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 helping employee to

perform their work to required standards. The steps involved in System Model of training are

as follows

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

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

objectives of training, identifying

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.

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

failure of whole training program.

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.



2. Instructional System Development Model(ISD)Model

Instructional System Development model or ISD training model was made to answer

the training problems. This model is widely used now-a-days in the organization because it is

concerned with the 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,

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 weaknesses and making necessary

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

practices.

6. 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.

3. TRANSITIONAL MODEL

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 model, 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.



IMPORTANCE OF TRAINING OBJECTIVE

Training objectives are one of the most important parts of training program. While

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

argument 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 objective 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

• 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 trainee’s mind

that actually helps in gaining attention.



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 he’ll 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.



Benefits of training and development to the business :

Trained workers can work more efficiently. They use machines, tools, and materials

in a proper way. Wastage is thus eliminated to a large extent.

There will be fewer accidents. Training improves the knowledge of employees

regarding the use of machines and equipment. Hence, trained workers need not be put

under close supervision, as they know how to handle operations properly.

Trained workers can show superior performance. They can turn out better

performance. They can turn out better quality goods by putting the materials, tools

and equipment to good use.

Training makes employees more loyal to an organization. They will be less inclined to

leave the unit where there are growth opportunities

Benefits of training and development to the employees:

Training makes an employee more useful to a firm. Hence, he will find employment

more easily.

Training makes employees more efficient and effective. By combining materials,

tools and equipment in a right way, they can produce more with minimum effort.

Training enables employees to secure promotions easily. They can realize their career

goals comfortably.

Training helps an employee to move from one organization to another easily. He can

be more mobile and pursue career goals actively.

Employees can avoid mistakes, accidents on the job. They can handle jobs with

confidence. They will be more satisfied on their jobs. Their morale would be high.

Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction

and lower labor turnover. Also, it can enable employees to cope with organizational, social

and technological change. Effective training is an invaluable investment in the human

resources of an organization.



Learning Principles: The Philosophy of Training

Training is essential for job success. It can lead to higher production, fewer

mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the

trainee and the organization, if managers understand the principles behind the training

process. To this end, training efforts must invariably follow certain learning-oriented

guidelines.

Modelling

Modeling is simply copying someone else's behavior. Passive classroom learning

does not leave any room for modeling. If we want to change people, it would be a good

idea to have videotapes of people showing the desired behavior. The selected model should

provide the right kind of behavior to be copied by others. A great deal of human behaviour is

learned by modelling others. Children learn by modelling parents and older children, they are

quite comfortable with the process by the time they grow up. As experts put it. "managers

tend to manage as they were managed".

Motivation

For learning to take place, intention to learn is important. When the employee is

motivated, he pays attention to what is being said, done and presented. Motivation to

learn is influenced by the answers to questions such as: How important is my job to me? How

important is the information? Will learning help me progress in the company? etc. People

learn more quickly when the material is important and relevant to them. Learning is usually

quicker and long-lasting when the learner participates actively. Most people, for example,

never forget how to ride a bicycle because they took an active part in the learning process.



Reinforcement

Positive reinforcement consists of rewarding desired behaviors. If a behavior is

rewarded, it probably will be repeated. People avoid certain behaviors that invite criticism

and punishment. A bank officer would want to do a postgraduate course in finance, if it earns

him increments and makes him eligible for further promotions. Both the external rewards

(investments, praise) and the internal rewards (a feeling of pride and achievement) associated

with desired behaviors compel subjects to learn properly. To be effective, the trainer must

reward desired behaviors only. If he rewards poor performance, the results may be disastrous:

good performers may quit in frustration, accidents may go up, and productivity may suffer.

The reinforcement principle is also based on the premise that punishment is less effective in

learning than reward. Punishment is a pointer to undesirable behaviors. When administered, it

causes pain to the employee. He may or may not repeat the mistakes. The reactions may be

mild or wild. Action taken to repeal a person from undesirable action is punishment. If

administered properly, punishment may force the trainee to modify the undesired or incorrect

behaviors.

Feedback

People learn best if reinforcement is given as soon as possible after training. Every employee

wants to know what is expected of him and how well he is doing. If he is off the track,

somebody must put him back on the rails. The errors in such cases must be rectified

immediately. The trainee after learning the right behaviour is motivated to do things in a

'right' way and earn the associated rewards. Positive feedback (showing the trainee the right

way of doing things) is to be preferred to negative feedback (telling the trainee that he is not

correct) when we want to change behaviour.

Spaced Practice

Learning takes place easily if the practice sessions are spread over a period of time. New

employees learn better if the orientation programme is spread over a two or three day period,

instead of covering it all in one day. For memorizing tasks, 'massed' practice is usually more

effective. Imagine the way schools ask the kids to say the Lord's prayer aloud. Can you

memorise a long poem by learning only one line per day? You tend to forget the beginning of

the poem by the time you reach the last stanza. For 'acquiring' skills as stated by Mathis and



Jackson, spaced practice is usually the best. This incremental approach to skill acquisition

minimises the physical fatigue that deters learning.

Whole Learning

The concept of whole learning suggests that employees learn better if the job

information is explained as an entire logical process, so that they can see how the

various actions fit together into the 'big picture'. A broad overview of what the trainee

would be doing on the job should be given top priority, if learning has to take place quickly.

Research studies have also indicated that it is more efficient to practice a whole task all at

once rather than trying to master the various components of the task at different intervals.

Active Practice

'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into

water instead of simply reading about swimming or looking at films of the worlds' best

swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat

the task. For maximum benefit, practice sessions should be distributed over time.

Applicability of Training

Training should be as real as possible so that trainees can successfully transfer the new

knowledge to their jobs. The training situations should be set up so that trainees can visualise

- and identify with - the types of situations they can come across on the job.

Environment

Finally, environment plays a major role in training. It is natural that workers who are

exposed to training in comfortable environments with adequate, well spaced rest periods are

more likely to learn than employees whose training conditions are less than ideal. Generally

speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down

as opportunities for improvement taper off.



Areas of Training

The Areas of Training in which training is offered may be classified into the following

categories.

Knowledge

Here the trainee learns about a set of rules and regulations about the job, the staff and the

products or services offered by the company. The aim is to make the new employee fully

aware of what goes on inside and outside the company.

Technical Skills

The employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so

that he can acquire that skill and contribute meaningfully.

Social Skills

The employee is made to learn about himself and others, and to develop a right mental

attitude towards the job, colleagues and the company. The principal focus is on teaching the

employee how to be a team member and get ahead.

Techniques

This involves the application of knowledge and skill to various on-the-job situations.

In addition to improving the skills and knowledge of employees, training aims at moulding

employee attitudes: When administered properly, a training programme will go a long way in

obt8ining employee loyalty.

Management Development

Management development is a long term educational process utilizing a systematic and

organized procedure by which managerial personnel get conceptual and theoretical

knowledge . It refers not to technical knowledge and skill in operation but to philosophical

and theoretical educational concepts. It involves broader education and its purpose is long



term development. Thus, management by which the managers develop their abilities to

manage.

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

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. Training Need arises at three levels:

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 training interventions,

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.

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 the information 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.

Facilities for Training

Training facilities includes those amenities acquired to perform training related functions,

but can also include non- training activities.

1. Classrooms: A classroom is a room in which training or learning activities can

take place. Types of classrooms which are used for training are as follows :

Auditorium: Large sized rooms designed for lecture –style instruction and

training. Auditoriums may be equipped with partitions to create smaller

training venues.

Conference Rooms: Multiple purpose medium sized instruction rooms.

Depending on the seating configuration the rooms may accommodate

lecture style instruction or encourage interaction in the form of round table

discussions and teleconferences.

Seminar Rooms : Multiple – purpose , small-sized instruction rooms,

usually used to accommodate a small number of people within close

proximity.

Computer Training room : Rooms equipped with computer workstation

and internet access for each student.

2. Breakout Rooms : Breakout Rooms are small rooms measuring about 200 to 300

square feet located adjacent to training hall.

3. Transportation : Make sufficient arrangements for the transportation of trainees

and trainers . The problem of transportation should not be allowed to disrupt the



training schedule.

4. Other facilities : Other facilities include

Sufficient election material, forms and equipment for participative use

during the training session.

Spare staff procedures manuals and workbooks .

Writing materials , including large sheets of paper for presentation of result

of any group exercises.

Name tags for all participants .

Access food and drink , especially for longer sessions.

Types of Training

There are many approaches to training. We focus here on the types of training that are

commonly employed in present-day organisations.

Skills training: Skill training is most common in organisations. The process here is fairly

simple. The need for training in basic skills (such as reading, writing, computing, speaking,

listening, problem solving, managing oneself, knowing how to learn, working as part of a

team, leading others) is identified through assessment. Specific training objectives are set and

training content is developed to meet those objectives. Several methods are available for

imparting these basic skills in modern organisations (such as lectures, apprenticeship, on-the-

job, coaching etc.). Before employing these methods, managers should:

explain how the training will help the trainees in their jobs.

relate the training to the trainees' goals.

respect and consider participant responses and use these as a resource.

encourage trainees to learn by doing.

give feedback on progress toward meeting learning objectives.

Refresher training: Rapid changes in technology may force companies to go in for this kind

of training. By organising short-term courses which incorporate the latest developments in a

particular field, the company may keep its employees up-to-date and ready to take on

emerging challenges.



It is conducted at regular intervals by taking the help of outside consultants who

specialise in a particular descriptive.

Cross-functional Training: Cross-functional Training involves training employees to

perform operations in areas other than their assigned job. There are many approaches to cross

functional training. Job rotation can be used to provide a manager in one functional area with

a broader perspective than he would otherwise have. Departments can exchange personnel for

a certain period so that each employee understands how other departments are functioning.

High performing workers can act as peer trainers and help employees develop skills in

another area of operation. Cross functional training provides the following benefits to an

organization. (and the workers as well)

Workers gain rich experience in handling diverse jobs; they become more adaptable

and versatile

They can better engineer their own career paths

They not only know their job well but also understand how others are able to perform

under a different set of constraints

A broader perspective increases workers' understanding of the business and reduces

the need for supervision

when workers can fill in for other workers who are absent, it is easier to use flexible

scheduling, which is increasingly in demand as more employees want to spend more

time with their families. Eli Lilly and Company (India), for example, encourages

cross-functional movements to make the organisation equally attractive to both

specialists and generalists.

Team Training: Team training generally covers two areas; content tasks and group

processes. Content tasks specify the team's goals such as cost control and problem solving.

Group processes reflect the way members function as a team - for example how they interact

with each other, how they sort out differences, how they participate etc. Companies are

investing heavy amounts, nowadays, in training new employees to listen to each other and to

cooperate. They are using outdoor experiential training techniques to develop teamwork and

team spirit among their employees (such as scaling a mountain, preparing recipes for

colleagues at a restaurant, sailing through uncharted waters, crossing a jungle etc.). The



training basically throws light on (i) how members should communicate with each other (ii)

how they have to cooperate and get ahead (iii) how they should deal with conflict-full

situations (iv) how they should find their way, using collective wisdom and experience to

good advantage.

Creativity training: Companies like Mudra Communications, Titan Industries, Wipro

encourage their employees to think unconventionally, break the rules, take risks, go out of the

box and devise unexpected solutions.

Postpone judgment: Don't reject any idea

Create alternative frames of reference

Break the boundary of thinking

Examine a different aspect of the problem

Make a wish list of solutions

Borrow ideas from other fields

Look for processes to change or eliminate

Think up alternative methods

Adopt another person's perspective

Question all Assumptions.

In creativity training, trainers often focus on three things:

(a) Breaking away: In order to break away from restrictions, the trainee is expected to (i)

identify the dominant ideas influencing his own thinking (ii) define the boundaries within

which he is working (iii) bring the assumptions out into the open and challenge everything

(b) Generate new ideas: To generate new ideas, the trainee should open up his mind; look at

the problem from all possible angles and list as many alternative approaches as possible. The

trainee should allow his mind to wander over alternatives freely. Expose himself to new

influences (people, articles, books, situations), switch over from one perspective to another, -

arrange cross fertilization of ideas with other people and use analogies to spark off ideas.

(c) Delaying judgement: To promote creative thinking, the trainee should not try to kill off

ideas too quickly; they should be held back until he is able to generate as many ideas as



possible. He should allow ideas to grow a little. Brainstorming (getting a large number of

ideas from a group of people in a short time) often helps in generating as many ideas as

possible without pausing to evaluate them. It helps in releasing ideas, overcoming inhibitions,

cross fertilising ideas and getting away from patterned thinking.

Diversity Training: Diversity training considers all of the diverse dimensions in the

workplace race, gender, age, disabilities, lifestyles, culture, education, ideas and backgrounds

- while designing a training programme. It aims to create better cross-cultural sensitivity with

the aim of fostering more harmonious and fruitful working relationships among a firm's

employees.

The programme covers two things: (i) awareness building, which helps employees appreciate

the key benefits of diversity, and (ii) skill building, which offers the knowledge, skills and

abilities required for working with people having varied backgrounds.

Literacy Training: Inability to write, speak and work well with others could often come in

the way of discharging duties, especially at the lower levels. Workers, in such situations, may

fail to understand safety messages, appreciate the importance of sticking to rules, and commit

avoidable mistakes. Functional illiteracy (low skill level in a particular content area) may be a

serious impediment to a firm's productivity and competitiveness. Functional literacy

programmes focus on the basic skills required to perform a job adequately and capitalise on

most workers' motivation to get help in a particular area. Tutorial programmes, home

assignments, reading and writing exercises, simple mathematical tests, etc., are generally

used in all company in-house programmes meant to improve the literacy levels of employees

with weak reading, writing or arithmetic skills.

Training Methods

Training methods are usually classified by the location of instruction. On the job training is

provided when the workers are taught relevant knowledge, skills and abilities at the actual

workplace; off-the-job training, on the other hand, requires that trainees learn at a location

other than the real work spot. Some of the widely used training methods are listed below.



On the Job

1. Job Instruction Training (JlT)

The JIT method (developed during World War II) is a four-step instructional process

involving preparation, presentation, performance try out and follow up. It is used primarily to

teach workers how to do their current jobs. A trainer, supervisor or co-worker acts as the

coach. The four steps followed in the JIT methods are:

1. The trainee receives an overview of the job, its purpose and its desired outcomes, with

a clear focus on the relevance of training.

2. The trainer demonstrates the job in order to give the employee a model to copy. The

trainer shows a right way to handle the job.

3. Next, the employee is permitted to copy the trainer's way. Demonstrations by the

trainer and practice by the trainee are repeated until the trainee masters the right way

to handle the job.

4. Finally, the employee does the job independently without supervision.

Merits:

Trainee learns fast through practice and observation.

It is economical as it does not require any special settings. Also, mistakes can be

corrected immediately.

The trainee gains confidence quickly as he does the work himself in actual setting

with help from supervisor.

It is most suitable for unskilled and semi-skilled jobs where the job operations are

simple; easy to explain and demonstrate within a short span of time.

Demerits:

The trainee should be as good as the trainer if the trainer is not good, transference of

knowledge and skills will be poor.

While learning, trainee may damage equipment, waste materials, cause accidents

frequently,

Experienced workers cannot use the machinery while it is being used for training.



2. Coaching:

Coaching is a kind of daily training and feedback given to employees by immediate

supervisors. It involves a continuous process of learning by doing. It may be defined as an

informal, unplanned training and development activity provided by supervisors and peers. In

coaching, the supervisor explains things and answers questions; he throws light on why

things are done the way they are; he offers a model for trainees to copy; conducts lot of

decision making meetings with trainees; procedures are agreed upon and the trainee is given

enough authority to make divisions and even commit mistakes. Of course, coaching can be a

taxing job in that the coach may not possess requisite skills to guide the learner in a

systematic way. Sometimes, doing a full day's work may be more important than putting the

learner on track.

When to use coaching usefully? Coaching could be put to good use when:

an employee demonstrates a new competency

an employee expresses interest in a different job within the organisation

an employee seeks feedback

an employee is expressing low morale, violating company policies or practices or

having performance problems

an employee needs help with a new skill following a formal training programme.

Effective working, obviously, requires patience and communication skills. It involves:

explaining appropriate ways of doing things

making clear why actions were taken

stating observations accurately

offering possible alternatives / suggestions

following up



3. Mentoring :

Mentoring is a relationship in which a senior manager in an organisation assumes the

responsibility for grooming a junior person. Technical, interpersonal and political skills

are generally conveyed in such a relationship from the more experienced person. A mentor is

a teacher, spouse, counsellor, developerr of skills and intellect, host, guide, exemplar, and

most importantly, supporter and facilitator in the realisation of the vision the young person

(protege) has about the kind of 1ife he wants as an adult.

The main objective is to help an employee attain psychological maturity and

effectiveness and get integrated with the organisation. In a work situation, such mentoring

can take place at both formal and informal levels, depending on the prevailing work culture

and the commitment from the top management. Formal mentoring can be very fruitful, if

management invests time and money in such relationship building exercises.

Career functions: Career functions are those aspects of the relationship that enhance career

advancement. These include:

1. Sponsorship: Where mentors actively nominate a junior person (called 'mentee') for

promotions or desirable positions.

2. Exposure and visibility: Where mentors offer opportunities for mentees to interact

with senior executives, demonstrate their abilities and exploit their potential.

3. Coaching: Mentors help mentees to analyse how they are doing their work and to

define their aspirations. Here mentors offer practical advice on how to accomplish

objectives and gain recognition from others.

4. Protection: Mentors shield the junior person from harmful situations/seniors.

5. Challenging assignments: Mentors help mentees develop necessary competencies

through challenging job assignments and appropriate feedback. Mentors create

opportunities clients to prove their worth to demonstrate clearly what they have to

offer.

Psychological functions: Psychological functions are those aspects that enhance the

mentee’s sense of competence, and identify effectiveness in a professional role. These

include:

6. Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate



7. Acceptance and confirmation: mentors offer support, guidance and encouragement to

mentees so that they can solve the problems independently and gain confidence in

course of time. Mentors also help people to learn about the organisation's culture and

understand why things are done in certain ways.

8. Counseling: Mentors help mentees work out their personal problems, learn about what

to do and what not to do, offer advice on what works and what doesn't, and do

everything to demonstrate improved performance and prepare themselves for greater

responsibility.

9. Friendship: Mentors offer practical help and support to mentees so that they can

indulge in mutually satisfying social interactions (with peers, subordinates, bosses and

customers)

Mentoring in India is based on the time-honoured guru-shishya relationship where the

guru would do everything to develop the personality of the shishya, offering emotional

support, and guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris, Coca-

Cola India have used mentoring systems to good effect in recent times (Economic Times, 25

Oct., 2002). Organisations like General Electric, Intel, Proctor & Gamble have given a lot of

importance to mentoring programmes, going even gone to the extent of penalising senior

managers if they fail to develop leadership skills among subordinates. Of course, mentoring

is not without its problems. Mentors who are dissatisfied with their jobs and though who

teach or narrow or distorted view of events may not help a protege's development. Not all

mentors are well prepared to transfer their skills and wisdom to their junior colleagues. When

young people are bombarded with conflicting viewpoints - about how things should go - from

a series of advisors, they may find it difficult to get ahead with confidence. Mentoring can

succeed if (i) there is genuine support and commitment from top management (ii) mentors

take up their job seriously and transfer ideas, skills and experiences in a systematic way and

(iii) mentees believe in the whole process and carry out things in an appropriate manner.



4. Job Rotation :

Job rotation may pose several problems, especially when the trainees are rolled on

various jobs at frequent intervals. In such a case, trainees do not usually stay long enough in

any single phase of the operation to develop a high degree of expertise. For slow learners,

there is little room to integrate resources properly. Trainees can become confused when they

are exposed to rotating managers, with contrasting styles of operation. Today's manager's

commands may be replaced by another set from another manager! Further, job rotation can

be quite expensive. A substantial amount of managerial time is lost when trainees change

positions, because they must be acquainted with different people and techniques in each

department. Development costs can go up and productivity is reduced by moving a trainee

into a new position when his efficiency levels begin to improve at the prior job.

Inexperienced trainees may fail to handle new tasks in an efficient way. Intelligent and

aggressive trainees, on the offer hand, may find the system to be thoroughly boring as they

continue to perform more or less similar jobs without any stretch, pull and challenge. To get

the best results out of the system, it should be tailored to the needs, interests and capabilities

of the individual trainee, and not be a standard sequence that all trainees undergo.

5 Apprenticeship Training

Most craft workers such as plumbers and carpenters are trained through formal

apprenticeship programmes. Apprentices are trainees who spend a prescribed amount of time

working with an experienced guide, coach or trainer. Assistantships and internships are

similar to apprenticeships because they also demand high levels of participation from the

trainee. An internship is a kind of on-the-job training that usually combines job training with

classroom instruction in trade schools, colleges or universities. Coaching, as explained above,

is similar to apprenticeship because the coach attempts to provide a model for the trainee to

copy. One important disadvantage ofthe apprenticeship methods is the uniform period of

training offered to trainees. People have different abilities and learn at varied rates. Those

who learn fast may quit the programme in frustration. Slow learners may need additional

training time. It is also likely that in these days of rapid changes in technology, old skills may



get outdated quickly. Trainees who spend years learning specific skills may find, upon

completion of their programmes, that the job skills they acquired are no longer appropriate.

6 Committee Assignments

In this method, trainees are asked to solve an actual organisational problem. The

trainees have to work together and offer solution to the problem. Assigning talented

employees to important committees can give these employees a broadening experience and

can help them to understand the personalities, issues and processes governing the

organisation. It helps them to develop team spirit and work unitedly toward common goals.

However, managers should very well understand that committee assignments could become

notorious time wasting activities. The above on-the-job methods are cost effective. Workers

actually produce while they learn. Since immediat.e feedback is available, they motivate

trainees to observe and learn the right way of doing things. Very few problems arise in the·

case of transfer of training because the employees learn in the actual work environment

where the skills that are learnt are actually used. On-the-job methods may cause disruptions

in production schedules. Experienced workers cannot use the facilities that are used in

training. Poor learners may damage machinery and equipment. Finally, if the trainer does not

possess teaching skills, there is very little benefit to the trainee.

Off-the-Job Methods

Under this method of training, the trainee is separated from the job situation and his

attention is focused upon learning the material related to his future job performance. Since

the trainee is not distracted by job requirements, he can focus his entire concentration on

learning the job rather than spending his time in performing it. There is an opportunity for

freedom of expression for the trainees. Off-the-job training methods are as follows:

a. Vestibule training: Vestibule training method, actual work conditions are simulated in a

classroom. Material, files and equipment - those that are used in actual job performance are

also used in the training. This type of training is commonly used for training personnel for

clerical and semi-skilled jobs. The duration of this training ranges from a few days to a few

weeks. Theory can be related to practice in this method.



b. Role playing: It is defined as a method of human interaction that involves realistic

behaviour in imaginary situations. This method of training involves action, doing and

practice. The participants play the role of certain characters, such as the production manager,

mechanical engineer, superintendents, maintenance engineers, quality control inspectors,

foreman, workers and the like. This method is mostly used for developing interpersonal

interactions and relations.

c. Lecture method: The lecture is a traditional and direct method of instruction. The

instructor organizes the material and gives it to a group of trainees in the form of a talk. To be

effective, the lecture must motivate and create interest among the trainees. An advantage of

lecture method is that it is direct and can be used for a large group of trainees. Thus, costs and

time involved are reduced. The major limitation of the lecture method is that it does not

provide for transfer of training effectively.

d. Conference/discussion approach: In this method, the trainer delivers a lecture and

involves the trainee in a discussion so that his doubts about the job get clarified. When big

organisations use this method, the trainer uses audio-visual aids such as black boards,

mockups and slides; in some cases the lectures are videotaped or audio taped. Even the

trainee's presentation can be taped for self confrontation and self-assessment.

The conference is, thus, a group-centered approach where there is a clarification of

ideas, communication of procedures and standards to the trainees. Those individuals who

have a general educational background and whatever specific skills are required such as

typing, shorthand, office equipment operation, filing, indexing, recording, etc. - may be

provided with specific instructions to handle their respective jobs.

e. Programmed instruction: This method has become popular in recent years. The subject

matter to be learned is presented in a series of carefully planned sequential units. These units

are arranged from simple to more complex levels of instruction. The trainee goes through

these units by answering questions or filling the blanks. This method is, thus, expensive and

time-consuming.

f. seminar:A seminar is, generally, a form of academic instruction, either at an academic

institution or offered by a commercial or professional organization. It has the function of

bringing together small groups for recurring meetings, focusing each time on some particular


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subject, in which everyone present is requested to actively participate. This is often

accomplished through an ongoing Socratic dialogue[1zwith a seminar leader or instructor, or

through a more formal presentation of research. Normally, participants must not be beginners

in the field under discussion . The idea behind the seminar system is to familiarize students

more extensively with the methodology of their chosen subject and also to allow them to

interact with examples of the practical problems that always occur during research work. It is

essentially a place where assigned readings are discussed, questions can be raised and debates

can be conducted.[2] It is relatively informal, at least compared to the lecture system of

academic instruction.

Behaviorally Experienced Training

Some training programme focus on emotional and behavioural learning. Here

employees can learn about behaviour by role-playing in which the role players attempt to act

their part in respect of a case, as they would behave in a real-life situation. Business games,

cases, incidents, group discussions and short assignments are also used in behaviourally-

experienced learning methods. Sensitivity training or laboratory training is an example of a

method used for emotional learning. The focus of experiential methods is on achieving,

through group processes, a better understanding of oneself and others. These are discussed

elaborately in the section covering Executive Development Programmes.

Evaluation of a Training Programme

The specification of values forms a basis for evaluation. The basis of evaluation

and the mode of collection of information necessary for evaluation should be determined at

the planning stage.

The process of training evaluation has been defined as any attempt to obtain

information on the effects of training performance and to assess the value of training in the

light of that information. Evaluation helps in controlling and correcting the training

programme. Hamblin suggested five levels at which evaluation of training can take place,

viz., reactions, learning, job behaviour, organisation and ultimate value.


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1. Reactions: Trainee's reactions to the overall usefulness of the training including the

coverage of the topics, the method of presentation, the techniques used to clarify

things, often throw light on the effectiveness of the programme. Potential questions to

trainees might include: (i) What were your learning goals for the programme? (ii) Did

you achieve them? (iii) Did you like this programme? (iv) Would you recommend it

to others who have similar learning goals? ( v) what suggestions do you have for

improving the programme? (vi) Should the organisation continue to offer it?

2. Learning: Training programme, trainer's ability and trainee's ability are evaluated on

the basis of quantity of content learned and time in which it is learned and learner's

ability to use or apply the content learned.

3. Job behaviour: This evaluation includes the manner and extent to which the trainee

has applied his learning to his job.

4. Organisation: This evaluation measures the use of training, learning and change in the

job behaviour of the department/organisation in the form of increased productivity,

quality, morale, sales turnover and the like.

5. Ultimate value: It. is the measurement of ultimate result of the contributions of the

training programme to the company goals like survival, growth, profitability, etc. and

to the individual goals like development of personality and social goals like

maximising social benefit.

PURPOSE AND USES OF EVALUATION OF TRAINING

Trainers and training providers know that their success depends on demonstrating the

value of training investment. The simplest way to prove training’s value to a client is to

document that the training has achieved its desired outcome, through evaluation.

Evaluation methods help determine whether training achieves its objectives. This

point is particularly important for Registered Training Organisations (RTOs) to ensure

training delivered meets the Australian Quality Training Framework (AQTF) and/or the VET

Quality Framework (VQF) standards. Australian Qualification Framework (AQF) programs



are structured and designed around a set of outcomes to be achieved (competencies) during a

particular timeframe.

Herein lies the fundamental secret of evaluating training: The evaluation process and

procedure must be incorporated at the start, and it must be an integral part of any program

development process. For example, baseline data must be collected before training begins;

otherwise, there’s no basis for any meaningful comparison with training program results.

Historically, evaluation of training has been done after training rather than before and after. If

program development follows the classic steps of assessing needs and generating objectives,

the evaluation criteria that follow are then based on measuring how well the program

components: learners, trainers, and training materials, have met these objectives. For AQF

programs, training packages (an accredited courses) are a great help to course developers as

provide the training objectives expressed as a set of outcomes (competencies) recognised by

the industry as the standard competencies required to perform a specific job. The evaluation

will measure how well the learners have developed the required competencies, whether those

competencies can be transferred to the workplace, and the impact of the new competent

employee in the workplace performance.

A sound system of evaluating training provides valuable information for the learner,

client, training management, and senior corporate management. The information elicited

from training evaluations should be the final instrument on which training decisions, such as

program additions, changes, or deletions, should be made. Good evaluations document the

results of training programs, which can be used subsequently to prioritize training needs at

the organizational level. Then financial and other resources can be shifted from training that

has less impact on corporate goals to those objectives that have the most favorable cost-

benefit ratio.

These are some benefits of evaluation:

Determining business impact, the cost-benefit ratio, and the ROI for the

program: What was the shift in the identified business metric? What part of the shift

was attributable to the learning experience? Was the benefit to the organisation

worth the cost of providing the learning experience? What is the bottom-line value

of the course’s impact on the organisation?



Improving the design of the learning experience: Evaluation can help verify the

needs assessment, learning objectives, instructional strategies, target audience,

delivery method, and quality of delivery and course content.

Determining whether the objectives of the learning experience were met and to

what extent: The objectives are stated in measurable and specific terms. Evaluation

determines whether each stated objective was met. Nevertheless, knowing only

whether objectives were met isn’t enough; a trainer must know the extent to which

were met. This knowledge help focus future efforts for the content reinforcement

and improvement.

Assessing the effectiveness and appropriateness of instructional strategies: case

studies, tests, exercises, and other instructional strategies must be relevant to the job

and reinforce course content. Does the instructional strategy link to a course

objective and the course content? Is it the right instructional strategy to drive the

desired learning or practice? Was there enough instruction and feedback? Does the

strategy fit with the organisation’s culture? Instructional strategies, when used as

part of evaluation, measure the knowledge, skills and attitudes the learning

experience offers.

Reinforcing learning: Some evaluation methods can reinforce learning. For

example, a test or similar performance assessment can focus on content to measure

and evaluate content retention. The measurement process itself causes learners to

reflect on the content, select the appropriate content area, and use it in the evaluation

process.

Providing feedback to the trainer: Did the trainer know the content? Did the

trainer stay on topic? Did the trainer provide added depth and value based on

personal experience? Was the trainer credible? Will the evaluation information be

used to improve the trainer’s skills?

Determining the appropriate pace and sequence: Does the trainer need to

schedule more or less time for the total learning experience or certain parts of the

learning? Were some parts of the learning experience covered too fast or too slowly?

Does the flow of the content make sense? Does the sequence follow a building-block

approach?

Providing feedback to participants about their learning? Are participants

learning the course content? Which parts are they not learning? Was there a shift in



knowledge and skills? To what extent can participants demonstrate the desired skills

or behavior?

Identifying which participants are experiencing success in the learning

program: Evaluation can identify which participants are grasping the new

knowledge and skills and which are struggling. Likewise, evaluation can identify

participants who are excelling at understanding the content and using on the job.

Identifying the learning being used on the job: What parts of the learning

experience are being used on the job? To what extent are they being used?

Assessing the on-the-job environment to support learning: What environmental

factors support or inhibit the use of the new knowledge, skills, attitudes, and

behaviors on the job? These factors could be management support, tools and

equipment, recognition and reward, and so on.

Principles of Evaluation of Training

Whenever we perform training evaluations, whether as an external consultant or as

an employee, we need to follow the standards for evaluation as laid out by the Joint

Committee on Standards for Educational Evaluation. I was lucky enough to be an

adjunct committee member in the early 90s and have done my best to apply these

standards throughout the years.

Having done so many training evaluations (externally and as an employee) I have

concluded that there are seven principles in conjunction with the standards, which I

use to guide successful evaluations. I am glad to share then with you – enjoy.

Principle 1: Training is no longer the only solution. So many things in the work

environment affect employee performance so that when we evaluate training we

need to uncover these and factor them into our evaluation activities.

Principle 2: Things as are always going on – uncover it. Employees learn in

variety of ways other than our training programs. Such as coaching, mentoring,

from each other informally, and most prevalent actual work experience. I

acknowledge these and probe and investigate to find and understand them.



Principle 3: Uncover training’s success by asking what is not happening. By

understanding what employees are not doing after training completion points to

possible instructional design flaws and/or work environment conditions that inhibit

adoption. Another element may be that employees do not belief that what they

learned will aid them, their team, or the company that stalls training transfer.

Principle 4: Always evaluate to improve not prove. Our fundamental purpose

should be to evaluate so that we can make our training programs and adoptive

environments as successful as possible rather than proving something.

Principle 5: The client owns the business, performance, and work environment

issues. We own the sharing of what we find. As evaluators we find the good, bad,

and the ugly with respect to training adoption. We have the responsibility to share

these with our clients – to be the conscious of the organization but fully understand

that only clients have the power to take corrective actions.

Principle 6: Root cause drive solutions. Uncovering the root causes for

unsuccessful adoption allows us to figure out what is really causing this situation to

occur and make suggestions to remove it so the situation does not occur again, thus

increasing adoption.

Principle 7: Seek insights on solutions from successful performers. If you have

low adoption you most likely have some successful adoption by employees. These

people have figured out how to use what we teach and in a successful fashion. Talk

to them and uncover what they have done – it usually points to solutions that will

increase adoption.



Types of Evaluation of Training

1. Satisfaction and participant reaction

The most basic evaluation of training measures satisfaction. Usually, the trainer will hand out

a survey at the end of the course to see how the participants reacted to the training. We send

out an electronic survey to measure satisfaction rates with our training courses. What specific

levels of satisfaction and reaction to the training are you looking for? It could be:

Did your staff enjoy the training?

Did they like the trainer?

Would they want him or her back?

Do they think they felt it was an appropriate use of their time?

Do they think the material was relevant to their work?

How likely would they be to recommend the course to colleagues?

In most cases, training evaluation begins and ends here. However, there are 4 other important

ways to evaluate any training program.

2. Knowledge acquisition

The second level of evaluation is knowledge acquisition. In our experience, many work-

related training courses do not have an examination attached. A valid and reliable

examination following training can help determine if the content was learned or not. It can

flag participants that did not acquire the learning and further support those who did

(potentially making them mentors). Also, it can flag trends of areas that may require further

training or additional coaching. What specific knowledge and skill(s) do you want the

participants to develop? As an example, our Increase telephone conversion rates course

examination, also completed by participants online, asks questions like:

What is the goal of the first phone call?

What specific pieces of information do you need from the caller, before you qualify

them?

What do you do if someone asks you how much it costs at the start of the call?

What are some examples of a dominant buying motive for your product or service?



Provide a good example of a bridging statement when moving from Opening to

Closing the call?

If you cannot book the appointment on the first call, what is the first option you will

provide callers with?

We find that participants take training more seriously when they know they will be requested

to demonstrate what they learned after the training. So, we send participants the exam within

a week of training, grade their responses, and share these with their line managers. This can

help ensure that any gaps in knowledge can be quickly sown up so that participants don’t pick

up new, poor habits.

3. Behavioural application

Most training providers don’t look past surveys that reveal whether participants liked the

training or not. It is not a popularity contest. It is about measuring real business impacts.

The third level of evaluation answers the question – are they applying what they learned.

What behaviours are you seeking to change as the knowledge and skills are applied on the job

following training? For our custom training programs, we evaluate behaviour (level 3), in

addition to reaction (level 1) and knowledge acquisition (level 2).

For example, for our Custom Increase telephone conversion rates course, we conduct at least

10 mystery calls before that training, record them and grade them according to the learning

objectives of our course. After training, we conduct a further 10 mystery calls and compare

their results with the results from the pre-training and present this report to management.

This, more than anything else, can demonstrate the degree to which participants apply their

new knowledge in the real world. This can provide clear evidence of who is applying the

training and who is not, and can lead management to correct misapplication, and reward close

application after training.



4. Measurable business improvement

At the end of the day, business training is about generating a business improvement. What

specific business measures or KPIs (key performance indicators) do you want to change or

improve as a result of the training? Our Increase telephone conversion rates course, for

example, has the following business improvement aims:

An increase in enquiry to consultation conversion rate

A decrease in enquiry to consultation time lag

An increase in lead list building (by collecting more lead information on calls)

An increase in consultations booked

An increase in deposits billed

An increase in sales

A decrease in appointment cancellations

5. Return on investment (ROI)

The last level of evaluation training relates to return on investment. What specific return on

investment are you after as a result of the training? To evaluate your return on investment on

healthcare telephone training for example, we suggest you

Take the course fee (cost)

Add the facility fee (cost)

Add staff wages that were spent during the course (cost)

Add the opportunity cost of staff time spent during the course (cost)

Measure the business improvement (e.g. measure the business impact of the telephone

conversion rate before and after the training to arrive at net gains in financial terms)

Consider the financial gains in the long term (3 months, 6 months, 12 months?)

Long term net gains / Cost = return on investment (ROI)

See this example of a telephone training return on investment calculation. By using these

methods, we’ve been able to help large healthcare organisations, like Optimax Eye Clinics,

generate a significant return on investment from their telephone training.



Measurement of Training Effectiveness

Each year globally many millions of dollars are spent on training. It would seem

reasonable to establish just how effective this training has been if only to help justify the

budget. Evaluation techniques are not new, indeed the most influential early work on

evaluation was performed in the USA during the 1940s by Tyler. Probably the most

important aspect of Ralph W Tyler’s work was the realisation of the importance of objectives

in designing an effective school curriculum. This early methodology can be defined as the

scientific/experimental approach.

The model emphasised the importance of knowing the educational standards of the

individuals in the control group before the new education initiative took place and then

determining the change that had taken place by measuring the difference in attainment after

the educational intervention was completed. In other words the aim was to determine the

effectiveness of the training by scientific means on the level of performance of the individual.

Although there have been some critics of this methodology it has proved to be valuable in

that organisations have been able to quantify the relationship between their corporate

objectives (often expressed as key performance indicators (KPIs) today) and the training aims

and objectives.

The main criticism of the scientific/experimental approach is that the methodology is

unable to take into account the unexpected or unintentional learning that can take place

within a dynamic and changing learning environment. Those readers who can remember

reading about the original, and now famous Hawthorne experiments to determine the effects

of illumination levels on production held at the Western Electric plant in Cicero, Illinois in

the 1920’s and the later experiments also conducted by the National Research Council

showed that human behaviour is indeed difficult to quantify exactly. Nevertheless the greater

attention that was given to training methodology and in particular the effectiveness of

management development during the 1960s and 1970s has led to much better understanding

and the emergence of systems evaluation methodology.

As we will see this approach can be divided into two main schools; the narrow

focused approach being attributed to Donald L Kirkpatrick in the early 1960s and the



somewhat broader model advocated by P. Warr et al (The Evaluation of Management

Training) known as the CIRO model. The CIRO model looked at context evaluation, input

evaluation, reaction evaluation and outcome evaluation.

Donald L Kirkpatrick’s "Four steps to measuring training effectiveness”

This model uses four separate stages for the evaluation of the effectiveness of a training

program.

The four stages are:-

Reaction

Learning

Behaviour

Results

Level 1

The first stage is about the reaction of the trainee to the training. This sort of measurement is

concerned with how the trainees "feel” about the course. The usual course feedback sheets

are an example of the Kirkpatrick level 1 evaluation. Most organisations do not do any more

than this type of measurement and analysis. The drawback is that we do not really know if the

trainee has actually learnt anything. What really seems to be being asked of the trainee was

how "happy” were you with the course; hence the somewhat derogatory description that is

often applied to the "happy sheets”! We will now look at the next level of evaluation

concerned with Learning.

Level 2

Things can be improved by using a pre-test and post-test and comparing the results. The

questions need to be objective and closely related to the course objectives (more about that

later). In this way we can determine if the training actually delivered knowledge and this was

understood by the trainees at the time. An organisation that does this can be confident that the

trainee has actually learnt something at that time. Why do I make the point that we have to



make the measurement and consider the learning at a certain time? Well because we do not

know if the learning has had time to be internalised and become "concrete”. All too often

trainees (and delegates at conferences for example) will have difficulty remembering what

was in the course or seminar they attended a few days later let alone months later. There are

various techniques that we can employ to improve the level of recall but basically "if we

don’t use it we will lose it”!

Level 3

This is concerned with "behaviour”. By that we mean the measurable change in an individual

as a result of their attendance on the training course. This is, in my opinion, the least we

should be expecting from any training program. After all what is the point of spending money

and using resources if the training does not effect some measurable change in the behaviour

of the trainee?

Level 4

Kirkpatrick is now concerned with the training to determine if it has actually been translated

into tangible benefits to the organisation. Quite simply has productivity and or quality been

improved? Have the number of accidents or incidents been reduced? Has plant availability

and or plant utilisation been improved? Has the morale of the workforce changed for the

better? These are metrics which really have an impact on the "bottom line” and for that

reason feature in the companies balance sheets and KPIs. We have to ask ourselves is this not

the real reason for training? Training has to make a real difference in performance and

effectiveness; this is tied closely to competence. Training has be proven to deliver results and

be cost effective. It might sound simple but it is not for most organisations. The reason is that

most do not have in place any system for measuring the improvement in competence of the

individual; let alone a systematic approach to identifying the most effective means of

assisting the individual to becoming competent.



CASE STUDY

A very brilliant marketing professional went to Arab for the sale of his company’s

soft drink. But he came back with no results.

When asked about the failure of the mission, he answered that he prepared three cartoons.

Cartoon-1- Displaying a man looking exhausted and tired, is walking in desert in scorching

heat.

Cartoon-2- Displaying the same man opening bottle and drinking the soft drink.

Cartoon-3- Displaying the man feeling alive and refresh again.

Though, his strategy was good, unfortunately fails because he was unaware that Arab

people read from right to left.

Moral here is localization is a key to success.

There are some major barriers in the transfer of training when it comes to giving training in

other countries.

Culture Values and Norms Attitude Age, Gender, and Professional Status. Language

Spoken Unspoken Social Structure Individual Group Assumptions.

Training Culture

Communicating the information to different people from different Training cultures

and different nationalities can give rise to many problems. Many simple things that seem

simple and straightforward to communicate become difficult when it comes to

communicating in different environment. Giving training in one’s own culture is quite

different from giving training in different culture. Being a good trainer is not the only

requirement but understanding socio-economic and cultural backgrounds has now become an

important part.



Values, norms, attitude are the building blocks of Training culture. Values means

what a group of people believes to be good, bad, right, or wrong. Norms means the social

rules and guidelines that prescribe appropriate behavior.

Attitude disposes a person to act in a certain way toward something in a certain

situation. A trainer giving training in different culture has to keep these things in mind before

delivering content.

Instances

A good case that concerns attitude towards time in different cities: People are very

punctual in United States. People from US tend to come little early for any meeting, or when

invited for dinner, party to someone’s home because in their culture it is considered to be

polite to arrive on time.

In Great Britain, people tend to come late for any appointment. If called at 5 P.M.,

that means come at 5.30 or 6 P.M.

Even for Argentineans, coming on exact time is far too early.

For instance, In US, if the trainer gets late for a scheduled training session it is treated as a

breach of etiquette. And it may result in loss of trainer’s respect and failure in transfer of

training.

Age, Gender, and Professional Status – Different cultures give different regard to age,

gender, and professional qualification. For example, in Japan, people give high regard to

older people. Older people are regarded as having greater knowledge, skills, wisdom, and

abilities. Respect in the sense that people are more willing to listen to and seriously consider

the information. In such a culture, a young trainer might have to work harder to gain attention

and face problems in executing the program and transfer of training.

Similarly, some countries are also biased about the gender. Like in Gulf countries, women’s

role is limited to households only. In such a culture, it is not possible for women trainers to

undergo training programs because people will not be as receptive as in other culture.



Same is with high professional status - the higher the qualification of the trainer, the more

will be the importance attached to the information.

Language Problem in Training and Development Language comprises of both spoken and

unspoken means of communication. Bestest of the best training program will fail if trainer is

not well versed in communicating trainees’ language. Language is one of the most important

ingredients of culture.

Spoken Language– Trainees’ receiving training prefer to speak in their own language and

trainer being able to speak the local language can help establishing rapport among trainees,

which may be very important for the transfer of training. Language is one of the major

barriers when it comes to giving training in cross-cultural environment. Chinese is the mother

tongue of the largest number of people (shown below), followed buy English and Hindi.

Percentage of the people speaking their first language

Unspoken Language– means non-verbal communication, a very important part of

communication. It is a communication that uses body movements and gestures such as,

raising eyebrows, smiling, hand movements, facial expressions, etc. A failure to understand

unspoken language can lead to a failure of communication because body language is not the

same in every culture.

For instance, raising eyebrows is a sign of recognition in most cultures, but in some cultures,

it’s not. Similarly, making a circle with the thumb and forefinger is a friendly gesture in the

US, but it is obscene invitation in Turkey and Greece. Also, thumbs up gesture is used to

indicate that “its fine” in the US and Europe, but it is vulgar gesture in Greece.

Another case of unspoken language is the amount of distance between the persons

talking to each other. In Latin America, the distance adopted by parties in a business

discussion is 3 to 5 feet while in the US, it is 5 to 8 feet.



In the training context, if the trainer gives training in Latin America and maintains a much

larger distance than desired in their training culture, then in turn, it may result in a regrettable

lack of rapport between the trainer and the trainee.

Therefore, using the right body language is very important in cross-cultural training.

Global Training Class –

Social Structure -

Social Structure refers to basic social organization. It consists of many aspects such

as, the degree to which the social organization laid emphasis on the individual, as opposed to

the group.

Individualism–

Some countries emphasizes on individual achievement. Western countries emphasize

on individual performance, this in turn, leads to high level of creativity, high degree of

managerial mobility, entrepreneurial activity, etc. On the other hand, encouraging

individualism also make it difficult to work in teams. It may be difficult for them to co-

operate which may serve as an obstruction in smooth flow of training.

Group–

In most of the countries, group is the primary unit of organizations. Like in Japan, the

social status of an individual is determined as much as in by standing of the group. This may

lead to better cooperation; on the other hand it suppresses entrepreneurial activity, individual

creativity, etc. This in turn, may result, in loss of recognition of individual achievement at

work after training.

Therefore, trainer has to keep in mind the factor of the individual and the group while giving

training because encouraging a particular individual in Japan might be considered as impolite

or vice-versa.



Assumptions – We all make assumptions every day. It may be positive or negative, good or

bad. Assumptions influence our attitudes, perceptions. Most people see what they want to see

and believe what they want to believe. It some times leads to coinciding and some time

clashes. This tendency to make assumptions and forming attitudes regarding certain things

can be a big problem in a cross cultural training. Differences in assumptions can some times

be very problematic. As an example, trainer may believe that if the trainees do not question,

they understand the content. On the other hand, trainees may believe that if they will ask

question, the trainer might think they are dull.

TRAINING SCENARIO IN INDIAN INDUSTRY

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

Organizations have realized the importance of corporate training. Training is considered as

more of retention tool than a cost.

Today, human resource is now a source of competitive advantage for all

organizations. Therefore, the training system in Indian Industry has been changed to create a

smarter workforce and yield the best results. With increase in competition, every company

wants to optimize the utilization of its resources to yield the maximum possible results.

Training is required in every field be it Sales, Marketing, Human Resource, Relationship

building, Logistics, Production, Engineering, etc. It is now a business effective tool and is

linked with the business outcome.

With increase in awareness of corporate training in Indian Industry, a gradual shift

from general to specific approach has been realized.

According to NASSCOM (National Association of Software and Services

Companies), the IT corporate training market is expected to reach Rs 600 crore in 2010 from

Rs 210 Crore in 2006.



In Indian market, 50% of the training company’s revenue comes from the retail

training and rest from other segments.

On the other hand, in many organizations training is regarded as non-essential or a

need based activity. Some organizations start a training department in order to look modern.

In fact, some organizations are headed by unwanted employees rather than employees of

outstanding merit. While some organizations do not have a separate budget to hire highly

qualified trainers for training and development.

Training and Development in Retail-FMCG Sector -

Retail/FMCG Sector is the most booming sector in the Indian economy and is

expected to reach US$ 175-200 billion by 2016. With this rapid expansion and coming up of

major players in the sector, the need of human resource development has increased. Lack of

skilled workers is the major factor that is holding back the retail sector for high growth. The

sector is facing the severe shortage of trainers. Also, the current education system is not

sufficiently prepared to address the new processes, according the industry majors.

TRAINING PROGRAMS IN RETAIL/FMCG SECTOR

Some of the training programs that are given in the retail sector are:

Sales Training On-the-Job Training Seminars/Workshops Customer Relationship

Management Online Course Group Study Computer-Based Training Self-Directed Training

Training Institutes for Retail management



Some of the institutes for retail management are:

Indian Retail School Loyola Institute of Business Administration (LIBA) S P Jain

Centre of Management Institute for Integrated Learning in Management (IILM) Welingkar

Institute of Management, Centre for Retail Studies K J Somaiya Institute of Management

Studies & Research Mudra Institute of Communications Amity Business School

Training in Banking and Insurance Sector

Favorable economic climate and number of other factors such as, growing

urbanization, increasing consumerism, rise in the standard of living, increase in financial

services for people living in rural areas, etc has increased the demand for wide range of

financial products that has led to mutually beneficial growth to the banking sector and

economic growth process. This was coincided by technology development in the banking

operations.

Today most of the Indian cities have networked banking facility as well as Internet

banking facility. Some of the major players in the banking sector are State Bank of India,

HDFC Bank, Citibank, ICICI Bank, Punjab National Bank, etc.

In the Insurance sector also, rapid expansion has created about 5 lakh job

opportunities approximately in the past five years. These openings are mainly in the field of

insurance advisors or marketing agents. The eligibility criteria for these jobs is graduation

with some experience in marketing or become insurance agents after completing school but

this needs some relevant training.

Earlier there were no training programs as such for insurance agents but on-the-job

training only that was given once the new agent was appointed. But now the scenario has

been changed, with the coming up of big players like ICICI Life Insurance, ICICI Lombard,

HDFC Life Insurance, Tata AIG General Insurance, etc in this sector, people who've had

some formal training are preferred while recruitment because it can be helpful in the

insurance field.



However, only the insurance degree in this field does not guarantee success. To be

successful an agent must have strong interpersonal, networking, and communication skills.

Number of opportunities in Banking and Insurance sector has increased than ever

before. With this rapid expansion and coming up of major players like ICICI, HDFC, UTI,

Bajaj Allianz, etc in the sector, the need of human resource development has increased.

Training and Development in Automobile Sector

The Indian automobile sector is growing at a rate of about 16% per annum and is now

going to be a second fastest growing automobile market in the world. The sector is going

through a phase of rapid change and high growth. With the coming up of new projects, the

industry is undergoing technological change. The major players such as, Honda, Toyota,

Bajaj, Maruti are now focusing on mass customization, mass production, etc. and are

expanding their plants.

According to National Development and Reform Commission (NDRC), India’s auto

making capacity is expected to become 15 million units by the end of the year 2007

exceeding the yearly demand of about 7 million units.

This rapid expansion is because of growing urbanization, rise in the standard of living

of consumers, easy availability of finance, liberalization, privatization, and globalization of

Indian Industry. This rapid expansion has created lots of job opportunities. Interested one in

this sector has to specialize in automobile/mechanical engineering. Currently, Automobile in

India is retaining around 10 million employees and is expected to employ more people in

near future. Unorganized sector in employing 67% people while, organized sector is

employing only 33% people, which is a major drawback for automobile sector.



With this rapid expansion and coming up of major players in the sector, the focus is

more on the skilled employees and the need of human resource development has increased.

The companies are looking for skilled and hard working people who can give their best to the

organization. Various companies are opening training institutes to train interested ones in this

sector, like Toyota has recently opened Toyota Technical Training Institute (TTTI) near

Bangalore that will offer 4 courses in automobile assembly, mechatronics (a combination of

mechanical and industrial electronics), automobile weld and automobile paint. TTTI will

provide both a high standard of education and training in automotive technology as well as

employment opportunities.

Training and Development in Telecom Sector

Telecom is one of the fastest growing sectors in India with a growth of 21% and

revenue of Rs 86,720 crore in the year 2006. The sector is expected to grow over 150% by

2012. With increase in competition between the major players like BSNL, MTNL, Hutchison

Essar, BPL, Idea, Bharti Tele services, Tata, etc, the requirement for mobile analysts,

software engineers, and hardware engineers for mobile handsets has increased. However,

holding an engineering degree is not enough to survive in the Telecom Sector. There is

constant need of updating of knowledge, skills, and attitudes.

With this rapid growth in Telecom Sector, the need for trained professionals in bound to rise

and so is the training need. The total training market in Telecom Sector is estimated to be Rs

400 crore.

Many top players are spending a huge amount on training and development, for

example BSNL alone spends more than 100 crore on training and development of its

employees through the Advanced Level Telecommunications Training Centre (ALTTC) and

43 other regional training institutes. Reliance has also established Dhirubhai Ambani Institute

of Information and Communication Technology. In addition to that, Bharti has also tied-up

with IIT Delhi for the Bharti School of Telecommunication Technology and Management.



With the increase in competition, availability of huge amount of information through

internet, magazines, newspapers, TV, etc, and increased awareness among customers, the

demand to impart proper training in non-technological areas like customer care and

marketing has increased too.

Rapid technological changes, network security threat, mobile application

development, growing IP deployment in the sector have brought back the training and

development in the priority catalog.

Training and Development in KPO Sector

KPO is Knowledge Processing Outsourcing, not to be confused with BPO, which is

Business Processing Outsourcing. KPO is about providing knowledge based services in the

areas like market research, business research, financial research, legal services, etc., while

BPO is about providing customer care services, technical support, tele-sales etc. KPO market

is expected to grow from US $ 1.3 billion in the year 2003 to US $ 17 billion in the year

2010. KPO sector is expected to grow at a compounded annual growth rate (CAGR) of

49.5% till 2010. According to the National Association of Software and Services Companies

(NASSCOM), But according to Rocsearch, a UK based research firm, KPO sector will be

able to reach 100,000 employees only instead of 250,000 employees. Therefore, to fill the

demand and supply gap training has now become an important tool like every other technical

industry.

With the expected increase in number of employees, training has become the core of

KPO industry as well. No matter how much qualified the person is he needs to be trained on

processes. As the name itself implies, “knowledge”, this sector requires high level of

functional know-how as well as domain know-how. There is a constant need of well-planned

training programs as the work profile requires understanding of market research objectives

and methodologies. This sector requires behavioral training as well as training to handle

stress because of odd working hours.



If a person is committed to deliver quality, and is willing to learn with positive

attitude then definitely KPO is the right place to work for him.

Training and Development in Pharmaceutical Sector

India Pharmaceutical market is valued at about US $8 billion and is expected to reach

to US $12 billion by 2010. Indian pharmaceutical market is 2% of world’s pharmaceutical

market. In the last two years, 3900 new generic products have been launched because of

which its market value has been increased to about US $355 million.

Growth in Pharmaceutical Sector

This rapid growth has also increased the training need of the sector.

Training Areas Brand Protection Contamination Control Drug Verification Supply Chain

Visibility Recall Management Shrinkage Reductions Preferred Training Methods

Some of the preferred training methods are:

Web based training Class room training Workshops On-the-job training

OVERVIEW

Hospitality sector is growing at a very fast rate in India. The sector is growing at a

rate of approximately 8%. This sector can be classified into hotel industry, travel and tourism,

restaurants, pubs, clubs and bars, contract catering, and aviation. Other than that,

opportunities also exist in universities, sporting venues, exhibition centers and smaller events

management companies.

The major challenge of this sector is shortage of skilled employees along with the

challenge of attrition rate. Skilled chefs and managers are in great demand. Managers require



huge range of competencies such as, people management, viable skills, business insights,

analytic skills, succession planning, and resource development in order to get success in this

sector. In addition to that, employees are not enough trained on Business Etiquettes,

Courtesy, and Business Communication. Hospitality is all about handling people. So an

employee must have right attitude, tolerance, and listening skills in order to move up the

hierarchy. There is still a long way to go to inculcate good public relation, interpersonal

skills.

With the increase in competition due to the coming up of major players like Four Seasons,

Shangri-La, Aman Resorts, etc the need to train employees has increased more than ever

before. The major players are now strategizing to increase the turnover of the customers by

training their employees on Communication, Dining and Business etiquettes, etc. Some of the

essentials required by this sector are:

Good infrastructure Trained trainer Quality of content Certification of training course

Effective Training evaluation Training and Development Programs are available for the

following areas:

Food Production Food and Beverage Service Front Office Housekeeping

TRAINING IN HOSPITALITY SECTOR

Training Providers TheTrainingMarket.com Training Partners Hospitality Handbooks Air

Hostess Academy (AHA) British Institute of Air Hostess Training Frankfinn Air Hostess

Academy Hi-Fly Aviation Academy Skill Tree India Hi-Fly Aviation Academy Sierra

Training Ltd Finesse Savvy Icon Consultancy & Education Ltd Hospitality Training Topics

Food, Restaurants, Hotels and Hospitality Restaurant management Culinary skills Food

preparation and safety Leadership and Chain Management Hotel and Restaurant Health and

Safety Training Courses and Programs Certificate in Catering Operations

Certificate in Tourism Skills Certificate in Hospitality Certificate in Fast Food & Snack Bar

Management Certificate in Healthy Eating & Food Hygiene Certificate in Guest House



Operations

Certificate in Guest House Operations

ServSafe Manager Certification

Bar Service

Catering Services Food Service Kitchen Skill

Some of the educational qualifications required by the trainers are:

Education UG - Any Graduate - Any Specialization

PG - Any PG Course - Any Specialization

PG - MBA/PGDM - HR/marketing/ operations/strategy

Graduate/Diploma - Hotel Management and MBA Diploma in Hotel Management, Catering

Technology & Applied Nutrition

MBA/PGDM - HR/Industrial Relations

Nature of Work :

Providing training to aspirant Cabin Crews & Air Hostesses on Language Training on

Business etiquettes, Courtesy, Business communication Training on personality development

Training on time management Training Courtesy Crew members for restaurant operations

that is for Dine-in, Delivery and product Providing behavioral training Training need analysis

Arranging and implementing training

Making training calendar

Training content development

Training evaluation

Training evaluation Preparing training budgeting



Develop and deliver training to internal and external technical support teams Implement new

and existing training projects and initiatives

Consistently review and improve training quality and effectiveness To implement and

monitor the company's 'Training for future' program Customizing training content

Skills and Attributes Required Should have very good oral and written communication skills

Should have had experience in making training and development content Language skills

Right attitude and listening skills

Training and Development in IT/Software Development Industry

The Indian IT sector is growing at a very fast pace and is expected to earn a revenue

of US $87 billion by 2008. In 2006, it has earned revenue of about US $ 40 billion with a

growth rate of 30%. IT sector is expected to generate 2.3 million jobs by 2010, according to

NASSCOM (National Association of Software and Service Companies)

With this rapid expansion of IT sector and coming up of major players and new

technologies like SAP, the need of human resource development has increased.

According to the recent review by Harvard Business Review, there is a direct link

between training investment of the companies and the market capitalization. Those

companies with higher training investment had higher market capitalization. It clearly

indicates that the companies which have successfully implemented training programs have

been able to deliver customer goals with effective results. It shows that good training results

in enhancement of individual performance, which in turn, helps the organization in achieving

its business goals. Training is a tool that can help in gaining competitive advantage in terms

of human resource.

With the growing investment by IT companies in the development of their employees

many companies have now started their own learning centers. As an example, Sun has its

own training department. Accenture has Internet based tool by the name of “My Learning”

that offers access to its vast learning resources to its employees. Companies are investing in



both the technical training, which has always been an essential part in IT industry, as well as

in managerial skills development. Companies now kept aside 3-5% of revenue for training

programs. As an example, some of the major players like Tata Elexi and Accenture are

allocating 7% and 3% respectively of the company’s overall revenue.

Areas Covered in Training Programs in IT/Software Development Industry

The specific areas where training is given in IT/Software Development sector

are:

Computer Manufacturing EDP/ E- Commerce Designing Maintenance Service Operating

jobs, Computer operators, Data Entry System Developing /Programming /Software

Engineering Networking Application Programming Research and Development in Peripheral

Integration Product Quality Control and Reliability Testing Enterprise Resource Planning

(ERP) Database Warehousing and Management

Training Courses in Software Development Industry

B. Tech, BCA, BSc. (H) Computer Science, M. Tech, MCA, MSc. (H) Computer Science,

M.E. in Computer Technology & Applications, Post Graduate Diploma in Computer,

Application (P.G.D.C.A), Preferred Training Methods.

Some of the training methods of training are:

Computer Based Training Internet Based Learning Lectures Labs On-the-job (OTJ) Training

Distant Learning E-Books



Career Opportunities For Trainers in Software Development Industry

Preferred Educational Qualification

MBA/PGDM/PGDBM in HR / Administration / IR Education UG - B.Tech/B.E. –

Computers, BCA, MCA, B Sc. (H) Computer Science/ M Sc Computer Science, Any PG

Course - Any Specialization.

A post graduate in HR from a reputed Institute specializing in Training and Development

Skills and Attributes Required

Skills and attributes required to become a successful trainer are:

Technical very sound

Presentable Good in making relationship with managers

Can handle queries of employees/IT Professionals

Verbal / Written communication skills

Excellent interpersonal skills

Ability to lead and mentor team members

Presentation and networking skills

Should be computer savvy

Excellent coaching and mentoring skills

Nature of Work

Training need Analysis: A Protocol to gather and review the inputs on the performance of

the hires serving the initial months of the employment. To design different Technical training

modules based on the need for the same Advanced Training: Content designing and Session

Scheduling to be done

Work with technical managers to gauge current technical levels and align courses to deliver

set target levels Propose budget and spending plan for technical and soft skill

Ensure ROI for training



Identification of training needs of employees by use of the appraisal data

Consolidation and preparation of training calendar

Conduct service excellence and behavioral modules for employees

Continuously conduct and monitor feedback after the program

Prepares weekly/monthly and annual training reports

Tracks the mandatory training requirements for the entire division and informs the

participants on the compliance

Takes care of trainee’s needs during the training

Designing and developing instructional material for training courses that support

company's goals

Manage team member/s by assigning tasks and set goals based on work load

Training and Development in BPO Industry

BPO is Business Process Outsourcing. It is an agreement between two parties for specific

business task. The BPO industry is growing at an annual growth rate of 14% and is expected

to cross $310 billion by 2008. Job seekers prefer BPO’s over other sectors because it is

providing high paying jobs to graduates/undergraduates. To deliver desired services to

customer, who is 10,000 miles away, it is important to have good amount of business

knowledge and required expertise.

The various reasons behind the increasing training need in the BPO industry are:

1. BPO industry is expected to generate 1.1 million jobs by 2008, and 6 million jobs by

2015, which is why training need has increased more than ever before.

2. High attrition rate in this sector reason being unsatisfied employee, monotonous work,

neglected talent, inadequate know-how, etc

3. Coming up of high profile BPOs Training has become a major tool to retain

employees. People working in BPO sector face the problem of night shift, job stress

that results in de motivation. Well designed training program with clear career path

increases the job satisfaction among the young professionals and help them in

becoming efficient and effective at the work place. Therefore, organizations have to

handle such challenges of meeting training needs, although, the sector is taking a lot



of initiatives in conducting training for new joinees. Companies are now aligning

business goals with training costs. But what more important is, is the development of

the skills of middle management. Various BPO’s have an elaborate training

infrastructure that includes Computer-Based Training rooms, and specially trained

and qualified in-house trainers.

The companies are now busy designing training programs for their employees. These

companies try identifying the strengths and weaknesses and are emphasizing more on

their personalities, problem-solving skills, and leadership skills.

With constant change in processes, technologies, techniques, methods, etc, there is a

constant need of updation, training and development the BPO employees to

consistently deliver customer goals.

Role of Organization in Training and Development

Demand for Training also increases when there is change in the nature of job, change

in taste of consumer, change in methods of product development, etc. The organization goes

through the following steps for the transfer of training to the field.

But the problem arises when the organization outsource the training process. In this situation

the organization assumes that the trainer must be aware of the type of training need s of the

participants and their organization and their content will meet those needs. This leads to

failure of the program, which results in collusion. Therefore, it's a foremost duty of the

organization to make the trainer and their organization aware of their culture, climate,

responsibilities of organization, etc.



Trainee – Role Of Trainee in Transfer of Training

The trainee is a major stakeholder in a training program. The whole training program

is developed for the trainees only. Each candidate plays an important role in the transfer of

training because one participant's attitude regarding the training influence the other

participants and also each participant can assist by advancing the learning process to realize

the training objectives.

Participant's willingness to invest in the program is directly proportional to the

benefits of the learning that the trainee could expect. Each participant forms their own

perception towards training. Some perceptions remain the same during the program, while

some faded depending upon the assessment of a program by the participant.

Some personal factors that affect the trainee's learning are:

Family Situation

Personal Problems

Relation between the training program and personal objective

Level of self esteem

Benefits expected from training

Comfort level with the trainer

Learning style of trainee

KSA of trainee

Previous training experiences

Desire for professional growth and development

Some environmental factors that affect the trainee's learning are:

Relationship with colleagues and subordinates

Training team

Trainer team

Training objective

Content of training



Training design i.e. methods, techniques, and strategies

Environment in the program

Composition of training group

Infrastructure i.e. eating facilities, tea/coffee breaks

No matter how good the training program is, in the end it is the participant only who decides

whether to change his behavior or not. Trainees do not change their behavior merely because

someone tells them to do. They change when they feel there is a need of it. They do it with

their own learning style. The trainer and the organization can only try to remove the mental

blocks of the trainee, rest depends on trainee itself.

Trainer- Role of Trainer

The effective transfer of training depends a lot on the trainer because it is the trainer

only who can remove the mental block of trainee, motivate the trainee to learn, delete the

negative perception of the trainee regarding the training. Besides all that, a lot depends on

personality of trainer also.

The major competencies that are required to be present in a trainer are:

Presentation Skills

Business Skills i.e. budgeting, time management, negotiation, etc.

Content Development i.e. material production, graphics, layouts, etc

Self development i.e. interpersonal skills, good listening skills, flexible, accepting the share

of accountability, etc



Trainer’s Skills

The skills that need to be present in a trainer are:

Training Design

Evaluating the training program

Training need analysis

Worksheet design

Exercises design

Role of Trainer

FACILITATION OF TRAINING

Expected Performance is directly proportional to the multiplication of motivation,

required KSAs, and expectations towards training i.e.

Motivation – If the trainee is not motivated to learn, no learning is likely to occur no

matter how good the training methods are, or how talented the trainees are. Therefore, it is

important to intervene before training and provide them the information about the learning

outcome that they can expect and how the learning outcome will help in achieving the

objectives. This increases the motivation to learn and to be successful in training.

Positive expectations matter a lot in a training program. If the trainee perceives the

training as waste of time, and waste of resources, no learning is likely to occur. No learning is

possible with negative perception. On the other hand, if the trainee believes and expects that

the training would help him to improve upon his professional skills and would further help

him in achieving his personal goals, the probability of training to meet the objective

increases.

Knowledge, Skills, and Attitudes (KSAs) – It is important that the selected trainees

should have the right KSAs for the training because even if the methods and contents of the

training is good but the candidates do not have the right KSAs, the training program will fail.

Also the training methods would not be effective if the candidates are lacking the desired

skills. Therefore, proper selection technique is must that would ensure that hired have the

requisite KSAs to be successful in training.



Facilitation of Training Through Organization Intervention

Failure of training is not always because of lack of KSAs but sometimes it is because

of the organizational forces also. These forces also hold back the transfer of training, and

learning. Therefore, it is important to keep in check those forces. For the successful transfer

of training, it is necessary to have supervisor support, trainer support, peer support, reward

system, climate and culture.

PEERS SUPPORT -

Peer support can also help in transfer of training, for example, if the trainee is the

only one who is receiving training in the department then probably the experienced peers

might put pressure on trainee to forget the training and work. This situation also hampers in

transfer of training. However, this situation can be avoided by involving the entire

department in training,

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,

also by encouraging the learning culture in the organization.

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 training, trainer’s 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, Climate factor 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 the organization

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.

Role of Organization in Training and Development

An organization has a very close relationship with the trainee and the trainer because

it is the first contact for both.

The demand for the training in the organization increases when the organization wants:

To hire new people – training as a means of training new recruits

To Expand – When the company wants to increase its headcount

To increase certain number of staff (in position) by a certain date

To enhance the performance of employees Organization's name to be a part of

training unit



Demand for Training also increases when there is change in the nature of job, change in taste

of consumer, change in methods of product development, etc. The organization goes through

the following steps for the transfer of training to the field.

But the problem arises when the organization outsource the training process. In this situation

the organization assumes that the trainer must be aware of the type of training need s of the

participants and their organization and their content will meet those needs. This leads to

failure of the program, which results in collusion. Therefore, it's a foremost duty of the

organization to make the trainer and their organization aware of their culture, climate,

responsibilities of organization, etc.

TARGET AUDIENCE

With a huge number of organizations recognizing the worth of giving training across

the complete value chain, respondents were asked to point out who the receivers were of the

outsourced training. Ninety three percent of review participants revealed that their

organizational employees were the audience of outsourced training program. Nineteen

percent of the review participants said it was their clients or regular consumers. Sixteen

percent mentioned that they provided outsourced training to their associates, partners or

allies, and 5 % said they avail training programs for their suppliers.

The majority of review participants revealed that they provide outsourced training to

internal employees, there appears to a strong number also using training outsourcing to reach

partners, associates, or allies and customers, or clients. According to IDC, this represents a

considerable break for both buyers and sellers of outsourcing function.

Internal Employees – 93%

Customers – 19%

Partners – 16%

Suppliers – 5%



CASE STUDY-1

Training and Development at Godrej

"Many Indian companies have increased their emphasis on training tremendously. I think it is

absolutely essential to spend a lot of money on training and continuous improvement. In our

group every employee has to undergo at least five days of training a year."

ADI GODREJ, CHAIRMAN GODREJ GROUP.

Introduction In January 2002, Godrej Industries Ltd. (GIL) bought a 26% stake in

"Personalitree Academy Ltd." Personalitree provided interactive soft skills training

programmes online to corporates. Personalitree's training modules have since been a part of

Godrej's training and development initiatives.

It all started in 1996 with the break-up of the joint venture between Godrej Soaps Ltd

(GSL) and Proctor and Gamble (P&G). Post break-up, GSL was bereft of a distribution

system and had to start from scratch. As part of the rebuilding exercise, GSL recruited about

250 new employees who had to be aligned with its corporate culture. In 1997, GSL

conducted a Total Quality Management (TQM) workshop for all its 5000 employees to help

them connect to their job.

Parivartan2 was launched in September 2000 in GSL to train new as well as existing

employees on various aspects of the business and to motivate them. In 2001, new initiatives

like Young Entrepreneurs Board (YEB), Red and Blue Teams, Mentoring and Reverse

Mentoring were introduced in the Godrej Group, (Godrej) to encourage the involvement of

youth in strategic decision-making.

In early 2002, a need was felt among the top brass of Godrej to instil a performance-

driven culture in the company. In addition to upgrading the talents of existing employees,

Godrej had to train new recruits.



Thus, Godrej developed a comprehensive and innovative training programme for

management trainees and named it Godrej Accelerated Learning Leadership and Orientation

Programme (GALLOP).

Later, in September 2002, GIL introduced Spark, a training programme for managers

to help them become effective coaches. Towards the end of 2002, E-gyan was introduced in

GIL to increase the learning potential of employees.

In January 2003, a special HR programme on honing the interpersonal and negotiation

skills of officer- level employees was launched in GIL. Further, in October 2003, an English

language training programme was held for floor workers of Godrej and Boyce Manufacturing

Company Ltd (GBML), so that they could follow all instructions issued in that language

independently.

Background Note

The Godrej story started in 1897, when Ardeshir Burjorji Godrej (Ardeshir) gave up

his legal practice and started manufacturing locks in a small shed at Lalbaug near Mumbai.

Thus was GBML born. His brother, Phirozshah Godrej (Phirozshah), carried on the

pioneering work and in 1905 GBML built its first safe, thus entering the security equipment

business.

GBML expanded its range of products by manufacturing office equipment,

typewriters, tool-room equipment, etc. In the early 1920s, GBML started making soaps from

vegetable oils and incorporated GSL in 1928.

In 1958, GBML started manufacturing refrigerators, its first home appliance product.

GSL ventured into animal feed in 1971 to help dairy and poultry farmers rear healthier

livestock. Godrej Pacific commenced operations in 1982 as the Electronic Business

Equipment (EBE) Division of GBML.

In 1985, GBML ventured into Computer Aided Designing services as part of its EBE

division. In 1990, Godrej Properties & Investments Limited (GPIL) was incorporated to



provide meticulously planned townships. In 1991, the Godrej group entered the processed

food and edible oil segment by incorporating Godrej Foods Ltd (GFL).

The animal feed division was spun off into a distinctly focused animal- feed and

agricultural input company in 1991-92 and was named Godrej Agrovet Limited (GAVL). In

1993, GBML entered into a joint venture with General Electric (GE), US and Godrej-GE

Appliances was formed.

It went on to manufacture washing machines and air conditioners. GE exited from the

joint venture in 2001 and the appliances business became a division of GBML. In 1993,

Godrej entered into a manufacturing and marketing alliance with Proctor & Gamble (P&G).

A new company P&G-Godrej Ltd, with each company holding 50%, was incorporated.

The entire distribution network of Godrej was transferred to this company and the

joint venture was entrusted with the task of marketing both Godrej and P&G's toilet soap and

detergents brands.

The EBE division was spun off into Geometric Software Solutions Ltd in 1994 to

offer complete solutions to customers. In 1994, Godrej ventured into the insecticide market

through GSL, which bought 75% stake in Transelektra Domestic Products Pvt Ltd (TDPL),

the manufacturer of the "Good Knight" brand.

In 1995, Godrej entered into a joint venture with the US multinational, Sara Lee and

the new concern was called Godrej-Sara Lee. The venture was the world's largest

manufacturer of mosquito repellents. In August 1996, P&G-Godrej Ltd, terminated the

arrangement and Godrej re-took charge of marketing its soap & detergent brands but without

a distribution network of its own.

In 1999, GSL sold 22.5 per cent of its shareholding in Godrej-Sara Lee to the group

holding company GBML for Rs 994.7 million. Godrej Infotech Ltd was incorporated in 1999



to offer software solutions. In March 2001, GSL got de-merged and its consumer products

division came to be known as Godrej Consumer Products Ltd (GCPL)...

EXCERPTS

Total Quality Management (TQM) Workshops Godrej started total quality

management (TQM) workshops in 1995, to inculcate a `positive work culture' in the

company. In 1997, all the 5,000 employees of GSL were put through a three-day workshop as

part of the "visioning" session of TQM...

'Parivartan'

In 2000, 'Parivartan' was launched in GSL with the objective of motivating employees

as well as imparting knowledge about the sales functions of GSL. A team of 18 senior

executives from all divisions spanning sales, logistics and HR were called on to provide

necessary inputs...

Economic Value Added (EVA) Training

In 2001, Godrej introduced Economic Value Added (EVA) in all its group companies.

An extensive training program was undertaken for various managerial and officer levels.

Over 500 employees were trained to manage EVA by making appropriate decisions involving

investments and/or trade-offs between the income statement and the balance sheet. This

training programme was conducted by Stern Stewart, New York based management

consultancy who had pioneered the concept of EVA...

GALLOP

GALLOP was instituted in early 2002 as a structured and organised induction-training

programme at Godrej. GALLOP aimed at nurturing the new recruits into leaders and dynamic

performers through this one-year programme. The programme started with an induction

speech by the chairman, followed by the speeches by the CEOs of all the group companies.

The trainees were rotated in four departments other than their primary department including a

compulsory sales stint. This mandatory rotation in sales enabled the trainees to get a hands-on

experience in understanding the market...



SPARK

The objective of the Spark programme, initiated by GIL in September 2002, was to

"train the trainers". The training programme was aimed at equipping the managers to become

successful coaches. GIL, in association with a Delhi-based HR consultant, conducted a host

of workshops to enable the managers assume the role of a coach...

E-GYAN

E-Gyan was the e-learning initiative of GIL launched in the second half of 2002. It

was an attempt to move away from traditional training methods of workshops and help

sharpen the intellect of the employees by self- learning initiatives. Initially, Satyam Education

Services Ltd was the content provider and rendered the entire gamut of learning resources

through its e-learning portal -learnatsatyam.com. Internal communication measures like

'enrolment on a first-come-first-serve basis' and 'be the first e-gyanee' were circulated...

CASE STUDY – 2

Employee Training and Development at Motorola Few companies take their

commitment to employability of people more seriously than Motorola."1 Sumantra Ghoshal,

Christopher a Bartlett & Peter Moran2 in Sloan Management Review.

"Training and a strong learning ethic are embedded parts of Motorola's culture...The

corporation learned some time ago that dollars spent on training programs not only

empowered their employees but provided the necessary skills for the company's marketplace

dominance."3 James Borton, Columnist, Asia Times.

Top Training Company in the World For nearly eight decades, the US based Motorola

Inc. (Motorola) has been recognized as one of the best providers of training to its employees



in the world. Motorola began training its employees' right in 1928, the year of its inception,

on the factory floor as purely technical product training.

Training, at that time, just meant teaching new recruits how to handle the

manufacturing equipment to perform various predetermined tasks assigned to them. But by

the 1980s, Motorola had emerged as a model organization in the corporate world for

employee education, training and development.

The innovative training programs of Motorola turned training into a continuous

learning process. In the 1980s, the training initiatives of the company culminated in the

setting up of the Motorola Education and Training Center, an exclusive institute to look after

the training and development requirements of Motorola's employees.

The institute was later elevated to the status of a university - Motorola University - in

1989. These training experiments became such a resounding success that employee

productivity improved year after year and quality-wise Motorola's products became

synonymous with perfection.

Leading companies all over the world visited Motorola's headquarters to study the

high-performance work practices of the company. They discovered that Motorola's success

was built on the strong foundations of corporate-wide learning practices and that Motorola

University was the cornerstone of corporate learning.

In recognition of its excellent training and development practices, the American

Society for Training and Development (ASTD)4 named Motorola the 'Top Training

Company' and conferred on Robert Galvin (Galvin), the former CEO of the company, its

'Champion of Workplace Learning and Performance Award' for the year 1999. Speaking on

Motorola's training initiatives and Galvin's contribution, Tina Sung, President and CEO of

ASTD, said, "Galvin is a true champion of employees being an integral part of the

organizational success. He set the corporate standard for investing in education and has

demonstrated that training and development pay off in productivity, performance and

quality."5



Background Note Motorola was founded in 1928 when the Galvin brothers, Paul and

Joseph, set up the Galvin Manufacturing Corporation, in Chicago, Illinois, USA. Its first

product was a "battery eliminator," which allowed the consumers to operate radios directly

using household current instead of batteries.

In the 1930s, the company successfully commercialized car radios under the brand

name "Motorola," a word which suggested sound in motion by combining "motor" with

"Victrola6." In 1936, Motorola entered the new field of radio communications with the

product Police Cruiser, an AM automobile radio that was pre-set to a single frequency to

receive police broadcasts.

In 1940, Daniel Noble (Noble), a pioneer in FM radio communications and

semiconductor technology, joined Motorola as director of research. Soon, the company

established a communication division followed by a subsidiary sales corporation, Motorola

Communications and Electronics in 1941.

The Motorola trademark was so widely recognized that the company's name was

changed from Galvin Manufacturing Corporation to Motorola Inc. in 1947.

Motorola entered the television market in 1947. In 1949, Noble launched a research &

development facility in Arizona to explore the potential of the newly invented transistor. In

1956, Motorola became a commercial producer and supplier of semiconductors for sale to

other manufacturers.

The company began manufacturing integrated circuits and microprocessors in a bid to

find customers outside the auto industry. In 1958, Motorola opened an office in Tokyo, to

promote customer and supplier relations with Japanese companies...



EXCERPTS TRAINING AND DEVELOPMENT INITIATIVES THE INITIAL EFFORTS

Motorola had started training its employees' way back in the 1920s, and the

importance of training continued to grow. Till the early 1980s, Motorola had its own standard

employee development activities in which training was the key element

During those days, when people were recruited for manufacturing, the company

looked for three essential qualities in the employees - the communication and computational

skills of a seventh grader; basic problem solving abilities both in an individual capacity and

as a team player; and willingness to accept work hours as the time it took to achieve quality

output rather than regular clock hours.

The quality of the output was the primary consideration for Motorola, and employees

were expected to make full efforts to achieve quality. Most of the employees learned their job

through observing the seniors at work and learning through the trial and error method. The

training lessons imparted to them involved techniques to improve their communication skills

and sharpen their calculation skills...

THE MOTOROLA UNIVERSITY

After conducting various training experiments that spanned a few decades, Motorola

came to understand that training involved more than designing and implementing one

particular program for a set of employees. To keep improving performance, training should

be a continuous learning process involving each and every person in the organization.

Normally, training was an ad hoc measure, whereas education gave the recipient a vision.

Education was viewed as an investment rather than a cost. Therefore, Motorola decide to

elevate MTEC to the status of a university in 1989...



FOCUS ON E-LEARNING

Motorola University created a new internal institute named College of Learning

Technologies (CLT) to develop educational delivery systems through satellite, Internet and

virtual classrooms.

This department was responsible for providing innovative learning via virtual

classrooms, online experiences, use of CD-ROMS and through multimedia such as video and

satellite conferences. The university placed a large selection of courses and training materials

on its intranet , available around the world at any time to its employees...

EXHIBITS

Exhibit I: Highlights of the Five-Part Curriculum

Exhibit II: List of Courses Offered by Motorola University

Exhibit III: Executive Education Profile of Motorola in the 1990s

Exhibit IV: A Brief Note on Kirkpatrick Evaluation Levels

Exhibit V: Motorola's Individual Dignity Entitlement Program

Exhibit VI: Highlights of Motorola's Self-Directed Learning Program



Data Analysis

Training Questionnaire is as follows:

Q1. Since how many years you are working in the company?

a. 0-5 Years

b. 5-10 Years

c. 10-15 Years

d. More than 15

Q2. Do you like to attend the training program ?

a. Yes

b. No

Q3 Do you feel training is necessary for any employee for developing his skills?

a. Yes

b. No

Q4. Training is organized ?

a. Quarterly

b. Half Yearly

c. Annually

d. Every 2 Years

Q5. Since how many years training is being provided?

a. 0-5

b. 5-10

c. 10-15

Q6. Which technique is most suitable for training ?

a. On the Job

b. Off the Job

c. Depends on Need



Q7. Which method is most suitable for training ?

a. Step by Step Instruction

b. Coaching / Lecture

c. Conference / Discussions

d. Programmed Instructions.

Q8. Do you experience fruitful changes in working efficiency after being trained?

a. Yes

b. No

Q9. Does training improve performance?

a. Yes

b. No

Q10. The Training is provided for short duration or long duration?

a. Short

b. Long

Q11. On what level the training is provided?

a. Rigorous

b. Smooth

Q12. Does the training enhance organization effectiveness?

a. Yes

b. No

Q13. Do you get innovative ideas during training?

a. Yes

b. No

Q14. Does training builds up team work?

a. Yes

b. No



Q15. Do training results in adoption to new working methods?

a. Yes

b. No

Q16. Are you satisfied with the training procedure?

a. Yes

b. No

Q17. Do all the employers in your organization attend whole day training ?

a. Yes

b. No

Q18. How long is the training process?

a. 5 to 10 days

b. 10 to 15 days

c. 15 to 20 days

d. 20 to 25days

Q19. What type of training is given in your organization ?

a. on the job

b. off the job

Q20. Do company provide study material before the training program ?

a. Yes

b. No



CONCLUSION

As indicated from the variety of topics discussed, Human Resource Management

covers a wide range of topics. Today’s special library manager has a lot of jobs to

accomplish. As a manager, one must be familiar with the laws regarding today’s work

environment, and keep up to date on the new laws that develop. They must also be an

effective communicator to able to delegate responsibility, and alleviate conflict. They have to

deal with hiring new employees, and terminating bad ones. Effective Human Resource

Managers strive to make the work environment a healthy one, in every conceivable way.

You have almost reached the end of the module on Human Resource Management

For Health. Clearly, we have not exhausted the topic. Many topics were introduced, but could

have been elaborated in much greater depth. Many topics could have been added, were it not

for the lack of space and time. We had to make choices. We tried to aim for a mix of

understanding the importance of HR Management in the context of developments in the

health sector and of gaining some knowledge and skills that will help you in your day-to-day

practice as a human resource manager. The challenges facing HR managers in the health

sector today are serious and seemingly endless: HIV/AIDS, brain drain, low morale,

transformation fatigue, to name just a few examples. We have not spent much time discussing

these challenges per se. This would probably warrant another full module. However, many of

the topics covered in this module are influenced by or influence these challenges. For

example, motivation plays a crucial role in lifting low morale. So does a good supervisory

system. Thorough staff induction and development can go a long way to reducing role

conflict.



SUGGESTIONS

On the basis of survey through questionnaire, I hereby humbly propose my recommendation to carry out further improvement in existing training and development activities in Adani Power Plant.Efforts for making training and development formats user friendly should be kept continued.



Bibliography

Gary Desseler, Biju Varkkey , Human Resource Management, Pearson

Tapomay Deb , Human Resource development, Ane Books India

Rolf P. Lynton and Udai Pareek , Training for development , vistar publications

Sahu R . K . ,, Training for development Excel Books

Noe N.R. , employee Training for development, Mc GrawHill 2007

G Pandu Naik Training for development Excel Books

Subbarao ,personnel Human Resource Management, Himalaya

Selected Sites

www.google.com

www.managementparadise.com

www.scribed.com

www.ehow.com

www.mbaknol.com


http://www.ehow.com/

http://www.scribed.com/

http://www.managementparadise.com/

http://www.google.com/

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