1.1 Statement of the Problem

In recent years, the scope of Human Resource Development has broadened from simply providing training programs to facilitating learning throughout the organization in a wide variety of ways. There is an increasing recognition that employees can learn and should learn continuously and that they can learn from experience and from each other as well as from formally structured training programs nevertheless, formal training is still essential in th most organizations. Management Development is aimed at preparing employees for future jobs with the organization or at solving organization wide problems concerning, acquiring or sharpening capabilities required performing various tasks and functions associated with their present or expected future roles.

The motive behind this study is to understand and learn the effectiveness of training programs in IBM & HCL.

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1.2 Introduction – Self Explanatory

Training is essential to the growth and economic well-being of a nation. This need for training pervades all levels of industry, for a national level where a country’s well being in enhanced by training, to each company where productivity is improved, down to the individual whose skills are enhanced and as a result improve their position in the workplace.

Training is one of the most pervasive methods for enhancing individual productivity and improving job performance in the work environment. Training effectiveness must cause behavior change (i.e. skill transfer for job performance), thereby resulting in organizational performance. On the job training is strongly affects to more creativity, achieving organizational objectives and improves work quality.

Any organization that wants to succeed, and to continue to succeed, has to maintain workforce consisting of people who are willing to learn and develop continuously. Training and developing human capital is tremendously important in the effective management and maintenance of a skilled workforce. Training is one of the ways of improving organization’s effectiveness. In order to implement right training methods, organization should be aware of the training methods and their effectiveness. Training is widely understood as communication directed at a defined population for the purpose of developing skills, modifying behavior, and increasing competence. Generally, training focuses exclusively on what needs to be known. Education is a longer-term process that incorporates the goals of training and explains why certain information must be known. Education emphasizes the scientific foundation of the material presented. Both training and education induce learning, a process that modifies knowledge and behavior through teaching and experience. Training is a part of the human resource development, along with the other human resources activities, such as recruitment, selection and compensation. The role of human resource department is to improve the organization’s effectiveness by providing employees with knowledge, skills and attitudes that will improve their current or future job performance. In order to implement the right training methods, the training specialist should be aware of the pros and cons and effectiveness of each training method.

So it is important very important to know the effectiveness of training & development on employees.

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1.3 Significance of the Study

Training and Development is very important and essential in every organization due to the following:

Training is required to cover essential work-related skills, techniques and knowledge. It is the process used to reduce the gap between the desired performance and the actual performance which eventually results in increased Productivity, quality and healthy work environment.

Optimum Utilization of Human Resources – Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals.

Training helps to eliminate obsolesce in work, it gives the employees a clear view of what is needed and also helps in upgrading their skills and knowledge to keep in pace with the ever changing technology which is very essential in today’s competitive market.

Development of Human Resources – Training and Development helps to provide an opportunity and broad structure for the development of human resources’ technical and behavioral skills in an organization. It also helps the employees in attaining personal growth.

Team spirit – Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.

Safety in work place is another important feature of training which helps to avoid accidents and injuries in the work place.

Organization Culture – Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. 

Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies.

Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

For every employee to perform well especially Supervisors and Managers there is need for constant training and development. The right employee training, development and education provides big payoffs for the employer in increased productivity, knowledge, loyalty, and contribution to general growth of the firm. In most cases external trainings for instance provide participants with the avenue to meet new set of people in the same field and network. The meeting will give them the chance to compare issues and find out what is obtainable in each other’s environment. This for sure will introduce positive changes where necessary.

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1.4 Research Objectives

To study and understand the attitude of HR department towards training and development of employees.

To analyze the effectiveness of training and development on employees To investigate the relevance of training and development in the context of increasing

attrition rate. To study whether training helps to motivate employees and helps in avoiding mistakes. To know about the work culture of the organization. To study the changes in behavioral pattern due to training. To identify how training assists the employees to acquire skills, knowledge and attitude,

abilities and also enhance the same.

1.5 Scope of the Study

The training needs analysis is the base for all training activities in IBM & HCL. Efforts at all levels of the organization will be made to identify and meet the training needs of the employees. Priority will be given to ‘need based training’ which can have direct impact on the employees’ performance and improve work efficiency.The training program usually provided valuable inputs to the trainees for performing present as well as future roles effectively.

Also, at the end of each training session, the trainer’s impression about the session sends feedback to the Training Manager which gives a weight into the trainees’ performance during the training period. The timely feedback of both the trainers and the trainees helps in taking corrective action for future training programs.

1.6 Limitations of the Study

Cost of Training - No company leaks out any information about the cost to company and the investment on training, so it will be difficult to take out the information in regard to cost.

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1.7 Theory Utilized & Applications

Hamblin Model

According to Hamblin, evaluation is “any attempt to obtain information (feedback) on the effects of a training program and to assess the value of the training in the light of that information.” To Hamblin, evaluation includes both evaluation and validation.

The Five Levels of Hamblin’s Evaluation Model:

Level 1: Reaction

Determine the learner’s reaction to the course. Very similar to Kirkpatrick’s model where the trainers ask questions about the learners’ reactions to the course immediately following.

Level 2: Learning

Determine what the learners have learned in knowledge, skills and attitude through the course. This is very similar to Kirkpatrick’s model where the trainers assess the learning of the students.

Level 3: Job Behavior

Evaluate any change in job performance as a result of the learning in the course. Again, similar if not identical to Kirkpatrick’s model where the trainer assesses the changes in the job performance of the students after the training.

Level 4: Functioning

Determine the effect of the course on the organization as a whole such as cost benefit analysis. This is similar to Kirkpatrick’s model, however Hamblin separates this into departments/ levels of organizations and then further into the entire company or organization as described below.

Level 5: Ultimate Value

Evaluate how the event has affected the “ultimate profitability and/or survival of the organization

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2.1 Industry Overview

IT-BPO sector in India aggregated revenues of USD 88.1 billion in FY2011, generating direct employment for over 2.5 million people, as the industry continued its journey on the core themes identified for the next decade – Diversification, Transformation, Innovation and Inclusion. The industry focused on emerging verticals, markets and customer segments, driving innovation-led transformation in client organizations and transforming its internal operations. The domestic IT-BPO market witnessed the Indian consumers going up the IT maturity curve, return of economic growth, efforts by organizations and the government to increase technology adoption, and emergence of new delivery platforms thus driving growth. 

The IT-BPO sector in India is estimated to aggregate revenues of USD 88.1 billion in FY2011, with the IT software and services sector (excluding hardware) accounting for USD 76.1 billion of revenues.

During FY 2011 direct employment is expected to reach nearly 2.5 million, an addition of 240,000 employees, while indirect job creation is estimated at 8.3 million.

As a proportion of national GDP, the sector revenues have grown from 1.2 per cent in FY1998 to an estimated 6.4 per cent in FY 2011.

The share of IT-BPO industry in the total Indian exports (merchandise plus services) increased from less than 4 per cent in FY1998 to 26 per cent in FY2011.

Export revenues (including Hardware) estimated to reach USD 59.4 billion in FY2011; Domestic revenues (including Hardware) of about USD 28.8 billion; total industry estimated to reach USD 88.1 billion

Software and services revenues (excluding Hardware), comprising over 86 per cent of the total industry revenues, expected to post USD 76.1 billion in FY2011; estimated growth of about 19.1 per cent over FY2010

The upbeat domestic IT-BPO spending trend will continue in FY2012 as the industry is expected to grow at 16 per cent to reach USD 20 billion.

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IT spending expected to significantly increase in verticals like automotive and healthcare while the government, with its focus on e-governance, will continue to be a major spender.

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2.1.1 Domestic IT-BPO

Domestic IT-BPO revenue (excluding hardware) is expected to grow at almost 17 per cent to reach Rs 918 billion in FY2012. Strong economic growth, rapid advancement in technology infrastructure, increasingly competitive Indian organizations, enhanced focus by the government and emergence of business models that help provide IT to new customer segments are key drivers for increased technology adoption in India.

Key Highlights during 2012

Uptake of IT-BPO in India is steadily increasing, with demand coming from both consumers and enterprises, government’s technology infrastructure initiatives, unified communications and availability of world class telecom infrastructure and services

IT services is the fastest growing segment in the Indian domestic market, growing by 18 per cent to reach Rs 589 billion, driven by increasing adoption from all customer segments – government, enterprise, consumers and SMBs

Domestic BPO segment is expected to grow by 17 per cent in FY2012, to reach Rs 149 billion, driven by demand from voice-based (incl. local language) services and increasing adoption by both traditional and emerging verticals, including the government

The domestic software products segment is set to grow to Rs 180 billion in FY2012, a growth of ~13 per cent over FY2011. This segment is being driven by the need to replace legacy systems and technology advancements around cloud, mobility, etc.

Domestic Hardware market to cross Rs 615 billion in FY2012, driven by rapid uptake in notebooks/netbooks/tablet computers, mobility devices, improved connectivity tools, etc

Domestic customer base comprising the government, large, micro, small & medium enterprises and household consumers, represent unique set of requirements

Suppliers are realigning themselves to suit India specific needs and innovating new ways to target customers

Direct employment within the domestic IT-BPO sector is expected to grow by 7 per cent over FY2011 to cross 600,000 employees with the industry creating immense job opportunities in Tier II and Tier III cities

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2.1.2 BPO’S

In the last few years, the BPO segment has been focusing on re-engineering itself in order to deliver transformational impact to customers. A ‘Verticalised’ approach has been a key marketing strategy – developing in-depth capabilities across the entire value chain in specific verticals. BPO firms are also increasing their onshore and near shore footprint to enable customer entry into local markets; firms have also been actively implementing non-linear growth initiatives that ensure higher realizations for service providers, while controlling costs, facilitating faster time-to-market and improving satisfaction at the clients’ end.

Key Highlights during 2012

BPO exports expected to reach USD 16 billion in FY2012, growing by over 12 per cent over FY2011

BPO firms move from efficiency to effectiveness – focusing on re-engineering themselves in order to deliver transformational impact to customers – follow a ‘Verticalised’ approach by developing in-depth capabilities across verticals; increase onshore footprint and implement non-linear growth initiatives

Indian BPO firms are developing future-ready solutions – platform + cloud and creating customer impact though service delivery excellence

Knowledge services segment growing in significance; fastest growing among BPO segments at over 15 per cent; has pioneered outsourcing in areas such as data analytics, data management and legal services

Data analytics is expected to grow 19 per cent, much faster than BPO industry average; key drivers include emergence of analytic tools, rising volumes of data, increased data-driven decision making and emergence of on-demand models

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Domestic BPO segment is expected to grow by 17 per cent in FY2012, to reach Rs 149 billion, driven by demand from voice-based (including local language) services and increasing adoption by both traditional and emerging verticals, including the government

2.1.3 Impact on India’s Growth

IT-BPO sector has become one of the most significant growth catalysts for the Indian economy. In addition to fuelling India’s economy, this industry is also positively influencing the lives of its people through an active direct and indirect contribution to the various socio-economic parameters such as employment, standard of living and diversity among others. The industry has played a significant role in transforming India’s image from a slow moving bureaucratic economy to a land of innovative entrepreneurs and a global player in providing world class technology solutions and business services. The industry has helped India transform from a rural and agriculture-based economy to a knowledge based economy.

Key Highlights during FY2011

India – A trillion dollar economy; GDP growth rate projected at 9 per cent for 2011 Fast emerging as a growth story driven by a growing middle class, consumer spending,

and technology innovation Increasing adoption of technology and Telecom by consumers and focused Government

initiatives – leading to increased ICT adoptiont

2.2 Literature Review

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2.2.1 – Training Employees of IBM though E- Learning

Reference_http://www.icmrindia.org/casestudies/catalogue/Human%20Resource%20and%20Organization%20Behavior/HROB030.htm

“E-learning is a technology area that often has both first-tier benefits, such as reduced travel costs, and second-tier benefits, such as increased employee performance that directly impacts profitability.” – Rebecca Wettemann, research director for Nucleus Research.

In 2002, the International Business Machines Corporation (IBM) was ranked fourth by the Training magazine on it’s “The 2002 Training Top 100”. The magazine ranked companies based on their commitment towards workforce development and training imparted to employees even during periods of financial uncertainty.

Since its inception, IBM had been focusing on human resources development: The company concentrated on the education and training of its employees as an integral part of their development. During the mid-1990s, IBM reportedly spent about $1 billion for training its employees. However, in the late 1990s, IBM undertook a cost cutting drive, and started looking for ways to train its employees effectively at lower Costs. After considerable research, in 1999, IBM decided to use e-Learning to train its employees. Initially, e-Learning was used to train IBM’s newly recruited managers.

IBM saved millions of dollars by training employees through e-learning. E-Learning also created a better learning environment for the company’s employees, compared to the traditional training methods. The company reportedly saved about $166 million within one year of implementing the e-learning program for training its employees all over the world. The figure rose to $350 million in 2001. During this year, IBM reported a return on investment (ROI)’s of 2284 percent from its Basic Blue e-Learning program. This was mainly due to the significant reduction in the company’s training costs and positive results reaped from e-learning. Andrew Sadler, director of IBM Mindspan Solutions, explained the benefits of e-learning to IBM, “All measures of effectiveness went up. It’s saving money and delivering more effective training,’ while at the same time providing five times more content than before.” By 2002, IBM had emerged as the company with the largest number of employees who have enrolled into e-Learning courses.

However, a section of analysts and some managers at IBM felt that e-Learning would never be able to’ replace the traditional modes of training completely. Rick Horton, general manager of learning services at IBM, said, “The classroom is still the best in a high-technology environment, which requires hands-on laboratories and teaming, or a situation where it .is important for the group to be together to take advantage of the equipment.”Though there were varied opinions about the effectiveness of e-Learning as a training tool for employees, IBM saw it as a major business opportunity and started offering e-learning products to other organizations as well. Analysts estimated that the market for e-Learning programs would grow from $2.1 billion in 2001 to $33.6 billion in 2005 representing a 100 percent compounded annual growth rate (CAGR).

Background Note

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Since the inception of IBM, its top management laid great emphasis on respecting every employee. It felt that every employee’s contribution was important for the organization. Thomas J. Watson Sr. (Watson Sr.), the father of modern IBM had once said, “By the simple beliefs that if we respected our people and helped them respect themselves, the company would certainly profit.” The HR policies at IBM were employee-friendly. Employees were compensated well – as they were paid above the industry average. in terms of wages. The company followed a ‘no layoffs’ policy. Even during financially troubled periods, employees were relocated from the plants, labs and headquarters, and were retrained for careers in sales, customer engineering, field administration and programming.IBM had emphasized on training its employees from the very beginning. In 1933 (after 15 years of its inception), the construction of the ‘IBM Schoolhouse’ to offer education and training for employees, was completed. The building had Watson Sr.’s ‘Five Steps of Knowledge’ carved on the front entrance. The five steps included ‘Read, Listen, Discuss, Observe and Think.’ Managers were trained at the school at regular intervals.

To widen their knowledge base and broaden their perspectives, managers were also sent for educational programs to Harvard, the London School of Economics, MIT and Stanford. Those who excelled in these programs were sent to the Advanced Managers School, a program offered in about forty colleges including some in Harvard, Columbia, Virginia, Georgia and Indiana. IBM’s highest-ranking executives were sent to executive seminars, organized at the Brookings Institution’s this program typically covered a broad range of subjects including, international and domestic, political and econQll1ic affairs. IBM executives were exposed to topical events with a special emphasis on their implications for the company.

In 1997, Louis Gerstner (Gerstner), the then CEO of IBM, conducted a research to identify the unique characteristics of best executives and managers. The research revealed that the ability to train employees was an essential skill, which differentiated best executives and managers. Therefore, Gerstner aimed at improving the managers’ training skills. Gerstner adopted a coaching methodology of Sir John Whitmore, which was taught to the managers through training workshops.

However, after some time, Gerstner realized that the training workshops were not enough. Moreover, these workshops were not ‘just-in-time.’ Managers had to wait for months before their turn of attending the workshops came. Therefore, in most of the cases, during the initial weeks at the job, the employees did not possess the knowledge of critical aspects like team building.

IBM trained about 5000 new managers in a year. There was a five-day training program for all the new managers, where they were familiarized with the basic culture, strategy and management of IBM. However, as the jobs became more complex, the five-day program turned out to be insufficient for the managers to train them effectively. The company felt that the training process had to be continuous and not a one-time event

Gerstner thus started looking for new ways of training managers. The company specifically wanted its management training initiatives to address the following issues:

Management of people across geographic borders Management of remote and mobile employees Digital collaboration issues Reductions in management development resources Limited management time for training and development Management’s low comfort level in accessing and searching online HR resources

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The company required a continuous training program, without the costs and time associated with bringing together 5000 managers from all over the world. After conducting a research, IBM felt that online training would be an ideal solution to this problem. The company planned to utilize the services of IBM Mindspan Solutions to design and support the company’s manager training program. This was IBM’s first e-learning project on international training.

Online Training at IBM

In 1999, IBM launched the pilot Basic Blue management training program, which was fully deployed in 2000. Basic Blue was an in-house management training program for new managers. It imparted 75 per cent of the training online and the remaining 25 per cent through the traditional classroom mode. The e-Learning part included articles, simulations, job aids and short courses.

The founding principle of Basic Blue was that ‘learning is an extended process, not a one-time event.” Basic Blue was based on a ’4- Tier’ blended learning model’. The first three tiers were delivered online and the fourth tier included one-week long traditional classroom training. The program offered basic skills and knowledge to managers so that they can become effective leaders and people-oriented managers.

The managers were provided access to a lot of information including a database of questions, answers and sample scenarios called Manager QuickViews. This information addressed the issues like evaluation, retention, and conflict resolution and so on, which managers came across. A manager who faced a problem could either access the relevant topic directly, or find the relevant information using a search engine. He/she had direct access to materials on the computer’s desktop for online reading. The material also highlighted other important web sites to be browsed for further information. IBM believed that its managers should be aware of practices and policies followed in different countries. Hence, the groups were foremen virtually by videoconferencing with team members from all over the world,”

In the second tier, the managers were provided with simulated situations. Senior managers trained the managers online. The simulations enabled the managers to learn about employee skill-building, compensation and benefits, multicultural issues, work/life balance- issues and business conduct in an interactive manner. Some of the content for [his tier was offered by Harvard Business School and the simulations were created by Cognitive Arts of Chicago. The online Coaching Simulator offered eight scenarios with 5000 scenes of action, decision points and branching results. IBM Management Development’s web site, Going Global offered as many as 300 interactive scenarios on culture clashes.

In the third tier, the members of the group started interacting with each other online. This tier used IBM’s collaboration tools such as chats, and team rooms including IBM e-Learning products like the Team-Room, Customer-Room and Lotus Learning Space. Using these tools, employees could interact online with the instructors as well as with peers in their groups. This tier also used virtual team exercises and included advanced technologies like application sharing, live virtual classrooms and interactive presentation: on the web. In this tier, the members of the group had to solve problems as a team by forming virtual groups, using these products. Hence, this tier focused more on developing the collaborative skills of the learners.

Though training through e-Learning was very successful, IBM believed that classroom training was also essential to develop people skills. Therefore, the fourth tier comprised a classroom training program, own as ‘Learning Lab.’ By the time the managers reached this tire, they all

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reached a similar level of knowledge by mastering the content in the first three tiers. Managers had to pass an online test on the content provided in the above three tiers, before entering the fourth tier. In the fourth tier, the managers had to master the information acquired in the above three tiers and develop a deeper understanding and a broader skills set. There were no lectures in these sessions, and the managers had to learn by doing and by coordinating directly with others in the classroom.

The tremendous success of the Basic Blue initiative encouraged IBM to extend training through e-Learning to its-sales personnel and experienced managers as well. The e-Learning program for the sales personnel was known as ‘Sales Compass,’ and the one for the experienced managers, as ‘Managing@ IBM.’ Prior to the implementation of the Sales Compass e-Learning program, the sales personnel underwent live training at the company’s headquarters and training campuses. They also attended field training program, national sales conferences and other traditional methods of training. However, in most of the cases these methods proved too expensive, ineffective and time-consuming. Apart from this, coordination problems also cropped up, as the sales team was spread across the world. Moreover, in a highly competitive market, IBM could not afford to keep its sales team away from work for weeks together.

Though Sales Compass was originally started in 1997 on a trial basis to help the sales team in selling business intelligence solutions to the retail and manufacturing industries, it-was not implemented on a large scale. But with the success of Basic Blue, Sales Compass was developed further. The content of the new Sales Compass was divided into five categories including Solutions (13 courses), industries (23 courses), personal skills (2 courses), selling skills (11 courses), and tools and job aid (4 aids).

The sales personnel of IBM across the globe could use the information from their desktops using a web browser. Sales Compass provided critical information to the sales personnel helping them to understand various industries (including automotive, banking, government, insurance etc.) in a much better manner. The information offered included industry snapshot, industry trends, market segmentation, key processes, positioning and selling industry solutions and identifying resources.

It also enabled the sales people to sell certain IBM products designed for Customer Relationship Management (CRM), Enterprise Resource Planning (ERP), Business Intelligence (BI), and so on. Sales Compass also trained the sales personnel on skills like negotiating and selling services. Like the Basic Blue program, Sales Compass also had simulations for selling products to a specific industry like banking, about how to close a deal, and so on. It also allowed its users to ask questions and had links to information on other IBM sites and related websites.

Sales Compass was offered to 20,000 sales representatives, client relationship representatives, territory representatives, sales specialists, and service professionals at IBM. Brenda Toan (Toan), global skills and learning leader for IBM offices across the world, said, “Sales Compass is a just-in-time, just-enough sales support information site. Most of our users are mobile. So they are, most of the times, unable to get into a branch office and obtain information on a specific industry or solution. IBM Sales Compass provides industry-specific knowledge, advice on how to sell specific solutions, and selling tools that support our signature selling methodology, which is convenient for these users.”

IBM also launched an e-Learning program called ‘Managing @ IBM’ for its experienced managers, in late 2001. The program provided content related to leadership and people management skills, and enabled the managers to meet their specific needs. Unlike the Basic

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Blue program, this program enabled managers to choose information based on their requirements. The program included the face-to-face Learning Lab, e-learning, and Edvisor, a sophisticated Intelligent Web Agent. Edvisor offered three tracks offering various types of information.

By implementing the above programs, IBM was able to reduce its training budget as well as improve employee productivity significantly. In 2000, Basic Blue saved $16 million while Sales Compass saved $21 million. In 2001, IBM saved $200 million and its cost of training per-employee reduced significantly – from $400 to $135. E-learning also resulted in a deeper understanding of the learning content by the managers. It also enabled the managers to complete their classroom training modules in lesser time, as compared to the traditional training methods used earlier. The simulation modules and collaboration techniques created a richer learning environment. The e-learning projects also enabled the company to leverage corporate internal knowledge as most of the content they carried came from the internal content experts.

IBM’s cost savings through E-Learning

Program Saving in 2000 (in US $million)

Basic Blue 16.0

Going global 0.6

Coaching simulators 0.8

Manager Quick-Views 6.6

Customer-Room 0.5

Sales Compass 21.0

The e-Learning projects of IBM had been successful right from the initial stages of their implementation. These programs were appreciated by HR experts of IDM, and other companies. The Basic Blue program bagged three awards of ‘Excellence in Practice’ from the American Society for Training & Development (ASTD) in March 2000. It was also included among the ten best ‘world-class implementations of corporate learning’ initiatives by the “E-Learning across the Enterprise: The Benchmarking Study of Best Practices” (Brandon Hall) in September 2000.

IBM continued its efforts to improve the visual information in all its e-Learning programs to make them more effective. The company also encouraged its other employees to attend these e-learning programs. Apart from this, IBM planned to update these programs on a continuous basis, using feedback from its new and experienced managers, its sales force and other employees.

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IBM used e-Learning not only to train its employees, but also in other HR activities. In November 2001, IBM employees received the benefits enrolment material online. The employees could learn about the merits of various benefits and the criteria for availing these benefits, such as cost, coverage, customer service or performance using an Intranet tool called ‘Path Finder.’ This tool also enabled the employees to know about the various health plans offered by IBM. Besides, Pathfinder took information from the employees and returned a preferred plan with ranks and graphs. This application enabled employees to see and manage their benefits, deductions in their salaries, career changes and more. This obviously, increased employee satisfaction. The company also automated its hiring process. The new tool on the company’s intranet was capable of carrying out most of the employee hiring processes. Initially, IBM used to take ten days to find a temporary engineer or consultant. Now, the company was able to find such an employee in three days.

IBM also started exploring the evolving area of ‘mobile learning’ Analysts felt that for mobile sales force of IBM, m-Learning was the next ideal step (after e-Learning). IBM leveraged many new communication channels for offering its courses to employees. IBM also started offering the courses to its customers and to the general public. In early 2002, American Airlines (AA) used IBM’s e-Learning package, which enabled its flight attendants to log on to AA’s website and complete the ‘safety and security training’ from any place, at any time. The content included instruction clips, graphics, flash animation, and so on. This made the airlines annual safety training certification program guides more effective. Shanta Hudson-Fields, AA’s manager for line training and special projects, commented, “The full service package that IBM offers has allowed us to develop an effective online course for our large group of busy attendants. In addition to providing a flexible training certification experience for our attendants, American has also brought efficiency and cost savings to our training processes using IBM’s e-Learning solution.” The company had trained 24,000 flight attendants by November 2002.

2.2.2 Training Fires the Corporate Engine

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Reference_http://articles.economictimes.indiatimes.com/2006-08-04/news/27426200_1_ibm-daksh-training-pavan-vaish

At the SEEPZ, Andheri , office of TCS in Mumbai, Dilip Kumar Mohapatra, 56, global head for learning and development , is occupied these days with something very unusual for people his age — computer games.

Okay, we're exaggerating. Mohapatra's team is actually developing an online game that will be part of the induction kit for new hires, and will familiarize TCS inductees around the world — Buffalo, New York to Hangzhou, China — with the culture of the company. "The challenge is to get everyone on to the common global TCS culture," says Mohapatra. To get a sense of this challenge, consider that the software major's workforce across 34 countries adds up to 71,200 people from 53 nationalities. And with 2,500 new people being recruited every month, training has to find creative ways to 

Up north in Gurgaon, BPO player IBM Daksh is taking training equally seriously — its training group is christened the Talent Transformation Business Unit (TTBU, and is run like a separate business with its own finance controller , quality head, an administration and transport wing, and a dedicated HR representative. It is even held accountable for output measures of its trainees, such as voice quality, rejection rates, cost of delivery and customer satisfaction metrics. "We believe that training is the most important lever to deliver high quality talent, with a direct impact on client satisfaction. That explains our disproportionate focus on this function," says Pavan Vaish, COO, IBM Daksh.

While TCS and IBM Daksh are not the only ones — others like Infosys, Wipro, Genpact and ICICI Bank, face similar challenges of hiring and training people on a large scale — they are perfect examples of how the in-house training department has become crucial, in fact, core to the growth and success of India's new age behemoths.

And it shows in the investments being made by these companies into training infrastructure and resources. Infosys has a staggering $125 million annual outlay for training and development, while TCS too invests a comparable figure on training. Accenture's global spends on training and development has been $546 million (for September-August 2005).

Need Of The Hour

In the knowledge economy, it's no longer enough to put your employees through the occassional training module a few times a year. Companies looking to operate and compete in a global market need to constantly skill and reskill their people, and training is becoming a 24/7/365 affair, cutting across geographies and time restrictions. To deliver this training on this scale and frequency, technology is key — media-rich content, video on-demand, chat and online self-tutorials have ensured that most of the learning for employees takes place at the place, and time, of their convenience. "Technology has made training asynchronous," says TV Mohandas Pai, director HR, Infosys, where 30% of training is now IT enabled.

For ICICI Bank's 27,800 employees — a bulk of them at the operational level — e-learning is a way of life when it comes to skill up gradation. "For us the classroom is the most inefficient way (to train)," says HR head K Ramkumar, whose training team conducts 190 e-learning programs annually. What's interesting is that by bringing in the convenience of anytime, anywhere learning, companies have managed to put the some of the onus of learning onto employees. This is further re-inforced by linking training hours completed, to the individual's overall

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performance score. "The responsibility of gaining competency has been shifted to the learner, since competencies are now closely aligned with appraisals," says MP Ravindra, VP- Education & Research, Infosys.

But nowhere does training assume greater importance than in the BPO industry. With thousands of fresh graduates handling customer queries, there's an ongoing need to equip them with the necessary soft and specialised skills. Says Aashu Calapa, executive VP, HR at ICICI One-Source, "40% of our recruits are fresh graduates, and with most jobs being customer-facing ones, clients are paranoid about the quality of people we employ." Periodic and, often, frequent changes in the global business environment, have put greater pressure on training departments to bring employees up to speed on the latest rules and regulations in their clients' industries. Calapa recalls that OneSource associates were once required to write two tests for a UK-based client — one on the data protection act and other on the money laundering act, and to pass they had to score 18 out of 20 points.

Also, with BPO companies looking to move up the value chain, people need to be coached in new skills. "Traditional training was just about behavioural and technical training," says Rahul Varma, head HR (India), Accenture. "Now, it includes cultural and value training, understanding your own as well as your clients' organisation, as well as the industry in which one is working. There is also a need to get people ready for potential jobs that we may want them to take up."

Changing From The Inside-Out

The really big shift, of course, is that from being a HR support function, training has moved on to becoming an independent entity within the organisation. "Our supply chain is mission critical to us," says Piyush Mehta, senior VPHR , Genpact. "When you keep training as part of HR, it gets buried. To give it the importance of an independent function, we treat it as one." And it shows — last year, Genpact spent close to $8 million on training, and has 313 trainers along with 70 part-time specialists who also conduct domain-specific training for its 25,000-strong workforce across the world.

Monitoring of training quality is just as important. IBM Daksh has been working with IBM's research labs to develop a tool called Sensei, a performance evaluation grid that assesses voice quality and generates a statistical score. It's being tested and will be rolled out later this year. Lyndon J D'Silva , VP, Talent Transformation Business Unit, IBM Daksh, says, "We believe the only way to produce quality output is to quantify it." It also has eight people dedicated to R&D in training, who conduct research and refine training methods, after feedback from trainers and business units. With scalability becoming an problem, D'Silva believes technology will increasingly be training's best bet.

Rapid scaling up in IT and ITES companies is also putting pressure on the training machinery, and like most other business functions, training is faced with a talent shortage. "Trainers are definitely scarce — in numbers, and in capabilities," says Varma . While many companies are outsourcing part of their requirement of trainers, others believe in growing them internally, since the best trainers are line managers and executives who have spent time and understand the business first hand.

Runaway Train

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Accenture follows what it calls a ‘leaders teach leaders' approach for technical training, while cross-cultural and communication training is outsourced to vendors. At ICICI Bank, senior executives are required to spend time training others, and this helps decide whether they get on the 'Leadership Talent List' of potential fast trackers. Infosys links training to individuals' performance.

Trainers are also required to keep updating their skills and knowledge, and most companies have structured 'train-the-trainers' programs in place. Having a global presence helps in leveraging training resources and sharing expertise across continents. TCS rotates its training faculty between the Indian and overseas locations, and even brings down people from other countries here. "This way, cross-culturalization happens better," says Mohapatra.

New Challenges

It's clear that the quality of the internal training capability will be among a key driver of business success in the future. Not surprisingly, investment in training infrastructure is a priority for most HR heads and CEOs, and coping with scale is a big issue. "Expanding the talent pool, managing incidental changes in the training modules and scalability are the challenges the training department faces today," says Ravindra. Expanding internal resources is one way. Building external partnerships with educational institutions is another — so companies like TCS, Infosys, and Accenture have been developing joint programs for training people at these institutions before they join the company. TCS runs an Academic Interface initiative, wherein its own faculty teaches at academic institutes, and this helps in better branding for the company, as well.

Mohapatra lists globalization and M&As as the two biggest tests of his training department's effectiveness in the future — in terms of integrating a globally diverse workforce into a single platform, and ensuring a seamless merger of cultures during acquisitions . The existing model of training also needs to adapt with changing business needs from time to time. For instance, TCS's Learning & Development group is currently working on a project (codenamed Pygmalion) to develop training programs and tools for a new cadre of people that the company has never hired before — plain graduates

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2.2.3 How Accenture Learning BPO Services is Driving High Performance for Accenture with Advanced, Cost-Effective & High-Impact Learning Programs

Reference_http://www.accenture.com/SiteCollectionDocuments/PDF/AccentureLearningBPOCredential_0807.pdf

“Accenture Learning BPO Services gives us unparalleled, leading-edge thinking in the design and delivery of learning programs and knowledge management solutions.”(Don Vanthournout, Chief Learning Officer, Accenture)

Accenture, one of the world's leading management consulting, technology services and outsourcing companies, has also been a traditional leader in the area of training and development. Both for its clients and for its own employees, Accenture has been an award-winning developer of advanced learning programs. The company has been at the forefront of many innovations in the field of corporate education that are now accepted as standard—whether those are techniques such as goal-based learning, or technologies such as e-learning, electronic simulations and virtual classrooms.

Training has also been a distinctive part of the Accenture culture. Renowned for its common or core training curriculum, much of it offered at a central training facility in St. Charles, Illinois, just outside of Chicago, Accenture used an intensive new-hire training program as a means of bonding employees to the company and to each otherWith additional courses scheduled at regular intervals as people advanced within the company, training was essential both to employees and to clients. A consistent approach to training resulted in consistently high levels of competence throughout the workforce. A client could speak with an Accenture employee in any of the 48 countries where the company now has offices and find nearly uniform levels of knowledge and competence, especially in the program management methods that are vital to on-time, on-budget delivery of projectsBeginning in 2001, however, Accenture experienced a series of dramatic challenges that began to affect the company's ability to continue to provide world-class learning experiences for governments, Accenture found that the rules of the training game had changed—and changed permanently.

As the company had invested more power in its individual industry groups and service lines—strategy, technology and change management—Accenture's distinctive approach to core training had ebbed in strength. Employees were no longer benefiting from the foundational education and common curriculum that had been so distinctive at Accenture. According to Accenture's Chief Learning Officer, Don Vanthournout, "We had to let our executives know that, when it came to training and development, we were no longer living up to the image we were conveying to our recruits." The company's research showed that the quality of the training programs was a major reason why a person came to work for Accenture; Yet for various business reasons, many employee requests for training were being denied. Training needed to assume a central place again in Accenture's thinking about how to attract and retain the best employees.

Large-scale business changes also were affecting the training curriculum. Accenture's leadership was laying the ground work to augment the company's traditional high-value consulting work with transformational outsourcing and affiliated businesses in areas like HR,

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Learning and customer service. Accenture was transitioning from a pure consulting organization, one with a fairly large homogeneous workforce, to a consulting and outsourcing company with several different kinds of workforces depending on how the work was to be sourced.

Cost was also a looming issue. Accenture had always invested large amounts in its employee training programs—the annual budget had, in fact, exceeded $700 million in 1999 and 2000. But in a more challenging global economy, it was no longer going to be acceptable to run learning as a cost center. Those in charge of learning at Accenture its own employees. Faced with worldwide economic turmoil following the bursting of the Internet bubble, the broad effects of global terrorism and the rapidly-changing needs of its clients, both corporations and had to prove that it added value to the company. And they had to run the learning function more efficiently and rigorously, with one eye on the bottom line and the other on the value being created for the company.

Led by Vanthournout and by Jill Smart, senior managing director—human resources, Accenture's Capability Development group initiated a sweeping transformation of its internal training and development programs, reinventing the way it supported its workforce with world-class learning services, as well as knowledge sharing and collaboration capabilities. Accenture Learning BPO Services has been and continues to be a vital part of the team that has returned Accenture to its preeminent position as an organization that uses learning programs to drive toward high performance.

How Accenture Learning BPO Services Helped

Following the advice that Accenture provides to its own clients, the Capability Development Group looked to improve both the quality and efficiency of its training programs by pursuing an outsourcing model. With an innovative move that has paid off handsomely in terms of both efficiency and effectiveness, Accenture created a service offering in the learning outsourcing market space, consolidating its learning design and delivery resources to serve clients, as well as Accenture's own internal training organization. Accenture Learning BPO Services immediately made history with one of the first end-to-end enterprise learning outsourcing agreements ever established, with a major communications and high-tech company.

From the perspective of Vanthournout's team, the creation of Accenture Learning BPO Services meant that internal learning programs at Accenture would now be driven by the kind of efficiency that results more often when there is a supplier/customer relationship. As Jill Smart notes, "When you're coordinating the work of different internal parties, the chain of command can be unclear at times, and objectives can conflict. With an outsourcing relationship, you get the best of both worlds. You get world-class talent supporting you, and yet it's a relationship that has 'pleasing the customer' at the heart of it, as well as driving costs lower because the provider can achieve economies of scale."

Accenture Learning BPO Services maximizes the impact of learning on its clients' performance with a proprietary governance method called business interlock which ensures learning programs are continuously "locked onto" the most important strategies and objectives of an organization. In this case, the close relationship between the two units has meant that the Capability Development Group can maintain planning and alignment responsibilities, in close consultation with Accenture Learning BPO Services. As the outsourcing provider, Accenture Learning BPO Services has ongoing responsibilities for content development, training delivery,

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technology development (application development, hosting and maintenance), help desk support and vendor management.

Accenture Learning BPO Services can provide high levels of service because of a comprehensive delivery center network, leveraging experienced resources at the most cost-effective location around the world. Five content development centers—two in the United States, two in Europe and one in Asia—provide round-the-clock development capabilities. To support its virtual classroom and Web-based delivery, Accenture Learning BPO Services has five learning call centers offering 24X7 customer support in nine languages.

As with the most effective learning outsourcing relationships, the work with Accenture Learning BPO Services as Accenture's outsourcing provider has gone far beyond simply driving down the cost of learning design and delivery. The two entities have collaborated to deliver world-class experiences in classroom training, e-learning, virtual classrooms and decision support. Accenture and Accenture Learning BPO Services work together to annually serve more than 125,000 Accenture learners through more than 200,000 classroom learning days and more than 1,000 virtual learning sessions. Nearly 8 million hours of training in total, including self-study and Web-based courses, are also supported through a global learning management system.

Content development and delivery at Accenture were shaped by a challenge Jill Smart gave to the learning teams: "At an early stage of this transformational journey," Smart says, "I challenged our core team to make sure that, whatever else we did, we delivered what I called 'phenomenal learning' experiences to our people." This became not only a challenge, but an ongoing benchmark for the Accenture Learning BPO Services teams as they designed and delivered training. In addition to being a word that means "truly great," "phenomenal" also taps into a major business trend in how to differentiate a company and keep its products from becoming commoditized: the move to a mindset of delivering "experiences" to customers, and not just services. So for Accenture Learning BPO Services, the new training programs were not just about the content—not just the information to be covered and mastered—but also the "phenomena" surrounding the experience of learning and the delivery of a course, either electronically or in the classroom.

Another key success factor for the learning transformation program at Accenture was effective governance. "Early on," says Don Vanthournout, "we took note that our success was going to be based on the ongoing commitment and involvement both of the executives who controlled budgets and business priorities, and of the executives with vested interests in making sure their parts of the organization and their services and offerings were represented in the learning content." So the team put in place an effective governance structure that was responsible for ensuring consistent support for the transformation of learning. Says Jill Smart, "Major organizational change is never easy. But when you have your most senior decision makers sponsoring the overall program and articulating how the organizational changes will help achieve overall business objectives it can make things easier."

An especially innovative aspect of the learning transformation program—and one that has enabled Accenture Learning BPO Services to help Accenture meet its global learning needs effectively and efficiently—has been the creation of a unified, company-wide infrastructure called myLearning. The myLearning system provides:

Intuitive access to comprehensive information resources that enable Accenture professionals to be effective consumers of education based on both the company's and the individual's needs.

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Common, standardized delivery platforms for distributed education in order to reach Accenture employees closer to the job site, to minimize delivery costs and to allow the operating groups and business units to focus on education content instead of technical delivery.

Common, consistent feedback from all learning assets to proactively manage the quality of the content delivered to Accenture employees.

Comprehensive reporting to improve management decision making and better align the overall education investment with business need.

This new learning infrastructure has given Accenture the ability to support not just large learning programs offered at given points in time, but also continuous learning. Virtual classes have allowed Accenture to provide an effective and highly interactive way to support continuous learning through two types of educational programs to participants in different locations:

1. Seminars (address timely and market-relevant content areas) and which typically build content awareness among larger audiences. These virtual seminars frequently use a radio showformat that actively engages learners.

2. Workshops, which build deeper skills among smaller audiences. These are typically longer in duration and allow students more opportunities to collaborate with each other and interact with instructors.

Although not a substitute for the cultural assimilation benefits of the common learning curriculum at the central facility used by Accenture, these virtual seminars and workshops have been hugely successful. Learning communities organize seminar series around hot topics, leveraging the knowledge and experience of experienced Accenture executives. Such a seminar can be attended without travel from one's work location, and can also be recorded for those whose schedules do not permit attendance at the original live event. Thus, in various ways, the myLearning system has removed one of the barriers to effective corporate learning: access. As long as Accenture employees have access to a computer, they also have access to thousands of Accenture's learning assets and experiences.

In addition to supporting training delivery, the myLearning decision support function integrates information from

a variety of sources and provides a customized, comprehensive and timely snapshot of learning metrics. This reporting function is essential for the learning professionals at Accenture as well as for executives outside of the learning space, to maintain alignment between training and business needs.

As the traditional areas of learning and knowledge management have begun to blend—as knowledge sharing becomes another kind of just-in-time learning— Accenture Learning BPO Services has also helped Accenture to revitalize its knowledge management infrastructure. In June 2005, the teams successfully completed a complex migration from the company's previous knowledge management platform to a new Microsoft platform, integrating or replacing more than 100 different knowledge management applications and content storage repositories that had sprung up over time around the company's global practice. This migration was

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accomplished in an expedited timeframe, while also keeping the previous knowledge management system fully functional until the cutover to the new system. The new Accenture Knowledge Exchange gives Accenture employees around the world instant access to an improved system for organizing, accessing, and sharing knowledge and experience. One of the innovations at this development stage was leveraging the existing capabilities of the myLearning infrastructure to create an enterprise search capability, common across Accenture's content delivery tools.

High Performance Delivered

Accenture's ongoing research into the characteristics of high performance has confirmed that learning is an essential part of the performance anatomy of an organization which, along with market focus and position, and distinctive capabilities, is one of the three building blocks of high performance. Creating an optimal performance anatomy—a set

of consistent mindsets that empower companies in their goal of out-executing the competition—requires development of the people who enable high-performance businesses to achieve extraordinary levels of employee productivity. In this way, high performers create a "talent multiplier"—achieving superior business results versus their peers per unit of investment in their workforces.

In fact, Accenture has definitive proof of the business value created through its learning capabilities. The learning transformation program at Accenture was boosted by a major research study conducted by the team into the return that Accenture receives on its investment in learning and training programs.

With a model developed by Accenture researchers, but also validated by leading university professors, Accenture and Accenture Learning BPO Services could better understand the quantified value of enterprise learning. The research study measured the impact of training on recruiting, retention, chargeability and performance. The team discovered that for every dollar Accenture invests in learning, the company receives that dollar back plus an additional $3.53 in measurable value to its bottom line—in other words, a 353 percent return on learning. This return on investment (ROI) model won a number of awards, including a Corporate University Xchange award for excellence in measurement, and two awards from the American Society for Training and Development. The ROI work was also important because it got the attention and respect of Accenture's senior executives and helped secure their ongoing support for the broader transformational change program focused on learning.

The transformation at Accenture has also had a big effect on the people of the company and its culture. According to Jill Smart, "Anyone glancing through the course evaluation results for Accenture today will see the positive effects of this learning transformation program. Learning at Accenture is changing people's lives; it's giving them more reason than ever to stay with us and grow both personally and professionally. We have successfully aligned our learning strategy with Accenture's business strategy and significantly upgraded our core curricula to meet today's needs in each of Accenture's four workforces. The journey is never over, but we have measurable evidence that by reinventing learning at Accenture, we have had a positive impact on the performance of our business."

Consistent, reliable and efficient delivery of training is another positive outcome of the outsourcing relationship with Accenture Learning BPO Services. A comprehensive service level

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agreement between the Capability Development group and Accenture Learning BPO Services provides detailed definitions of the various service items and the levels and targets associated with those services. It also defines the responsibilities of each party, the interfaces between them, the methods of measuring service performance and the various reporting structures to ensure the relationship proceeds as smoothly as possible. Service level targets for budget, for example, specify zero variance or under budget; schedule targets are on or ahead of schedule. Weekly status reports help ensure these performance goals are met. From a technology standpoint, the monthly uptime average for the learning management system is maintained

at 98.5 percent; availability of the knowledge management system is at 99.5 percent as a monthly average.

Equally impressive has been the cost savings realized by Accenture. Today, Accenture is saving more than 40 percent on learning and development compared to five years ago, even as the size of its workforce has grown by 50 percent during that same time.

These savings reflect, in part, the variable cost structure companies enjoy when they go to a learning outsourcing model. They also reflect Accenture Learning BPO Services' expertise in cost-effective design and delivery of learning. For example, the new global learning management system was a critical factor in the entire success story of reinventing learning at Accenture. Retiring the local training management systems in favor of a global, unified system allowed Accenture to redeploy the associated local administrative personnel, representing more than $23 million in cost avoidance in the first three years and contributing to strong executive support for the business case. The fully-funded business case allowed the team to build a global learning management system which, in almost all cases, exceeded the functionality of the local systems, and also incorporated local training histories and local courses, which helped to generate strong local support.

According to Don Vanthournout, "Using Accenture Learning BPO Services as the outsourcer for our training development and delivery activities has allowed my team to focus on the business issues and results we need to deliver instead of spending time micromanaging headcount and project-level budget items. Accenture Learning BPO Services gives us unparalleled, leading-edge thinking in the design and delivery of learning programs and knowledge management solutions. The relationship also gives us a model of efficiency. We know Accenture Learning BPO Services will provide the staff we need to get the job done. They own the issue of having the right number of skilled people to deliver the services. Together, we have accomplished—and will continue to accomplish-great things as we work together to help Accenture achieve high performance."

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2.2.4 Training in Organization: A Developmental Prospective

Reference_http://indianmba.com/faculty_column/fc1047/fc1047.html

The increased role of training in every organization irrespective of the nature, size and structure and leadership pattern to bring desired change is deeply felt and practiced. Training of  different  concept ( technical,  conceptual,  human,  design provided at different levels  ( strategic,  tactical,  operational )  have marked a significant growth and effectiveness in working style of employees. 

The realized significance of    role of training as an important component of organization development has led to a well defined position of T&D as a separate entity demanding time, resources, planning, control and evaluation.

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.

Since the very effectiveness of any organization depends on the competencies and motivation level of the employees present in it. The effectiveness of   manpower planning lies in how well the quantity and quality of the manpower is maintained in the organization.  Once the recruitment and selection is over on the part of the organization which is determined by the personal capabilities and the prior experience of the employees the future utility and the optimal utilization of the employees depends on how well the organization trains and develops its manpower

Training & Development Objectives

The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives – help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization.

Organizational Objectives – assist the organization with its primary objective by bringing individual effectiveness.

Functional Objectives – maintain the department's contribution at a level suitable to the organization's needs.

Societal Objectives – ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

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Basic Rationale Behind Training

1) Training as an enabling function – Once the need for training is identified after a thorough Individual, Task and organization analysis it becomes easier to develop logic behind why of training.  A well defined and need based training which focuses on the  present competencies and aims towards developing the required ones always  shows a clear and transparent picture of a enabled employee.  It helps in developing self awareness and self discovery which in a positive way helps employees to imbibe the learning of training and apply the same to demonstrate improved results. 

2) Training as a planned experience: - A competency based training when matched with suitable content, concepts, trainers and experience leads training as a wonderful experience out of classrooms and sets an unlimited scope for development.

3) A key to intrinsic motivation – Learned skills, competencies, and abilities helps in reducing chances of rejections or compromises in quality of performance which leads to a inner push. An intrinsically motivated employee in result not only creates a better work culture in his own working but helps in achieving super ordinate goals thus becoming a motivated and a committed performer. 

4) Training as a key to change management – A consensus based training program aimed at improving skills and competencies helps in removing the mental blocks which prevents an employee to deliver his best in his work. Thus,  a trained employee in himself becomes a change agent who facilitates innovative and creative approach to management. 

5) Generating future employees – Well trained and motivated workforce work proactively are ready to accept challenges, are multi – skilled and bring enhanced profits to organization.

Training Courses in BPO Sector

* Call Centre Management* Advanced Interpersonal Communication* Business Communication* Accent neutralization* Customer Relationship Management* E-mail Etiquette* Selling over the Phone* Telephone Etiquette* Cross-cultural Training* Computer Based Training Methods* E-learning* CD-ROM-based* Lectures* Discussions* Media access* Web* Video* Audio

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* Web-based training sessions* Intranet-based training courseware

Adopting Out – of the Box Thinking Approach

Apart from the regular in – house training programs organization depending on the skills should also be willing to initiate other ways which in an indirect way would train the employees as well as give a message that they are valued and the organization has a serious and committed approach for their future. Certain initiatives in this regard are -1) Wipro Spectra mind has tied up with BITS Pilani and the Symbiosis Institute of Management to provide distance learning programmer for employees which would help in better career progression and  movement up the ladder 

2) Software Company CSC gives its employees a six-month sabbatical to work with an NGO of their choice. Initiatives like these help in building a feeling of social responsiveness which also brings positive changes in emotional balance and value system.

3) Wipro Spectra mind and ICICI One Source use their powerful parents to provide career diversification opportunities 

Aligning Training to Business Strategy: Management Perspective

For today's organization training is although not a panacea for all the ills nor is a remedy which can work miracles but is an approach which reflects an organization commitment towards its employees not only for present but also for futureThus, in such turbulent environment where competition is not only inter product or inter market at national or global level but intra – product or intra – organization competition also exists. Thus to retain its  hard fetched Human capital  a well planned training policy,  department and expectations should be so designed that it could lead way to better organization culture and climate. The other benefits which the management foresee are -

* Better career progression * Reduction in rejections * Technology aggradations * Less grievances * Employee empowerment * Effective HRP* Employee retention * Optimal resource utilization

Training method: A Developmental Perspective

With the advent of globalization and liberalization and increased complexities in the working and structure of organization with diverse work force, talent management and its retention has become a big question. Training thus plays a pivotal role in not only improving the efficiency and competencies of the employees but a long term vision to prepare work force to acquire new roles.

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Major stakeholders in training

a) Trainees b) Trainersc) Training department / agency d) Organization e) Customers f) Society 

Thus the effectiveness of training and the expected results produced in form of benefits will bring improvements not only for the employee but all the above mentioned stakeholders who are directly or indirectly a part of organization fate. Thus, while designing the training program for any level in organization hierarchy following points should be considered –

Essentials for Training 

a) Careful Training need  assessment  - At individual,  task level and organization level b) Training need identification – with the help of reports,  feedback,  brainstorming exercises,  informal interaction between trainee,  boss and peers,  past performance, appraisal results & expected future roles to be  played by the employee  c) Carefully  planning the budget  & other resources needed for effective training d) Other essentials – Including the resource person, trainer, selection of trainee, mode of training whether in house, external training or any professional course. e) Venue,  seating arrangement,  Aids in training,  printed material or the content,  time duration,  types of modules and mode of assessment. f) Training evaluation  or assessment g) Identifying the implication h) Implementation and follow up i) Motivate and engage your people with  such issues  that focus on key business results

Role of Training Methods in Organization Effectiveness: A Developmental Perspective

Every organization depending on the nature, size, resource availability and objectives adopts a specific, need based training program to be imparted depending on the level, content and the expected outcome from it.   Since there is no tailor made formula which fits into all types of problems a thought based and need focused method should be selected by the training department in consultation with other line managers aligning the organization goals, individual goals and the task assigned.  

The same concept applies in case of development programs which are provided at higher level of management to improve the decision making,  leadership or management skills at higher  managerial levels.   

1) Generating interaction and developing inter personal behavior - Training techniques like Role playing,  sensitivity or laboratory training,  project work,  team assignments, field trips,  committee assignments ,  fishbowl exercises  help in generating  an inter- personal interaction and  builds a sense of empathy which when properly nurtured helps  in building team work not only at departmental level but at organization as an entity.  

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2) Better decision making and leadership skills – Training techniques like In- basket exercise,  syndicate methods,  critical incident,  case study,  management games, brain storming,  decision trees,    helps in building better  analytical,  logical decision making skills.  It develops an X- ray vision  to critically analyze,  interpret and make the best solution which is both effective,  feasible and result oriented  

3) Better work performance and  rapport  building  –  Techniques like vestibule trainng,  demonstrations,  or other on the job training methods like understudy ,  internship programs,  buzz groups,  66 technique,  programmed instruction, job instruction technique, behavior simulation   helps in not only improving the work performance but a continuous interaction also helps in building a good rapport between employee and supervisor. It also helps the employees to understand the expectations from the superior and leads to better communication. 

4) Better understanding of organization and value inculcation  - The increased  focus on orientation programs,  induction exercises,  time to time cross cultural training,  or training on general but important  topics like  work ethics,  communication,  better time management,  Work life balance,  Enhancing Team work or quality management  helps in creating a better inter – departmental interactions and understanding  thus building a quality and value based work force.  

5)  Emerging trends in training as a competitive advantage - The increased            use of Internet and computer revolution has transformed the whole world. The role and place which the technology occupies is reflected in terms of rapid growth of IT & ITes industry. No workplace whatever size it may be cannot imagine itself in absence of computer as a technology. Recent advancements have made of electronic enabled training office and administration a popular word and practice. 

a) Forms of E-enabled training   - Uses of Computer based training,  web based raining,  interactive multimedia,   online distance learning,  interactive audio video,  streaming video, sound,  animations,  virtual  classrooms,  chat rooms,  teleconferencing,  digital collaborative tools,  business televisions  all these have been made possible only because of developments in technology which has made training learner driven in place of trainer driven. 

b) The increased use of e- learning has made learning relevant, cost effective, economic, feasible, flexible, accessible, memorable and interesting. It has farther made the Cost, Pace, Place, Delivery easy, trainee centered, easy to use, and as hands on experience. 

c) Training can be made more customized and user oriented wit the help of these tools and the target trainees can make the best advantage but imbibing exactly what they want.

Other Innovative MethodsTraining not only works at improving the lacking apart or adds something to already present knowledge but also helps in reviving and reinvigorating the energy level which diminishes in tight time schedules, targets and expectations from the management.Certain modern techniques which could be of great help to every organization which will help in creating self awareness, developing behavioral pattern and team work and relieving stress can be adopted.

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1) Fundamental Inter personal relation orientation (FIRO) – It works on the principle of two sub components. 

A) Inclusion / Control/ Affection factorsB) Expected / Wanted behavior 

When the trainees are trained in terms of this they develop an inner drive to rethink of their behavioral patterns which in long term help in improving the inter personal behavior of the employees \

2) Motivational Laboratories – It works as warm up exercises where the non speakers or the shy members are made to speak and helps in building informal interaction and sensitivity towards each other. It aims at building better team work and mutual relationships. Matched with different business games,  ice breakers,  brainstorming and other games  a cross cultural and cross departmental acquaintance is introduced It can also be in the form of Micro lab  which also aims at  removing the barriers of communication and generating a healthy relationship 

3) Transcendental meditation

4) Johari WindowTechniques like these when used as training methods helps in not only carving out a improved person I terms of technical  skills  or conceptual knowledge but helps in overall improvement in terms of psychological,  behavioral and attitudinal change which reflects in the personality,  perceptions,  thinking and ultimately in the working style and performance. 

Thus, it can be said that although with ever increasing demands of customers and availability of choices in terms of competition every organization should aim towards preparing its Manpower as per the expectations not only for present need fulfillment but also for future. The success lies not in imitating or adapting the practices which proved to be Success Factors for other organization. Instead, a focus on designing a need based training or development program after identifying the Pushing and Pulling forces of organization growth in terms of its long term goals and objectives. 

Although it's the prime responsibility of the HR department to predict, analyze, design, evaluate and implement the training programs but it cannot happen in isolation.. A consensual and participative approach based training program in consultation with other line managers and aligning the organization goals will lead to better implication as well as better outcomes.  

Also to make the training programs more effective an out of the box thinking apart from traditional classroom training,  innovative approach should be adopted in which trainees can better inculcate and apply.  

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2.3 The Evaluation Model

Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training program is one in which the weakness and failures are identified and corrected by means of the negative feedback and strengths and successes and corrected by means of the positive feedback. The processes, which occur as a result of a successful training program, can be divided into 4 levels. The evaluation can be carried out at any of the following levels:

Reaction Level: It measures the reactions of the trainees to the content and methods of the training, not the trainer, and to any other factors perceived as relevant. It determines what the trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the learning period. It collects information that did the trainees learn what was intended.

Job Behavior Level: The job behavior of the trainees in the work environment at the end of the training period i.e. did the training got transferred to the job?

Effect on the Department: Has the training helped the trainees in improving the department’s performance?

The Ultimate Level: It measures that has the training affected the ultimate well being of the organization in terms of the business objectives.

TRAINING

Leads to REACTIONS

Which lead to LEARNING

Which lead to CHANGES IN JOB BEHAVIOR

Which lead to CHANGES IN THE ORGANIZATION

Which lead to CHANGES IN THE ACHIEVEMENT OF ULTIMATE GOALS

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Training

O1ReactionsObjectives

O2Learning

Objectives

E2LearningEffects

O3Job Behavior

Objectives

E3Job Behavior

Effects

O4OrganizationObjectives

E4Organization

Effects

O5Ultimate Value

Objectives

E5Ultimate Value

Effects

E1ReactionEffects

Measuring Techniques at Each Level

Reaction NotebooksObserver’s RecordReaction Forms

Written ExamMultiple choice TestLearning Portfolios

Activity SamplingInterviewsQuestionnaires

Indices of ProductivityOrganization Culture

Cost Benefit AnalysisHuman Resource Accounting

Hamblin’s Model

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3.1 Research Methodology

The study will be conducted to achieve the objectives including both exploratory and descriptive in nature and involve personal interviews which will be based on the questionnaire format. A Research Methodology defines the purpose of the research, how it proceeds, how to measure progress and what constitute success with respect to the objectives determined for carrying out the research study. The appropriate research design formulated is detailed below. Descriptive Research describes data and characteristics about the population or phenomenon being studied. It studies the main area where the problem lies and also tries to evaluate some appropriate courses of action.

The research methodology for the present study has been adopted to reflect these realities and help reach the logical conclusion in an objective and scientific manner.

The present study is contemplated a Descriptive Research.

3.2 Research Design

A research design is a plan that specifies the objectives of the study, method to be adopted in the collection of the data, tools in the analysis of data, and helpful to frame hypothesis, “A research design is the arrangement of condition for collection and analysis of data in a manner that aims to combine the relevance to research purpose with economy in procedure”

Research design is needed because it facilitates the smooth sailing if the various project operations, thereby making the project as efficient as possible yielding maximal information with minimal expenditure of effort, time and money. Also it minimizes bias and maximizes the reliability of the data method.

3.3 Data Collection

The data is collected from the following sources:-

Primary Sources:-

The data required for the study is going to be collected from- Personal interviews with the company representatives regarding training and

development. Personal interviews with employees to whom training is imparted were based on pre-

decided format of structure and undisguised questionnaire which were administered to the respondent.

Interviews with trainers, to obtain information about employee’s interest and feedback.

Secondary Sources:-

The secondary data has been collected from Websites, Annual report of companies,

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Business magazines, Books, Trade guides and Journals on BPO Industry.

3.4 Questionnaire Technique

The questionnaire will comprise of : -

Open Ended questions - To bring out ideas and pertinent thinking of the respondents.

Multiple choice questions - Questions made answering procedure more convenient for respondent.

3.5 Tools Used

I have used percentage and bar graphs.

3.6 Sample Design

In order to take a reasonable sample size and not to disturb the functioning of the organization, a sample size of reasonable strength of the company has been taken in order to arrive at the present practices of training in the company.

Accordingly, 160 trainees (80 from each company IBM & HCL) and 4 trainers have been selected at random from all the departments of the organization and feedback forms (questionnaire) have been obtained. The data has been analyzed in order to arrive at present training practices in the organization.

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Data Analysis & Interpretation

4.1 Analysis of Trainers

1. What methods are used for training needs analysis?

By individuals in a form supplemented by their superiors. Need ranking is done. By taking feedback, discussing with participants, department heads and project

heads Identification through a mechanism of TNA between the employee and

supervisor at all levels Through questionnaires and personal interactions with the heads of departments

Interview with Manager, some participants Feedback of programs Performance appraisal form Needs identified by management

Organizational needs, customer feedback and practical experience

2. What are the various areas in which training is imparted?

Soft Skills Functional Skills (Process Training) Email Training Voice & Accent Training Leadership Training Management

3. What are the various training methods employed?

ON THE JOB: Practical training Theoretical as well as hands on training

On the job training is generally used at the induction level.

OFF THE JOB: Lectures Seminars Case studies Simulations Project work Exercises Management input and developing of managerial competencies through

classroom lectures

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4. On what basis do you select the training methods to be used?

As per the need, experience and job requirements, also depending on organizational and personal goals

Availability of resources Based on participants’ profile Depends on type of training to be imparted On the basis of objectives set out for the training interventions and its impact Survey and analysis

5. Training is conducted In-house & Outsourced

Training is conducted in-house and is also out-sourced depending on the nature of the training input, although out-sourcing is rarely done. Programs like ‘Training for Trainers’ and “Voice & Accent Training” are outsourced.

6. If out-sourced, what agencies and consultants are involved?

Inlingua Aptech HT Horizons

7. On what basis do you decide to conduct training externally?

If resource facility, are not available In case of new programs If workload of trainers are more When in-house faculty for the subject concerned is not available

8. What normally is the duration of a training program?

Duration of the training program depends on the type of training program. For example, training programs are generally of 1 month duration & process training is of 2 months.

9. How do you decide on the training budget?

Trainers did not give details about the training budget.

10. What methods to do you use to evaluate the effectiveness of a training program?

Observation Ratings Trainee survey Trainee interview Tests before, in mid & after training Comparative study between trained and non-trained groups Classroom presentation

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11. What are the essential elements that go into making a training program successful?

Clear objectives Good faculty Right training method Physical arrangement Duration of training program Contents of the training program Reward/ incentive after the training program

12. What are the main problems you come across while training individuals?

For some people, training is merely a relief from a regular monotony, so they want to relax during the training days instead of taking it seriously

Sometimes, participants are sent not on the basis of their needs, but to satisfy the statistics

If the batch is not homogeneous, it is a problem to maintain the flow in a training program

Caliber of individuals is of different levels Mindset Participants sometimes don’t have the prerequisite background for training

13. What methods are used to detect and overcome learning blockages that may be present?

The program can be presented in a very attractive way, linking with practical life, site problems, learning atmosphere can be made friendly to have an open discussion

Having a good ice-breaker at the beginning of the session By involving the participants, letting him express his views, listening to his views

and problems and by solving them to some extent Trainers should identify the level of understanding of each participant and

accordingly exercises should be given to make them comfortable Behavioral techniques Personal interaction

14. In future, what according to you would be the potential areas of training?

Development of HR Value-based leadership Team building Paradigm shift Benchmarking Computers/technological advancements Human relations Business Process Re-engineering Core competencies, core value actualization, business strategies in the changing

scenario

4.2 Analysis of Trainees

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1) Were the program objectives known to you before attending it?Options No. of Respondents % of Responses

Strongly agree 40 25%

Moderately agree 56 35%

Can’t Say 24 15%

Moderately Disagree 8 5%

Strongly Disagree 32 20%

Total 160 100%

strongly agree25%

mod-erately agree35%

can't say15%

moderately disagree

5%

strongly disagree

20%

Chart Title

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INTERPRETATION

35% of the respondents moderately agree to the fact of knowing the training objectives beforehand, in addition to 25% who strongly agree. But a small population disagrees as 20% strongly disagree to this notion. Training objectives should therefore be made known compulsorily before imparting training in the organization.

2) Was the training program relevant to your developmental needs?

Options No. of Respondents % of Responses

Strongly agree 48 30%

Moderately agree 64 40%

Can’t Say 24 15%

Moderately Disagree 16 10%

Strongly Disagree 8 5%

Total 160 100%

strongly agree30%

moderately agree40%

can't say15%

moderately disagree

10%strongly disagree

5%

Chart Title

INTERPRETATION

70% of the respondents feel that the training programs were in accordance to their developmental needs. 15% respondents could not comment on the question and 15% think that the programs are irrelevant to their developmental needs and the organization must ensure programs that satisfy the developmental needs of the employees.

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3) Was the period of training session sufficient for the learning?

Options No. of Respondents % of Responses

Strongly agree 48 31%

Moderately agree 32 21%

Can’t Say 32 21%

Moderately Disagree 24 16%

Strongly Disagree 16 11%

Total 160 100%

strongly agree32%

moderately agree21%

can't say21%

moderately disagree

16%

strongly disagree11%

Chart Title

INTERPRETATION

52% respondents feel that the time limit of the training program was adequate but 25% feel that it was insufficient. Also, 21% could not comment on the question. All the respondents though felt that increase in time limit of the programs would certainly be beneficial and the organization should plan for this to be implemented in the near future.

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4) Were the training methods used during the training effective for understanding the subject?

Options No. of Respondents % of Responses

Strongly agree 32 20%

Moderately agree 64 40%

Can’t Say 24 15%

Moderately Disagree 24 15%

Strongly Disagree 16 10%

Total 160 100%

strongly agree20%

moderately agree40%

can't say15%

moderately disagree

15%

strongly disagree10%

Chart Title

INTERPRETATION

40% of the respondents believe that the training methods used during the programs were helpful in understanding the subject, yet 25% disagree to this notion. The organization should use better, hi-tech methods to enhance the effectiveness of the methods being used during the training programs.

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5) Were the training aids used helpful in improving the overall effectiveness of the program?

Options No. of Respondents % of Responses

Strongly agree 32 20%

Moderately agree 40 25%

Can’t Say 56 35%

Moderately Disagree 24 15%

Strongly Disagree 8 5%

Total 160 100%

strongly agree20%

moderately agree25%

can't say35%

moderately disagree

15%

strongly disagree5%

Chart Title

INTERPRETATION

40% of the respondents believe that the training aids used were helpful in improving the overall effectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue. Yet the total mindset of the respondents was that the organization should use better scientific aids to enhance the presentation and acceptance value of the training program.

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6) Was the training given is useful to you?

Options No. of Respondents % of Responses

Strongly agree 76 47%

Moderately agree 40 24%

Can’t Say 20 13%

Moderately Disagree 20 13%

Strongly Disagree 4 3%

Total 160 100%

strongly agree48%

moderately agree25%

can't say13%

moderately disagree

13%strongly disagree

3%

Chart Title

INTERPRETATION

71% of the respondents feel that the training programs were useful. 13% respondents could not comment on the question and 16% think that the programs were irrelevant to their objective of being useful. The organization must ensure programs that are useful and prove to cater to the developmental needs of the employees.

7) If the time limit of the training program is increased, would it make more effective?

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Options No. of Respondents % of ResponsesStrongly agree 72 45%Moderately agree 32 20%

Can’t Say 16 10%Moderately Disagree 32 20%

Strongly Disagree 8 5%

Total 160 100%

strongly agree45%

moderately agree20%

can't say10%

moderately disagree

20%

strongly disagree5%

Chart Title

INTERPRETATION

65% respondents feel that the increase in the duration of the training programs would be beneficial but 25% differ to this opinion. Going by the majority, the organization should make required changes to increase the duration of the programs and also take the opinion of the employees to have an effective training session.

8) Will the training be effective in improving your on-the-job efficiency?

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Options No. of Respondents % of Responses

Strongly agree 60 37%Moderately agree 40 25%Can’t Say 20 13%

Moderately Disagree 24 15%

Strongly Disagree 16 10%Total 160 100%

strongly agree38%

moderately agree25%

can't say13%

moderately disagree

15%

strongly disagree10%

Chart Title

INTERPRETATION

62% respondents believe that the training programs will help in increasing their job efficiency but 25% disagree to this. The respondents were of the opinion that having current topics for the training programs and also some sessions by an external faculty would help them increase their on the job efficiency.

.

9) Please suggest any changes you would like to have in the existing training programs.

The major suggestions for changes in the existing training programs are as follows:-

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The employees were of the opinion that external faculty should be appointed for the training programs.

The period of the training sessions should be augmented. The rate of the training programs organized in a year should be increased. Everyone should get a chance to attend the training programs. Documentaries and other films relating to issues of motivation, team building should be

screened. The frequency of the training programs organized in a year should be increased. The duration of the training sessions should be amplified. New programs for personal as well as professional development of the employees

should be developed. Employees should be referred for the training programs as per their developmental

needs. The training programs should be organized outside the office in order to avoid

disturbance in the work. Some training sessions should also be organized in house for the employees who find it

difficult to attend them if held outside the office premises. Better presentation technologies should be used in order to increase the effectiveness of

the programs. The course curriculum for the training programs should be advanced.

5.1 Conclusion

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The major findings of the project are enumerated as follows:

Training is considered as a positive step towards augmentation of the knowledge base by the respondents.

The objectives of the training programs were broadly known to the respondents prior to attending them.

The training programs were adequately designed to cater to the developmental needs of the respondents.

Some of the respondents suggested that the time period of the training programs were less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods will enhance the effectiveness of the training programs.

Some respondents believe that the training sessions could be made more exciting if the sessions had been more interactive and in line with the current practices in the market.

The training aids used were helpful in improving the overall effectiveness of the training programs.

The training programs will be able to improve on-the-job efficiency. Some respondents also recommended that the number of training programs be

increased.

5.2 Recommendations

Based on the data collected through the questionnaire and interactions with the Employees of IBM & HCL the following recommendations are made for consideration:

. The organization may consider deputing each employee to attend at least one training

programs each year. The In-house training programs will be beneficial to the organization as well as

employees since it will help employees to attend their official work while undergoing the training.

The organization can also arrange part time training programs in the office premises for short durations, spanning over a few days, in order to avoid any interruption in the routine work.

The organization can arrange the training programs department wise in order to give focused attention towards the departmental requirements.

6 Bibliography

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http://www.nasscom.org/domestic-itbpo http://www.nasscom.org/impact-indias-growth http://www.nasscom.org/sites/default/files/researchreports/Exec%20Summary_0.pdf http://articles.economictimes.indiatimes.com/2006-08-04/news/27426200_1_ibm-daksh-

training-pavan-vaish http://www.icmrindia.org/casestudies/catalogue/Human%20Resource%20and

%20Organization%20Behavior/Training%20Employees%20of%20IBM%20Through%20e-Learning.htm

http://www.businessperform.com/workplace-training/evaluating_training_effectiven.html http://en.wikipedia.org/wiki/IBM_India http://ci484-learning-technologies.wikispaces.com/Kirkpatrick's+4+Levels+of+Training#x-

Hamblin's Five Levels of Evaluation www.hcl.in Anthony Crandell Hamblin 1974: Evaluation and Control of Training Donald L Kirkpatrick 1959, 1998: Evaluating Training Programs The Four Levels www.qualitymag.com www.hcltech.com Benefits of Training and Development for Individuals and Teams, Organizations,

and Society, Herman Aguinis (1The Business School, University of Colorado Denver, Denver, Colorado) & Kurt Kraiger(2Department of Psychology, Colorado State University, Fort Collins, Colorado), Annual Review Psychology. 2009. 60:451–74

7 Annexure

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Questionnaire for Trainers

1. What methods are used for training needs analysis?

2. What are the various areas in which training is imparted?

3. What are the various training methods employed?

On the job:

Off the job:

4. On what basis do you select the training methods to be used?

5. Training is conducted

In house

Out-sourced

6. If out-sourced, what agencies and consultants are involved?

7. On what basis do you decide to conduct training externally?

8. What normally is the duration of a training program?

9. How do you decide on the training budget?

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10. What methods to do you use to evaluate the effectiveness of a training program?

11. What are the essential elements that go into making a training program successful?

12. What are the main problems you come across while training individuals?

13. What methods are used to detect and overcome learning blockages that may be present?

14. In future, what according to you would be the potential areas of training?

Questionnaire for Trainees

1) Were the program objectives known to you before attending it? Strongly agree Moderately agree Can’t Say Moderately Disagree Strongly Disagree

2) Was the training program relevant to your developmental needs? Strongly agree Moderately agree Can’t Say Moderately Disagree Strongly Disagree

3) Was the period of training session sufficient for the learning? Strongly agree Moderately agree Can’t Say Moderately Disagree Strongly Disagree

4) Were the training methods used during the training effective for understanding the subject? Strongly agree

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Moderately agree Can’t Say Moderately Disagree Strongly Disagree

5) Were the training aids used helpful in improving the overall effectiveness of the program? Strongly agree Moderately agree Can’t Say Moderately Disagree Strongly Disagree

6) Will the training be effective in improving on- the- job efficiency? Strongly agree Moderately agree Can’t Say Moderately Disagree Strongly Disagree

7) Was the training given useful to you? Strongly agree Moderately agree Can’t Say Moderately Disagree Strongly Disagree

8) If the time limit of the training program is increased, would it make more effective? Strongly agree Moderately agree Can’t Say Moderately Disagree Strongly Disagree

9) Please suggest any changes you would like to have in the existing training programs.

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