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A Project Report

On

TRAINING AND DEVELOPMENT

AT AIRTEL

ByJAGTAR SINGH

(Registration No. 581115480)

A project report submitted in partial fulfillment of the requirements

for the degree of Master of Business Administration of

Sikkim Manipal University, INDIA

Al-7, MainJ ail Road, Hari Nagar, New Delhi , DelhiCENTRE CODE2808

SIKKIM MANIPAL UNIVERSITY


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DECLARATION

I hereby declare that the project report entitled:

A Project Report on TRAINING AND DEVELOPMENT AT AIRTEL submitted in

partial fulfillment of the requirement for the degree of Masters of Business

Administration to Sikkim Manipal University, India, is my original work and

not submitted for the award of any other degree, diploma, fellowship, or any

other similar title or prizes.

Place:

Date: _________( JAGTAR SINGH)

Registration No. 581115480


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Certificate

The project report of - JAGTAR SINGH (Registration No. -581115480) A

Project Report on TRAINING AND DEVELOPMENT AT AIRTEL is approved

and is acceptable in quality and form.

Internal Examiner External Examiners

(Mr. _________)


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ACKNOWLEDGEMENT

This study would not have been possible without the cooperation of andgenerous help from a number of people. While it may not be possible forme to express my gratitude to all of them individually, I wish to place on myrecord my appreciation to them for all the help they extended to me duringthe project.

I am very thankful to Mr. Karan Ranjan (Training officer) of Airtel whoguided me in the whole process. I would also like to thank all thoseemployees of Airtel who helped me in my Project.

Report was completed successfully because of the grace of the god and

the blessings of my parents.

JAGTAR SINGH


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TABLE OF CONTENTS

Acknowledgement

Executive SummaryPage No.

Introduction Chapter I 6

Research Methodology Chapter II 7

Objectives

Scope

Type of Data

Sample size & design Statistical tools

Type of research

Limitations

Industry & Company Profile Chapter III 9

Theory of Training Chapter IV 19

Analysis and Findings Chapter V 37

Conclusion and Suggestions Chapter VI 47

Annexure

Bibliography


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EXECUTIVE SUMMARY

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

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

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

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

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

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

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

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

progressive organization. Identification of training needs, if done properly, provides the

basis on which all other training activities can be considered and will lead to

multiskilling, fitting people to take extra responsibilities increasing all round competence

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


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CHAPTER I

INRODUCTION

Every organization needs to have experienced and well-trained employees to perform

the activities. Rapid changes in the environment have not only made the jobs more

complex but have also created increased pressures for the organizations to re-adapt

the products and services offered to compete in this fast changing world. Therefore, in a

rapidly changing society training is an activity, which is must for maintaining a viable

and knowledgeable work force.

Success of any training programme largely depends upon proper identification oftraining needs. Training needs are felt by the managers when they discover/perceive

deviation between standard performance and actual performance of its employees. It is

not that only workers need training. Simultaneously supervisors, managers and

executives need to be trained and developed to grow and acquire maturity of thought

and action. Many organizations invest considerable resources in training and

development but never really examine how and where this can most effectively promote

organizational objectives and individual growth. The failure to analyze training needs

within the organization will lead to lesser of benefits and huge investment in the training

programme of the institute. Hence it would be pertinent to analyze training needs first

and then impart training accordingly.

Training is a long term investment in HR using the equation given below:

Performance = ability x motivation

Training can have an impact on both these factors. It can heighten the skills and abilitiesof the employees and their motivation by increasing their sense of commitment andencouraging them to develop and use new skills.

CHAPTER II

RESEARCH METHODOLOGY


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OBJECTIVES OF THE STUDY

To understand the prevailing trends of training and development at Bharti Cellular

(Airtel).

This project is an attempt to study, training need identification and evaluation of

training programme at Bharti Cellular Ltd (Airtel).

To suggest ways to improve training.

TYPE OF RESEARCH Descriptive Research

SAMPLE UNIT Trainees at Okhla office

SAMPLE SIZE Twenty

TYPE OF QUESTION Close ended & open-ended.

TYPE OF QUESTIONNAIRE Structured and non

Disguised

TOOLS USED FOR DATA COLLECTION

Primary data collected through questionnaires and informal interviews.

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

corporate publications.

PROCEDURE FOR DATA COLLECTION.

Communication, asking questions and receiving a response in person


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Visiting the various organizations, libraries, internet and also preparation of the

questionnaire with the help of the project guide.

STATISTICAL TOOLS USED

Pie Charts

Bar diagrams


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CHAPTER III

INDUSTRY PROFILE

In the early 1990s, the Indian government adopted a new economic policy aimed at

improving India's competitiveness in the global markets and the rapid growth of exports.

Key to achieving these goals was a world-class telecom infrastructure.

In India, the telecom service areas are divided into four metros (New Delhi, Mumbai,

Chennai and Kolkata) and 20 circles, which roughly correspond to the states in India.

The circles are further classified under "A," "B" and "C," with the "A" circle being the

most attractive and "C" being the least attractive. The regulatory body at that time the

Department of Telecommunications (DOT) allocated two cellular licenses for each

metro and circle. Thirty-four licenses for GSM900 cellular services were auctioned to 22

firms in 1995. The first cellular service was provided by, Modi Telstra in Kolkatta in

August 1995. For the auction, it was stipulated that no firm can win in more than one

metro, three circles or both. The circles of Jammu and Kashmir and Andaman and

Nicobar had no bidders, while West Bengal and Assam had only one bidder each.

In 1996, the Telecom Regulatory Authority of India (TRAI) bill was introduced in the Lok

Sabha, and the president officially announced the TRAI ordinance on 25 January 1997.

The government decided to set up TRAI to separate regulatory functions from policy

formulation, licensing and telecom operations. Prior to the creation of TRAI, these

functions were the sole responsibility of the DOT.

AIRTEL - A PROFILE


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AirTel comes to you from Bharti Cellular Ltd, consortium of giants in the

telecommunication business.

AirTel launched its services in Delhi on November 14, 1995. It has at present over six

lakh fifty thousand customers in its six years of pursuit of greater customer satisfaction;AirTel has redefined the business through marketing innovations, continuous

technological up gradation of the network, introduction of new generation value added

services and the highest standard of customer care.

AirTel has consistently set the benchmarks for the Indian cellular industry to follow.

First to launch Cellular service in Delhi on November, 1995.

First operator to revolutionaries the concept of retailing with the inauguration of AirTel

Connect (exclusive showrooms) in 1995. Today AirTel has 20 Customer Care Touch

points called "Connects" and over 350 dealers in Delhi and NCR towns.

First to expand its network with the installation of second mobile switching center in

April, 1997 and the first in Delhi to introduce the Intelligent Network Platform First to

provide Roaming to its subscribers by forming an association called World 1 Network.

First to provide roaming facility in USA. Enjoy the mobile roaming across 38 partner

networks & above 700 cities Moreover roam across international destinations in 119

countries including USA, Canada, and UK etc with 284 partner networks.


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HISTORY

Highlights of our history, collaborations and achievements are given below.

1995

Bharti Tele-Ventures Limited incorporated on July 7, 1995

Bharti Cellular launched mobile services 'AirTel' in Delhi

1996

Bharti Telenet launched mobile services in Himachal Pradesh

1997

Bharti Telenet obtained a license for providing fixed-line services in Madhya Pradesh

circle

Bharti Telecom formed a joint venture, Bharti BT, for providing VSAT services.

1998

Bharti Telecom formed a joint venture, Bharti BT Internet for providing Internet

services

First Indian private fixed-line services launched in Indore in the Madhya Pradesh

circle on June 4, 1998 by Bharti Telenet thereby ending fixed-line services monopoly

of DoT (now BSNL)

1999

Warburg Pincus (through its investment company Brentwood Investment Holdings

Limited) acquired equity interest in Bharti Tele-Ventures

Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobile (formerly

JT Mobiles), the mobile services provider in Karnataka and Andhra Pradesh circles.

2000

New York Life Insurance and Fund, or NYLIF, acquired a equity interest in Bharti

Cellular


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Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobiles

(formerlySkycell Communications), the mobile services provider in Chennai

Bharti Tele-Ventures acquired equity interest of Telecom in Bharti Telenet thereby

making Bharti Telenet a 100% subsidiary of Bharti Tele-Ventures

SingTel (through its investment company Pastel Limited) acquired STET's equity

interest in Bharti Tele-Ventures

Bharti Tele-Ventures acquired an additional effective equity interest in Bharti Mobile

resulting in Bharti Tele-Ventures holding an effective 74% equity interest in Bharti

Mobile.

2001

Bharti Telesonic entered into a joint venture, Bharti Aqua net, with SingTel for

establishing a submarine cable landing station at Chennai.

Bharti Tele-Ventures acquired NYLIF's equity interest in Bharti Cellular

Bharti Cellular acquired a 100% equity interest in Bharti Mobitel (formerly Spice

Cell), the mobile services provider in Kolkata

Bharti Tele-Ventures acquired equity interest in Bharti Cellular from British Telecom,

thereby making Bharti Cellular its 100% subsidiary

Bharti Tele-Ventures acquired an additional equity interest in Bharti Mobinet from

Millicon International and BellSouth International

Punjab license restored to Bharti Mobile by the DoT and migration to NTP - 1999

accepted

Bharti Cellular entered into license agreements to provide mobile services in eight

new circles following the fourth operator mobile license bidding process.

Bharti Telenet entered into license agreements to provide fixed-line services in the

Haryana, Delhi, Tami Nadu and Karnataka circles


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Bharti Telesonic has entered into a license agreement with DoT to provide National

Long Distance Services in India and has been the first service provider to start

service in the country.

Bharti Aquanet, Bharti Telesonic and Bharti Cellular have entered into licenseagreements with the DoT to provide ISP services in India

2002

Bharti launched mobile services in Gujarat Haryana, Kerala, Madhya Pradesh circle,

Maharashtra, Mumbai, Punjab, Tamil Nadu, and Uttar Pradesh (West) Circle.

Bharti listed on the National Stock Exchange, Bombay Stock Exchange and the

Delhi Stock Exchange on February 18, 2002.

2003

Bharti entered into a license agreement with the DoT to provide international long

distance services in India.

Bharti launched fixed-line services in the Delhi, Haryana, and Karnataka and Tamil

Nadu license areas.

2004

Bharti became the first private telecommunications services provider to launch

international long distance services.


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Awards

Consecutively for years and 2004, AirTel has been voted as the Best Cellular Service in

the country and won the coveted Techies award.

The Asia Pacific Award for the Most Innovative HR practices-2000.

The Golden Peacock National Training Award for excellence in Training practices-2000.

The Golden Peacock National Quality Award-2001.

BCL is first mobile communication service provider in India to be certified for ISO

9001:2000 and 1st in world certified by British Standards Institution for Mobile

Communication.

Born a leader, the first cellular service in Delhi, AirTel has maintained leadership

through constant innovations which have redefined standards of cellular services in

India.

First to introduce a wide array of value added services like Smart mail, Fax facility, Call

Hold, Call waiting, Web message, Information services etc. to enhance the convenience

of its subscribers.


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Vision

To make mobile communications a way of life and be the customers' firstchoice

Mission

We will meet the mobile communication needs of our customers through:

Error- free service delivery

Innovative products and services

Cost efficiency

Unified Messaging Solutions

Bharti Values

Inn venturing

We will generate and implement entrepreneurial and innovative ideas, which will

continuously create new growth engines.

Customer First

We are committed to delivering service beyond the expectations of the customer. Our

quality of customer responsiveness clearly differentiates us from others.

Performance Culture

We benchmark our processes and performance against world-class standards. We

distinguish between performers and non-performers by valuing achievement at the

individual as well as the team level. Ours is a culture of inclusively where feedback,

learning and ideas are actively encouraged, sought and acted upon.

Valuing Partnership"

We are committed to building exemplary relationship with our partners, which stand on

the principles of mutual trust and mutual growth.

Valuing People"


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We nurture an environment where people are respected and their uniqueness is valued.

We believe that people are our key differentiators.

Responsible Corporate Citizenship"

We are committed to making a positive and proactive contribution to the community. As

a responsible corporate citizen we will contribute to and abide by environmental and

legal norms.

Ethical Practices

We will uphold the highest ethical standards in all internal and external relationship. We

will not allow misuse or misrepresentation of any kind.

SUCCESS STORY

After launch in September 27, 1995 was a red letter day when cell phones finally arrived

in the city (Delhi), thanks to Bharti cellular that launched its mobile telephone services

under the brand name AIRTEL.

Today, Delhi has more than 200,000 subscribers of which 55% are hooked on to

AIRTEL network.

However, the success was not easy for the company which brought the cellular

revolution in Delhi. Cellular phones were not being used so much anywhere in the

country. "Initially, there was a lot of confusion and apprehension about the mobile phone

services. Some believed that mobile phones are same as cordless," according to

Executive Director Mr. Anil Nayyar (AIRTEL). Therefore the first priority was to create

awareness. "In order to create a market for the cellular services, it was necessary to

educate people. This required a lot of effort" said Mr. Nayyar. However, the hardwork

has paid and today AIRTEL is one of the strongest brand names in the country with

more than 100,000 subscribers in the network. AIRTEL is the largest private sector

telecom service company in number of subscribers. In Delhi, it has been constantly


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leading the market during the last three years. Currently, the network has a capacity of

240,000 subscribers. Their target is to provide services to 500,000 subscribers by the

turn of the century.

AIRTEL'S TECHNOLOGY

The technology base for AirTel is GSM Global System for Mobile Communications.

Sourced from Ericsson of Sweden, the world leaders in cellular technology. Operating in

over 74 countries, Ericsson connects over 40% of the world's cellular subscriber base

and also has to its credit some of the most advanced cellular phones in the world.

AIRTEL'S COVERAGE

AirTel cellular phone service plans over 150 cell sites to give you the finest coverage all

over Delhi and its adjoining suburbs, including Faridabad, Ballabhgarh, Ghaziabad,

Noida and Gurgaon. Thanks to the excellent network planning by the world leaders

Ericsson of Sweden who connect over 22 million cellular subscribers in over 78

countries worldwide putting through more than 40% of the world's cellular phone calls.

As and when the need arises, the cell sites and capacity can be increased to enhance

the network's coverage.


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MANAGEMENT STRUCTURE

BOARD OF DIRECTORS

CHAIRMAN &GROUP MANAGING DIRECTOR

Jt. Managing Director Jt. Managing Director

President PresidentInfotel

DirectorBusinessDevelop.

DirectorHumanResource

DirectorMarketing

DirectorLegal

Group Fin.Controller

Director IT&Technology

DirectorCorporateRelations

Head Regulat-ory & GroupCo. Secretary

DirectorCorporateAffairs

GroupDirectorCorporateStrategy &Planning

DirectorCorporateCommunications

Fixed lineLong distance

Group Data

& Broadband


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CHAPTER IV

THEORY OF TRAINING

Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his/her ability to perform on the job. We typically say training

can involve the changing of skills, knowledge, attitudes or social behavior. It may mean

changing employees, how they work, and their attitudes toward their work of their

interaction with their co-workers or supervisors.

TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analyses discussed above,

the next logical steps are to set training objectives in concrete terms and to decide on

the training strategies to be adopted to meet these objectives. The training needs

basically highlight the gap between the existing and desired repertoire of knowledge

attitude and skills at individual, group and organizational level to enable the employees

to contribute towards the realization of organizational objectives at optimum efficiency.

The training effort thus will have to aim at filling in this gap by clearly stating theobjectives in quantitative and qualitative terms to be achieved through training. Such an

exercise will also enable the training specialists to evaluate, monitor and measure the

extent to which stated objectives have been met through training intervention. As the

training objectives are related to organizational objectives, the involvement of the top

management will be necessary to ensure that the two sets of objectives are integrated.

It will be desirable to use the following criteria in setting training objectives:


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I. Specific requirements of individuals and organizations so as to achieve integration of

the two.

II. Roles and tasks to be carried out by the target group.

III. Relationship with other positions vertically and horizontally and technological

imperatives.

IV. Relevance, applicability and compatibility of training to work situations.

V. Training as a means of bringing about a change in behavior back on the job.

VI. Behavior including activities that can be observed, measured and/or recorded

VII.The expected change in behavior must be useful, closely related to and subject to

maintenance in the work environment.

More specifically the following steps could be involved in setting training objectives:

I. Identification of the behavior where change is required.

II. Nature and size of the group to be trained in terms of prior training, situational

factors, formal education.

III. Existing behavior defined in terms of ratio, frequency, quality of interaction and

supervision, routines and repetitiveness, innovations, omissions, error, etc.

IV. Desired behavior aimed at improving the existing condition stated preferably in

quantitative such as ratio, frequency of occurrence, reporting by exceptions, self-

monitoring mechanisms etc.

V. Operational results to be achieved through training stated in terms of increase in

efficiency and effectiveness criteria such as productivity, cost, down time, turnover,

time for innovations and creativity.

VI. Indicators to be used in determining changes from existing to the desired level in

terms of ratio and frequency.


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Depending on the objectives set, the next step is to decide on the strategy of training

involving the following:

Classification of objectives in terms of purposes :

a) Corrective objectives

b) Maintenance/status-quo objectives

c) Problem solving objectives, and

d) Innovative objectives

Classification of objectives in terms of levels of learning:

a) Skills of motor responses, memorization and simple conditioning.

b) Adaptation level where one is gaining knowledge or adapting to a simple

environment;

c) interpersonal understanding and skill;

d) Values of individuals and groups.

On-the-job or off-the job training.

In house or external training.

Individual or group training.

Horizontal, vertical or diagonal/mixed group.

Changes required, if any, in the existing work roles, organizational relationships,

work system requirements, process of supervision and alternative structures.


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SYSTEMATIC APPROACH TO TRAINING

ORGANISATIONAL ANALYSIS

Identification of organizational objectives/needs/growth potential and resources.

TASK ROLE ANALYSIS

Identification of knowledge, skills and attitudes required.

MANPOWER ANALYSIS

Identification /definition of target population and performance analysis.

STATEMENT OF TRAINING NEED

Identification of gap between existing and required level of knowledge skills andattitude.

Isolate problem areas amenable to resolution through training

SETTING TRAINING OBJECTIVES

In terms of behavioral charges

In terms of output/resultsDEVELOP MEASURES FOR JOB PROFICIENCY

DEVELOP TRAINING POLICY, PLAN, PROFICIENCY

PLAN AND DESIGN TRAINING AND PROGRAMME

Course construction

Arrange resource

CONDUCT TRAINING PROGRAMMES

Individual

Group


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On-the job

FOLLOW UP AND EVALUATION

Carry out evaluation at various phases against the training objectives set.

Develop follow-up measures for monitoring.

VALIDATE

Against measures of job proficiency

ENSURE FEEDBACK OF RESULTS

REVISE IF NECESSARY


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DETERMINING TRAINING NEEDS AND PRIORITIES

Management can determine the training needs by answering the following questions:

What are the organization's goals?

What task must be completed to achieve these goals?

What behaviors are necessary for each job incumbent to complete his/her assigned

jobs?

What deficiencies, if any, do incumbents have in skills, knowledge or attitudes

required to perform the necessary behaviors?

It again depends on seeing the performance of an individual?

Based on out determination of the organization's needs, the type of work that is to be

done, and the type of skills necessary to complete this work, the training programme

should follow naturally.

What kind of signals can warn a manager that employee training may be necessary?

Clearly, the more obvious, ones relate directly to productivity; inadequate job

performance assuming the individual is making a satisfactory effort, attention should be

given toward raining the skill level of the worker. When a manager is confronted with a

drop in productivity, it may suggest that skills need to be fine tuned.

In addition to productivity measures, a high reject rate or larger than usual scrap page

may indicate a need for employee training. A rise in the number of accidents reported

also suggests some type of re-training is necessary. There is also the future element:

changes that are being imposed on the worker as a result of a job redesign or a

technological breakthrough. These types of changes require a training effort that is

fewer crises oriented; that is, a proportion for planned change rather than a reaction to

immediately unsatisfactory condition.


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When inadequate performance results from a motivation problem rather than a skills

problem, the rewards and disciplinary action may be of greater relevance. Nor would

training be the answer of the problem lies outside the job activity itself.

For examples, if salaries are low, if supervision is poor, if workers benefits are

inadequate or if the physical work tryout is deficient, spending on employee training may

have little or no effect on productivity, since inadequate performance is due to

conditions that training cannot remedy. Training can enhance skills but does nothing to

relieve monotony.

Once if has been determined that training is necessary, training goals must be

established. Management should explicitly state what changes or results are sought for

each employee. It is not adequate merely to say that change in employee knowledge,

skills, attitudes or social behavior is desirable, we must clarify what is to change, and by

how much. These goals should be tangible, feasible and measurable. It should be clear

both to the management as well as the employee.


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TRAINING NEEDS

Organizational

- Identified through the

corporate MBO serious. It

gives the necessary

information, regarding the

gaps which prevails

Individual

Manager

Personnel

Operative Personnel

- Training needs

identified through

employees merit rating

system

External Training

- Exposure approved by

divisional director and

monitored by corporate

training and

development manager

Internal Training

- Needs identified through

appraisal system, and

programme monitored by

corporate training and

development manager.


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TYPES OF TRAINING METHODS

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

i.e.,

a) On the job: The most important type of training is on the job training. The

experience of actually doing something makes a lasting impression and has a

reality that other types of training cannot provide. There are several types of

training programmes which make use of on-the-job training concept which are as

follows:

Job Rotation

Internship training

Apprenticeship

b) Off the job: This is a type of training which is imparted to the employees through

education programmes,simulators and training aids etc.The off the job training

includes the following:

Case study method

Incident method

Management Games

Role playing

Seminars

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

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

Sensitize employees towards their role in achieving the organizational vision of

Leadership through Differentiation.

Contribute towards the career progressions of the employees by importing

knowledge of an additional or reinforcing nature, developing skills and bringing about

desired attitudinal changes among them. This would not merely prove effective in


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place, working conditions, processes and outcomes; examining records, other

written information and annual employee appraisal.

Compare performances of each department and each employee against objectives,

targets and standards set for them and keeping in mind future work requirements inthe organization.

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

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

satisfactory manner.

Segregate identified problems into problems requiring staff development action such

as training and into problems requiring other management actions, so that these

problems are accurately addressed.

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


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(B) DESIGNING TRAINING PROGRAMME.

Having completed the ground work of training needs and assessment whereby training

gaps are identified and prioritized, the next step is to design the training action plan

which involves the following:

TYPES OF TRAINING ADDRESSING VARIOUS TRAINING NEEDS:

Entry training involving new recruits and employees required to take a new job.

Problem resolution training to meet a shortfall or deficiency in job performance.

Training for change to prepare employees for job identified in near future.

Development to equip employees to meet organizational changes in future.

Training imparted in any type would be skill, attitude or knowledge based training or a

combination of the three.

Identifying the Trainee groups.

Identifying the most effective training methodology.

Classroom training outside the organization through external agencies for meeting

specific job function related needs which cannot be imported internally. This is

normally the case when the training involves specific are as and smaller numbers

making it uneconomical to conduct the programme internally. These external

sources must be chosen with care and must be able to fulfill the organization's

analyzed training and development needs. These training methods must be

supplemented by enabling the trainees to apply in the work place and translating into

job competence the knowledge and skill gained through such training.

Classroom training within the organization through external and internalagencies:

These programmes must be carefully designed to ensure that they mirror the trainee

groups requirements individually and collectively. Like the external courses, when

designing these programmes, one must ensure that the training objectives are

expressed in terms of job competence as well as knowledge and skill.


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This method of training is must effective in bringing together employees in larger

numbers to address common training needs. The training faculty is critical to the

success of such training programmes. The importance and the initiality of the need

for proper communication of knowledge and ideas dictate that the selection of faculty

members must be made keeping the receiver in mind.

On the job training enables the employees to learn the job while actually carrying out

the tasks involved in the job. All new recruits joining the organization are required to

undergo induction programme with planned work experience in various departments

associated with the employees own department for a short duration to equip the

employee with basic knowledge fundamental to his job function.

Entry level training is normally imparted through internal on-job and off-job trainingmethods.

Problem resolution training, training for change and development related training may

be imported through internal or external on-job or off-job training methods depending on

programme design, objective and target size.


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FRAMEWORK FOR EVALUATION OF TRAINING

Types of Evaluation Levels of Evaluation/Objective Methods of Evaluation

1. Context EvaluationObtaining and using

information about the

current operational context

i.e., individual difficulties,

organization deficiencies -

i.e., Training Need

Assessment as basis for

decision. To what extent are

training courses related to

job requirement?

1. Pre training (I) Same as the ones used in assessmentof training needs.

2. Input EvaluationDetermining and using

facts/opinions about

human/material resources

for training to decide

training methods or types of

training - inventory of

outside training programmes

-do- (i) Same as the ones used in design and

organisation of training.

3. Process EvaluationMonitoring training as it is

in progresscontinuos

examination of

administrative arrangements

and feedback from trainees.

2. Reactions Level

Opinions/attitudes about trainer,

presentation, usefulness,

involvement.

(i) Observation by trainer

unsystematic/random

(ii) Rating Scales for each sessions or

theme - Analyze, present to trainees and

discuss.

(iii) Questionnaires/Interviews

4. Outcome EvaluationMeasuring effects of training

on the relation to his job.

3. Learning level Acquisition of

knowledge, skills and attitudes

capable of translating intobehavior in training situation.

(I) Knowledge learning, factual and

intellectual understanding

- Programmed instruction - multiple-choice questions administered at the

beginning of training and end of session

- Examinations of academic type,

written and/or oral.

(Ii) skill learning, technical and social

- Practical tests to demonstrate skill

administered at the beginning and at

end.

(Iii) Attitude learning

- attitude scales

semantic differential scales

7 o 5 point scales stretching between

pairs of adjectives with oppositemeaning administered at the beginning

and end of training.

4. Job Behavior Level Changed

behavior back on the job

(i) Activity sampling - percentage of

time spent by trainee on different aspect

of his job.

- observer diaries, continuos record of

his activities

(iii) Self dairies

(iv) Observation of specific incidents,


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e.g., interviewing skills

(v) Self recording of specific incidents :

devising tailor made evaluation

instruments through which the trainee

can himself record details f the way in

which he performs certain tasks

(vi) Appraisal by superiors: asking

questions such as, Can you describe

any specific incidents in which the

employee demonstrated improvement in

knowledge/skill/attitude?

(vii) Self-appraisal, used in conjunction

with appraisal by others.

5. Consequence Evaluation

Measuring effect of training on

overall efficiency of

department/organization.

5. Functioning Level Efficiency

of the firm, effect on others

behavior, cost reduction, etc.

(I) Productivity/efficiency of trainee's

department

(ii) Morale of subordinates expressed

by absence rates; labor return over as or

incidence of industrial disputes. Any

index of functioning which is related to

the training objective can be used.

(Iii) Control Groups compareperformance of similar employees who

have not undergone training.


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TRAINING AND DEVELOPMENT AT AIRTEL

RATIONALE OF STUDY

The essential elements in any commercial enterprise are materials, equipment and

human resource. Training allied to the other human resource specializations within

management, ensures a pool of manpower of the required level~ of expertise at the

right time. But firstly consider the attention given by an average organization to the

provision of materials, machinery and equipment. Then compare the commitment to the

third essential factor in then production cycle, viz: - human resources. One of the most

important factors in his regard is the traditional view of training and trainers. They are

seen as an expense, a service, as second rate to production or as a necessary evil.

Training has tended to fall behind other management activities, especially in the

planning phase. It is often carried out as a reaction to immediate needs, a patch up

operation in many cases, instead of an ordered activity. Training and Development is

especially designed to enhance the competency of managers and workers dealing with

a variety of organizational functions. Training and Development is a process through

which the goals of management development can be achieved. Investment in Training

and Development has come to be considered as an asset for organizational

development or in other words, Training is indispensable for effective organizationaldevelopment. Earlier, training was almost exclusively trainer oriented and it was not

need based. The trainer (training institute) determined the objectives of the course, its

duration, its contents and format etc. On many occasions training was of a pedagogic

nature with the trainer in complete control of the direction of the training. Moreover, the

alignment of the corporate goal was missing. The views of the trainees were rarely

sought or even if they were, it was with a condescending attitude. Due to all these

reasons the bottom-line contribution of training or the organizational development was

less.

All employees are expected to participate in company sponsored training programs

considered necessary for enhancing their work skills. We realize that in todays


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constantly changing environment, our services have to be better than those of our

competitors. Therefore, training opportunities are offered through specialized training

programs conducted by in-house instructors, instructors from the industry, or by experts

in the field.

Training Need Assessment

Training needs are assessed by the Human Resources Department in consultation

with the individual, his/her supervisor and the Head/Chief of the department. The

performance management system as well as feedback by employees across the

organization is used for collaborating the training needs.

Training Calendar

A Training Calendar is prepared and circulated at the beginning of the year. This

carries details about the training programmes that will be conducted during the

course of the year. In-hour and external training are held on behavioral as well as

specific job related skills.

Training Evaluations

Training programmes are evaluated by Human Resources regularly to ascertain the

value being added to the employees.

Managers nominate employees for training. Attendance at the training classes is

obligatory. You are encouraged to make the best use of these opportunities provided

by the company to enhance your professional skills. Training records will be maintained

in the Personal File of each employee, for review at any time.

CHAPTER V

DATA ANALYSIS AND FINDINGS


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We now try to analyze and interpret the data to reach a conclusion. We begin with the

analysis of the data collected from the T&D staff.

METHODS USED FOR TRAINING NEEDS ANALYSIS

The training needs analysis is done generally by discussion with superiors and

departmental heads.

However, the participants themselves also play a vital role in identifying their own

training needs.

Also, performance appraisal sessions and customer feedback are two important

ways through which training needs can be analyzed.

Areas in which training is imparted

Bharti provides training to all areas mentioned, however, the training imparted to the

employees depends on the level of organizations.

Frequency of training programme

Training programmes are conducted at Bharti throughout the year. The duration

depends on the type of the training. Training for computer basics are for 3-5 days, and

for executive trainees are for 1 year.

Changing trends in T&D today

Focus on right attitude and overall development of the employee.

Focus on sophistication of technologies


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Trainer-trainee cooperation

Elements for making training programme successful

Clear objectives, good faculty, right training method, physical arrangements, duration of

training programme, contents of TP, and rewards/incentives after TP.

We have used the method ofMoving Averages to determine the rankings.

Identification of training needs

90% involved 10% not involved.

Effectiveness of training method used

85% said effective, 15% said ineffective.

Achievement of training objectives

95% satisfied, 15% dissatisfied

Continuous training

60% satisfied, 40% not satisfied

Involvement in programme planning

55% happy with involvement, 45% not.

Communication of problems to management

30% dissatisfied, 15% not involved, 55% involved and satisfied.

TRAINING UNDERGONE

Different companies adopt different training and development as per the needs of

trainee as well as organization so that person don't lack in any area of his activity, which

in turn won't affect the company at large. Hence training as per the need arising up. At


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Bharti they have a separate education and training department, which looks for the

training and development of employee. Here new technique includes 6 sigma, 5s,

kaizan and so, where as hr includes, team-building, motivation, behavior, general

includes the rest other kind of training and development progamme at Bharti Cellular

Ltd.

IDEAL SIZE OF THE TRAINING

Too many cooks spoils the broth", many Indian utter confusion, keeping this in mind.

Accordingly many of the respondent feels that no of trainee whether in house or our

house should be in and about 10-15 and should not exceed this where as few that it

19

16

10

1

4

0

2

4

6

8

10

12

14

16

18

20

Batch 10 Batch 15 Batch 20 Batch 25 Batch 30


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should be in the batch of 20 as they together is better, and very negligible feels that

batch of 25-30 would also be suitable for training. We find out from this study that

people like the concept of "small is beautiful".

NEED IDENTIFICATION

As already discussed in brief in report as to how it should be done so root of problem

can be traced out and accordingly it can be treated well for the best output. There are

so many ways to identify the cause of the problem. Over here we discussed 3 main

causes where by few find that 3 of them are very much in use in industry. That is

employee himself, performance appraisal, and superior assessment. Here we can see

38%

39%

23%

Superior assessment Employee himself Appraisal


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that the best to know about you is he. He can be monitored by the team head too who

sees him working regularly and if found then can recommend him to undergo training.


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KIND OF TRAINING

Training small word covering wide connotation, is the way you groom some one in

different environment and ways available as per the capacity as well as availability. On

the complexities of it training is imparted to individual. At Airtel employees have been

undergone in almost all the above category but most of them feel it should be held off

the job so that they can concentrate approximately in what ever they are taught, where

as they feel that some training like 6 sigma, 5s, Kaizan should be help on the job for its

effectiveness.

15

9

11

3

14

0

2

4

6

8

10

12

14

16

In-house Outhouse Online Offline All above


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HOW FREQUENTLY YOU GO FOR TRAINING?

Learning at Bharti is a continuous process and they learn at each and every stage. The

education and training team continuously strive to make its colleague learn as frequent

as possible. So that they are always prepared for any situation to face the competitive

world. Proper training of employee is held as per the need and requirement of the

employee related to the work he is assigned. So that he can do his best. But still if we

see people frequently go for training.

6

9

4

5

6 6

0

1

2

3

4

5

6

7

8

9

10

Frequently Non-frequently

Monthly Quarterly Half yearly Annually


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TRAINING ALIGNMENT WITH ORGANISATION OBJECTIVE

Training programme is prepared keeping in mind the development of organization as

well as employee. Most of the people feel that the training they undergo is aligned to

organization objective only. But while during interview and self observation it was found

that training at Bharti moves parallel i.e. organizational development as well as

individual too rather they feel they go hand in hand.

ANY FEEDBACK TAKEN

28%

0%

0%

40%

32%

Marginal (3) Low(2) Very low (1)

Very high (5) High (4)


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Yes feedback is taken from the trainee after the training is over. In terms like whether

they liked the training, which they had undergone, was that sufficient enough to make

them handy and competitive to go with. If not then what can be done which make it easy

and handy to understand. If they are looking for any kind of further training keeping in

mind any consecutive training related to previous undergone and if any new conceptual

training emerged as on.

0

2

4

6

8

10

12

14

16

18

YES NO

17

3


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LIMITATIONS

Between the sender and the receiver, due to differing perceptions,

communication errors in the form of miscomprehension, selective perception etc.

creeps in. In this case too, these were unavoidable, and thus might have added

to slight inaccuracy in my results.

The other major limitation was of time and nonavailablity of the concerned

persons at times.

The respondents would not have divulged all the information needed because of

some of its company policies.


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CHAPTER VI

CONCLUSION AND RECOMMENDATIONS

Training analysis is done with the view of both the superiors and the criminals. The

common feeling is that the thrust in future should be on developing people skills and not

only functional skills. IT would be a key focus area. Many trainees are not satisfied with

performance. Most of the times trainees involved in various programmes. Thus we

conclude that Bharti's effort towards training and development has been successful.

We also feel training should be imparted on current issues like change management

etc. Training sessions should not to be long and self directed learning should be

encouraged.

Training process of Bharti Cellular Ltd. depends upon: -

Training need identification

Selecting the right training programmes

Preparation of training calendars

Finalizing about the training programme and sending the information to the

concerned employees

Organize effective training programme

Deliver course and validate training

Take a training programme feedback

Evaluate training and incorporate changes if required.


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Annexure 1

QUESTIONNAIRE

1. What are the methods used for the analysis of your training needs?

i. Analysis by superiors or company, identification by individuals(TNA)

II. Discussion with superiors

III. Identification by group head or depending on departmental functional needs

IV. Feedback from persons to be trained about what training they need and this isincorporated in PMIs programme to the extent possible by management.

V. Planned interventions training.

VI. Questionnaires filled by participants

VII. Training is identified from a list which has been proposed by the trainingdepartment, by the employee based on his needs and aptitude.

VIII. Self analysis

IX. Depending on the type and nature of job being handled

X. Discussions at departmental levels

XI. Keeping in mind the career map of an employee and also the functionalrequirements.

2. Are you employees involved in identifying their training needs/areas oftraining?

RESPONSE No. of respondents saying

Yes 18

No 2

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

i Company policies and procedures ii Functional skills

iii Human relations iv Problem solving

v Managerial and supervisory training vi Apprentice training

vii Creativity viii Strategic planning

ix Computers x Cross-functional skills

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

i. Computer programming

ii. Core technical areas

iii. Management related


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iv. Work culture and discipline

v. Objectives of organization

vi. HRD/HRM

vii. Strategic management

viii. Corporate governance

ix. Behavioral and emotional training

x. Interpersonal and interactive skills

xi. Adaptability to change in future

xii. Problem solving

xiii. Communication skills

5. What are the various training methods employed?

On the job

i. different locations with the location in charge

ii. practical work

Off the job

i. lectures

ii. audio-visual aids

iii. simulations

iv. discussions

v. seminars

vi. workshops

vii. project work

6. Do you think the methods used are relevant and effective?

Response No. of respondents saying

Yes 17

No 3

7. What are your objectives in attending a training programme?

i. gain knowledge in your area

ii. to enjoy social get together

iii. develop competencies

iv. self development


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v. personal satisfaction as well as taking a break from continuous and strenuouswork

vi. overcome mental blockage0 and eliminate complacency

8. Do you think your objective of attending the training program is normally

achieved?


Yes 19

No 1

9. What according to you are the key areas in which training should be imparted?

i. Technical skills

ii. Managerial skills

iii. Computersiv. Functional areas

v. Interpersonal relations

vi. Self development

vii. Behavioral skills

viii. Handling workforce in the age group of 45-50 years

ix. Human relations.

x. Communication skills

10. Are you provided with adequate continuing training to keep you abreast of the

changes in the environment?


Yes 12

No 8

11. What are the methods used to evaluate the effectiveness of a trainingprogramme?

i. feedback after training

ii. improvement in performance

iii. written test/exam

12. Does the management take into consideration your opinion on the trainingprogramme?


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RESPONSE No. of respondents

Yes 11

No 9

13. Identify the shortcomings in the programmes, if any, regarding the following?

1. physical arrangements

2. faculty

3. training methods

4. contents of the program

14. Have you communicated these problems to the management?


Yes 6

No 3

Not applicable 11

15. In what way would you like to be involved in improving/ planning the trainingprogram in future?

R Individualviews

Commn.Meeting

Survey Suggestion box

F/b on PA

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.


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14.

15.

16.

17.

18.

19.

20.

Totalresponses

9 6 10 3 4


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Annexure -2

TRAINEE'S PROGRAM REACTION SHEET

Name (optional) .

Ticket No. (Optional) . Divn/Dept.

Program Title .

Program duration to

Please take some time, thinkabout the program andindicate your option in eachsection by putting a tickmark.

1. COURSE RELEVANCE AND STRUCTURE:

0 1 2 3 4 5

How relevant to you feel the course is to you?

Did the course meet the objectives as you understoodthem?

How well did the course meet you specific needs?

How was the ratio of lecture to discussion?

General comment/or explain low rating.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


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2. PROGRAM EFFECTIVENESS:

2.1 CONTENT:

was the subject level

too advanced/too elementary/ about right

2.2 FACULTY EVALUATION:

Please rate the faculty according to the given below:

Poor ------------------------------------------------------- Excellent

1 2 3 4 5

Name ofFaculty

How welldid hestateobjective.

How welldid hekeep thesessionalive andinteresting?

How welldid hesummariesduring thesession

How welldid hemaintain afriendlyand helpfulmanner

How welldid heillustrateand clarifythe doubts

2.3 Was there any more topics which should have been included? If so please specify.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

------------------------

2.4 What would have made the session more beneficial/effective to you?

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


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2.5 Additional comments or suggestions (facilities, room, meals, schedules etc.)

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2.6 Over all rating: Considering the general of the course, how would you rate it on ascale of five?

--------------------------------------------------------------------------------------

Remarks for Further Improvement

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

ANNEXURE -3

REACTION SHEET BY CO-ORDINATOR/PERSONNEL MANAGER

Speaker: -------------------------------------------------------------------------

Subject: --------------------------------------------------------------------------

Date: --------------------------------------------- To ----------------------------

A. Preparation


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Very much so To some extent No

1. Did he preparefor thetraining/seminar?

2. Was hispresentationgeared to thegroup?

B. CONDUCTING

Very muchso To someextent No

(1). Did he read his material?

(2). Did he hold the interest of thegroup?

(3). Was he enthusiastic/dynamic?

(4). Did he use visual aids?

(5). Did he present the material clearly

(6). Did he help the group to apply thematerial?

(7). Did he adequately cover thesubject?

(8). Did he summarize the summariseduring the session and at the end?

(9). Did he involve the group?

C. Constructive comments for future sessions.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


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Annexure4

QUESTIONNAIRE

Interview-Schedule

1. How do you determine your training needs in your organization?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

------------------------------------------------

2. What are the different types of training program you have in the organization?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

------------------------------------------------

3. Approximately how many days in a year you give training to a particular employee?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

4.1 If no, how many days to management s staff and how many to workers?

---------------------------------------------------------------------------------------------------------------------

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------------------------


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5. What is the ratio of in-house and outside training program?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

1. Which one (in-house or outside training) do you think is more beneficial to the

organization and why?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

2. Do you evaluate your training program?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

3. If yes, what is the methodology of evaluating the training program?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

4. Do you evaluate the training program in different stages (reaction level, learning

level, job behavior level and result)?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------

5. Do you have any system of making action plan or job improvement plan by the

trainee after he undergoes the training

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------


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---------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------

6. If yes, then are you gaining from this action plan and how?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

7. Do you think it is difficult to evaluate the entire training program?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

------------------------

8. If yes, then what are the different training programs which are difficult to evaluate?

---------------------------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------

9. How do you evaluate the behavioral training program?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

10. Who all are involved in the evaluation process (superior, subordinate, peers, trainer

and co-coordinator)?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

11. If you have not evaluated your training programs till now then are you planning to

evaluate them in the near future?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------


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12. If yes, then why now, and what will be the methodology?

---------------------------------------------------------------------------------------------------------------------

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BIBLIOGRAPHY

Mamoria, C.B and Gankar, S.V (2002) Personnel Management Published byHimalaya Publishing House.

Virmani, B.R. And Seth Premila (1985) Evaluating Management Training andDevelopment Published By Vision Book Pvt Ltd

Training and Development - a perspective Harward Business Review 2000

Economic Times, Business World

www.indiainfoline.com

www.bharti.com

www.airtelworld.com
http://www.indiainfoline.com/http://www.indiainfoline.com/http://www.bharti.com/http://www.bharti.com/http://www.bharti.com/http://www.indiainfoline.com/

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