Final Project EDIT

TRAINING AND DEVELOPMENT
K.M.I.M. COLLEGE, GOREGAON

1
EXECUTIVE SUMMARY

Every organization needs to have well trained and experienced people to perform the
activities that have to be done. If current or potential job occupants can meet these
requirements, training is not important. When this not the case, it is necessary to raise the
skills levels and increase the versatility and adaptability of employees.
It is being increasing common for individual to change careers several times during
their working lives. The probability of any young person learning a job today and having
those skills go basically unchanged during the forty or so years if his career is extremely
unlikely, may be even impossible. In a rapid changing society employees training is not only
an activity that an organization must commit resources to if it is to maintain a viable and
knowledgeable work force. The entire project talks about the training and development in
theoretical as well as newconcepts, which are in trend now. Here we have discussed what
would be the input of training if we ever go for and how can it be good to any organization in
reaping the benefits from the money invested in terms like (ROI )i.e. return on investment.
What are the ways we can identify the training need of any employees and how to know what
kind of training he can go for? Training being in different aspect likes integrating it with
organizational culture. The best and latest available trends in training method, the benefits
which we can derive out of it. How the evaluation should be done and how effective is the
training all together. Some of the companies practicing training in unique manner a lesson for
other to follow as to how train and retain the best resource in the world to reap the best out of
it. Development is integral part of training if somebody is trained properly and efficiently the
developments of that individual and the company for whom he is working. Here we discussed
about development of employees, how much to identify the needs, and after developing how
to develop executive skill to sharpen their knowledge. Learning should be continues process
and one should not hesitate to learn any stage.
Training and Development process is taken time to time to make their workforce
Skillful . The process is very useful for them.

2
Table of Content
No. Content
1. Introduction
2. Research Methodology
3. Objective of Study
4. Scope of Study
5. Sampling
6. Type of Research
7. Limitation of Study
8. Scheme of chapterisation
9. Bibliography

3
INTRODUCTION

The HR functioning is changing with time and with this change, the relationship
between the training function and other management activity is also changing. The training
and development activities are now equally important with that of other HR functions. Gone
are the days, when training was considered to be futile, waste of time, resources, and money.
Now a days, training is an investment because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. If training is not considered
as a priority or not seen as a vital part in the organization, then it is difficult to accept that
such a company has effectively carried out HRM. Training actually provides the opportunity
to raise the profile development activities in the organization.

To increase the commitment level of employees and growth in quality movement
(concepts of HRM), senior management team is now increasing the role of training. Such
concepts of HRM require careful planning as well as greater emphasis on employee
development and long term education. Training is now the important tool of Human Resource
Management to control the attrition rate because it helps in motivating employees, achieving
their professional and personal goals, increasing the level of job satisfaction, etc. As a result
training is given on a variety of skill development and covers a multitude of courses.

HR role is now:
1. Active involvement in employee education.
2. Rewards for improvement in performance.
3. Rewards to be associated with self esteem and self worth.
4. Providing pre-employment market oriented skill development education and post
employment support for advanced education and training.
5. Flexible access i.e. anytime, anywhere training
.

4
RESEARCH METHODOLOGY
Objectives of the Project Report
Training and Development of Employees Finding is the main objective of this project
report and some of the sub-objective in this report. They are :
To know the effectiveness of the training programme conducted by the company.
To know whether employees are aware about their responsibilities and authorities or
not.
To improve Organizational Climate and increase the morale of employees.
To know whether training programme is conducted successfully or not.
To know about the work culture of the organization.

Scope of Study :
This study has got importance to understand the whole concept of Training and
Development of employees. This procedure is applicable to all employees. Company's
personnel involved in quality system.

Universe of Study:
Adani power Plant , Tirora

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

5
Type of Research :
Discriptive Reasearch :
This is intended to describe certain factors that management is likely to be
interested in such as market condititions, customers feelings or opinion towards a particular
company, purchasing as so forth.

Limitation of Study :
Restricted area of research.
Sample size is small.
Duration of the research was insufficient.
Some people were not cooperative.

Scheme Of Chapterisation :
1. Introduction
2. Objective
3. Research methodology
4. Company Profile
5. Data Analysis
6. Conclusion
7. Suggestion
8. Bibliography

6

Company profile :

Adani power plant, Tirora
Type : Public Company
Industry : Energy
Parent Company : Adani Power Ltd.
Headquarter : Ahmdabad, India
Chairman : Gautam Adani
CEO : Vineet Jain
Product : Electrcity generation , transmission & distributiion,
Energy Trading
Capacity : 3300 MW(5 *660 MW)
Website : adanipower.com

7
EMPLOYEE TRAINING AND DEVELOPMENT PROGRAMME
DEFINED AS

It is concerned with the structure and delivery of acquisition of knowledge to
improves the efficiency and effectiveness of organization.

It is concerned with improving the existing skills and exploring the potential skills
of the individual i.e. upgrading the employees skills and extending their knowledge.
Therefore, training is a key to optimizing utilization human intellectual technological and
entrepreneurial skills.

Training and Development referred to as
Acquisition and sharpening of employees capabilities that is required to perform
various obligations, tasks and functions.

Developing the employees capabilities so that they may be able to discover their
potential and exploit them to full their own and organizational development purpose
Developing an organizational culture where superior subordinate relationship, team
work, and collaboration among different sub units are strong and contribute to
organizational wealth, dynamism and pride to the employees.

DEVELOPMENT DEFINED

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

8
INTRODUCTION OF TRAINING

It is a learning process that involves the acquisition of knowledge, sharpening of
skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of
employees.

Training is activity leading to skilled behavior.

Its not what you want in life, but its knowing how to reach it
Its not where you want to go, but its knowing how to get there
Its not how high you want to rise, but its knowing how to take off
It may not be quite the outcome you were aiming for, but it will be an outcome
Its not what you dream of doing, but its having the knowledge to do it
It's not a set of goals, but its more like a vision.
Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current
situation looks) at present, and where you will be after some point of time.
Training is about the acquisition of knowledge, skills, and abilities (KSA) through
professional development.

9
IMPORTANCE OF TRAINING AND DEVELOPMENT

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

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

Development of skills of employees - Training and Development helps in increasing
the job knowledge and skills of employees at each level. It helps to expand the horizons of.

Productivity Training and Development helps in increasing the productivity of
the employees that helps the organization further to achieve its long-term goal.

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

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

Organization Climate Training and Development helps building the positive
perception and feeling about the organization. The employees get these feelings from leaders,
subordinates, and peers.

Quality Training and Development helps in improving upon the quality of work
and work-life.
10
Healthy work environment Training and Development helps in creating the
healthy working environment. It helps to build good employee, relationship so that individual
goals aligns with organizational goal.

Health and Safety Training and Development helps in improving the health and
safety of the organization thus preventing obsolescence.

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

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

Profitability Training and Development leads to improved profitability and more
positive attitudes towards profit orientation.

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

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

11
TRAINING & DEVELOPMENT TRAINING CONSULTING AND
TRAINING & DEVELOPMENT SERVICES

We carry out all services relating to Training and Development programs for our
client organisations like:

Training needs analysis and development needs analysis Designing a training strategy to
underpin corporate strategy Audit of the training function Designing learning and
development systems tailored to the company's specific needs Evaluating the effectiveness
of training programmes Prioritizing of the training budget Surveys in the area of corporate
training

TRAINING AND HUMAN RESOURCE MANAGEMENT

The HR functioning is changing with time and with this change, the relationship
between the training function and other management activity is also changing. The training
and development activities are now equally important with that of other HR functions. Gone
are the days, when training was considered to be futile, waste of time, resources, and money.
Now a days, training is an investment because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. If training is not considered
as a priority or not seen as a vital part in the organization, then it is difficult to accept that
such a company has effectively carried out HRM. Training actually provides the opportunity
to raise the profile development activities in the organization.

To increase the commitment level of employees and growth in quality movement
(concepts of HRM), senior management team is now increasing the role of training. Such
concepts of HRM require careful planning as well as greater emphasis on employee
development and long term education. Training is now the important tool of Human Resource
Management to control the attrition rate because it helps in motivating employees, achieving
their professional and personal goals, increasing the level of job satisfaction, etc. As a result
training is given on a variety of skill development and covers a multitude of courses.

12
MODELS OF TRAINING

Training is a sub-system of the organization because the departments such as,
marketing & sales, HR, production, finance, etc depends on training for its survival. Training
is a transforming process that requires some input and in turn it produces output in the form
of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a
particular function. An organization is a system and training is a sub system of the
organization.

The System Approach views training as a sub system of an organization. System
Approach can be used to examine broad issues like objectives, functions, and aim. It
establishes a logical relationship between the sequential stages in the process of training need
analysis (TNA), formulating, delivering, and evaluating.

There are 4 necessary inputs i.e. technology, man, material, time required in every
system to produce products or services. And every system must have some output from these
inputs in order to survive. The output can be tangible or intangible depending upon the
organizations requirement. A system approach to training is planned creation of training
program. This approach uses step-by-step procedures to solve the problems. Under
systematic approach, training is undertaken on planned basis. Out of this planned effort, one
such basic model of five steps is system model that is explained below.

Organization are working in open environment i.e. there are some internal and
external forces, that poses threats and opportunities, therefore, trainers need to be aware of
these forces which may impact on the content, form, and conduct of the training efforts. The
internal forces are the various demands of the organization for a better learning environment;
need to be up to date with the latest technologies.

13
THE 3 MODELS OF TRAINING ARE

1. Systematic Model.
2. Instructional System Development Model.
3. Transitional Model.

1. Systematic Model Training

The system model consists of five phases and should be repeated on a regular basis to
make further improvements. The training should achieve the purpose of helping employee to
perform their work to required standards. The steps involved in System Model of training are
as follows

Analyze and identify the training needs i.e. to analyze the department, job, employees
requirement, who needs training, what do they need to learn, estimating training cost, etc The
next step is to develop a performance measure on the basis of which actual performance
would be evaluated.

Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying

Develop- This phase requires listing the activities in the training program that will
assist the participants to learn, selecting delivery method, examining the training material,
validating information to be imparted to make sure it accomplishes all the goals & objectives.

Implementing is the hardest part of the system because one wrong step can lead to the
failure of whole training program.

Evaluating each phase so as to make sure it has achieved its aim in terms of
subsequent work performance. Making necessary amendments to any of the previous stage in
order to remedy or improve failure practices.

14
2. Instructional System Development Model(ISD)Model

Instructional System Development model or ISD training model was made to answer
the training problems. This model is widely used now-a-days in the organization because it is
concerned with the training need on the job performance. Training objectives are defined on
the basis of job responsibilities and job description and on the basis of the defined objectives
individual progress is measured. This model also helps in determining and developing the
favorable strategies, sequencing the content, and delivering media for the types of training
objectives to be achieved.

The Instructional System Development model comprises of five stages:

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

2. PLANNING This phase consist of setting goal of the learning outcome,
instructional objectives that measures behavior of a participant after the training,
types of training material, media selection, methods of evaluating the trainee,
trainer and the training program, strategies to impart knowledge i.e. selection of
content, sequencing of content, etc.

3. DEVELOPMENT This phase translates design decisions into training material.
It consists of developing course material for the trainer including handouts,
workbooks, visual aids, demonstration props, etc, course material for the trainee
including handouts of summary.

4. EXECUTION This phase focuses on logistical arrangements, such as arranging
speakers, equipments, benches, podium, food facilities, cooling, lighting, parking,
and other training accessories.

15
5. EVALUATION The purpose of this phase is to make sure that the training
program has achieved its aim in terms of subsequent work performance. This
phase consists of identifying strengths and weaknesses and making necessary
amendments to any of the previous stage in order to remedy or improve failure
practices.

6. The ISD model is a continuous process that lasts throughout the training program.
It also highlights that feedback is an important phase throughout the entire training
program. In this model, the output of one phase is an input to the next phase.

3. TRANSITIONAL MODEL

Transitional model focuses on the organization as a whole. The outer loop describes
the vision, mission and values of the organization on the basis of which training model i.e.
inner loop is executed

Vision focuses on the milestones that the organization would like to achieve after
the defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role model, or bringing some internal
transformation, or may be promising to meet some other deadlines.

Mission explain the reason of organizational existence. It identifies the position in
the community. The reason of developing a mission statement is to motivate, inspire, and
inform the employees regarding the organization. The mission statement tells about the
identity that how the organization would like to be viewed by the customers, employees, and
all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It reflects
the deeply held values of the organization and is independent of current industry
environment. For example, values may include social responsibility, excellent customer
service, etc.
16
The mission, vision, and values precede the objective in the inner loop. This model
considers the organization as a whole. The objective is formulated keeping these three things
in mind and then the training model is further implemented.

17
IMPORTANCE OF TRAINING OBJECTIVE

Training objectives are one of the most important parts of training program. While
some people think of training objective as a waste of valuable time. The counter
argument here is that resources are always limited and the training objectives actually
lead the design of training. It provides the clear guidelines and develops the training
program in less time because objectives focus specifically on needs. It helps in
adhering to a plan.

Training objective tell the trainee that what is expected out of him at the end of the
training program. Training objectives are of great significance from a number of
stakeholder perspectives,

1. Trainer
2. Trainee
3. Designer
4. Evaluator

Trainer The training objective is also beneficial to trainer because it helps the
trainer to measure the progress of trainees and make the required adjustments. Also, trainer
comes in a position to establish a relationship between objectives and particular segments of
training.

Trainee The training objective is beneficial to the trainee because it helps in
reducing the anxiety of the trainee up to some extent. Not knowing anything or going to a
place which is unknown creates anxiety that can negatively affect learning. Therefore, it is
important to keep the participants aware of the happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the
training successful. The objectives create an image of the training program in trainees mind
that actually helps in gaining attention.

18
Thirdly, if the goal is set to be challenging and motivating, then the likelihood of
achieving those goals is much higher than the situation in which no goal is set. Therefore,
training objectives helps in increasing the probability that the participants will be successful
in training.

Designer The training objective is beneficial to the training designer because if the
designer is aware what is to be achieved in the end then hell buy the training package
according to that only. The training designer would then look for the training methods,
training equipments, and training content accordingly to achieve those objectives.
Furthermore, planning always helps in dealing effectively in an unexpected situation.
Consider an example; the objective of one training program is to deal effectively with
customers to increase the sales. Since the objective is known, the designer will design a
training program that will include ways to improve the interpersonal skills, such as verbal and
non verbal language, dealing in unexpected situation i.e. when there is a defect in a product
or when a customer is angry. Therefore, without any guidance, the training may not be
designed appropriately.

Evaluator It becomes easy for the training evaluator to measure the progress of
the trainees because the objectives define the expected performance of trainees. Training
objective is an important to tool to judge the performance of participants.

19
Benefits of training and development to the business :
Trained workers can work more efficiently. They use machines, tools, and materials
in a proper way. Wastage is thus eliminated to a large extent.
There will be fewer accidents. Training improves the knowledge of employees
regarding the use of machines and equipment. Hence, trained workers need not be put
under close supervision, as they know how to handle operations properly.
Trained workers can show superior performance. They can turn out better
performance. They can turn out better quality goods by putting the materials, tools
and equipment to good use.
Training makes employees more loyal to an organization. They will be less inclined to
leave the unit where there are growth opportunities
Benefits of training and development to the employees:
Training makes an employee more useful to a firm. Hence, he will find employment
more easily.
Training makes employees more efficient and effective. By combining materials,
tools and equipment in a right way, they can produce more with minimum effort.
Training enables employees to secure promotions easily. They can realize their career
goals comfortably.
Training helps an employee to move from one organization to another easily. He can
be more mobile and pursue career goals actively.
Employees can avoid mistakes, accidents on the job. They can handle jobs with
confidence. They will be more satisfied on their jobs. Their morale would be high.
Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction
and lower labor turnover. Also, it can enable employees to cope with organizational, social
and technological change. Effective training is an invaluable investment in the human
resources of an organization.

20
Learning Principles: The Philosophy of Training
Training is essential for job success. It can lead to higher production, fewer
mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the
trainee and the organization, if managers understand the principles behind the training
process. To this end, training efforts must invariably follow certain learning-oriented
guidelines.
Modelling
Modeling is simply copying someone else's behavior. Passive classroom learning
does not leave any room for modeling. If we want to change people, it would be a good
idea to have videotapes of people showing the desired behavior. The selected model should
provide the right kind of behavior to be copied by others. A great deal of human behaviour is
learned by modelling others. Children learn by modelling parents and older children, they are
quite comfortable with the process by the time they grow up. As experts put it. "managers
tend to manage as they were managed".
Motivation
For learning to take place, intention to learn is important. When the employee is
motivated, he pays attention to what is being said, done and presented. Motivation to
learn is influenced by the answers to questions such as: How important is my job to me? How
important is the information? Will learning help me progress in the company? etc. People
learn more quickly when the material is important and relevant to them. Learning is usually
quicker and long-lasting when the learner participates actively. Most people, for example,
never forget how to ride a bicycle because they took an active part in the learning process.

21
Reinforcement
Positive reinforcement consists of rewarding desired behaviors. If a behavior is
rewarded, it probably will be repeated. People avoid certain behaviors that invite criticism
and punishment. A bank officer would want to do a postgraduate course in finance, if it earns
him increments and makes him eligible for further promotions. Both the external rewards
(investments, praise) and the internal rewards (a feeling of pride and achievement) associated
with desired behaviors compel subjects to learn properly. To be effective, the trainer must
reward desired behaviors only. If he rewards poor performance, the results may be disastrous:
good performers may quit in frustration, accidents may go up, and productivity may suffer.
The reinforcement principle is also based on the premise that punishment is less effective in
learning than reward. Punishment is a pointer to undesirable behaviors. When administered, it
causes pain to the employee. He may or may not repeat the mistakes. The reactions may be
mild or wild. Action taken to repeal a person from undesirable action is punishment. If
administered properly, punishment may force the trainee to modify the undesired or incorrect
behaviors.
Feedback
People learn best if reinforcement is given as soon as possible after training. Every employee
wants to know what is expected of him and how well he is doing. If he is off the track,
somebody must put him back on the rails. The errors in such cases must be rectified
immediately. The trainee after learning the right behaviour is motivated to do things in a
'right' way and earn the associated rewards. Positive feedback (showing the trainee the right
way of doing things) is to be preferred to negative feedback (telling the trainee that he is not
correct) when we want to change behaviour.
Spaced Practice
Learning takes place easily if the practice sessions are spread over a period of time. New
employees learn better if the orientation programme is spread over a two or three day period,
instead of covering it all in one day. For memorizing tasks, 'massed' practice is usually more
effective. Imagine the way schools ask the kids to say the Lord's prayer aloud. Can you
memorise a long poem by learning only one line per day? You tend to forget the beginning of
the poem by the time you reach the last stanza. For 'acquiring' skills as stated by Mathis and
22
Jackson, spaced practice is usually the best. This incremental approach to skill acquisition
minimises the physical fatigue that deters learning.
Whole Learning
The concept of whole learning suggests that employees learn better if the job
information is explained as an entire logical process, so that they can see how the
various actions fit together into the 'big picture'. A broad overview of what the trainee
would be doing on the job should be given top priority, if learning has to take place quickly.
Research studies have also indicated that it is more efficient to practice a whole task all at
once rather than trying to master the various components of the task at different intervals.
Active Practice
'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into
water instead of simply reading about swimming or looking at films of the worlds' best
swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat
the task. For maximum benefit, practice sessions should be distributed over time.
Applicability of Training
Training should be as real as possible so that trainees can successfully transfer the new
knowledge to their jobs. The training situations should be set up so that trainees can visualise
- and identify with - the types of situations they can come across on the job.
Environment
Finally, environment plays a major role in training. It is natural that workers who are
exposed to training in comfortable environments with adequate, well spaced rest periods are
more likely to learn than employees whose training conditions are less than ideal. Generally
speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down
as opportunities for improvement taper off.

23
Areas of Training
The Areas of Training in which training is offered may be classified into the following
categories.
Knowledge
Here the trainee learns about a set of rules and regulations about the job, the staff and the
products or services offered by the company. The aim is to make the new employee fully
aware of what goes on inside and outside the company.
Technical Skills
The employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so
that he can acquire that skill and contribute meaningfully.
Social Skills
The employee is made to learn about himself and others, and to develop a right mental
attitude towards the job, colleagues and the company. The principal focus is on teaching the
employee how to be a team member and get ahead.
Techniques
This involves the application of knowledge and skill to various on-the-job situations.
In addition to improving the skills and knowledge of employees, training aims at moulding
employee attitudes: When administered properly, a training programme will go a long way in
obt8ining employee loyalty.
Management Development
Management development is a long term educational process utilizing a systematic and
organized procedure by which managerial personnel get conceptual and theoretical
knowledge . It refers not to technical knowledge and skill in operation but to philosophical
and theoretical educational concepts. It involves broader education and its purpose is long
24
term development. Thus, management by which the managers develop their abilities to
manage.
Training Need Analysis(TNA)

An analysis of training need is an essential requirement to the design of effective training.
The purpose of training need analysis is to determine whether there is a gap between what
is required for effective performance and present level of performance.
Why training need analysis

Training need analysis is conducted to determine whether resources required are available
or not. It helps to plan the budget of the company, areas where training is required, and
also highlights the occasions where training might not be appropriate but requires
alternate action. Training Need arises at three levels:

Corporate need and training need are interdependent because the organization performance
ultimately depends on the performance of its individual employee and its sub group.

25
Organizational Level Training need analysis at organizational level focuses on
strategic planning, business need, and goals. It starts with the assessment of internal
environment of the organization such as, procedures, structures, policies, strengths, and
weaknesses and external environment such as opportunities and threats.

After doing the SWOT analysis, weaknesses can be dealt with the training interventions,
while strengths can further be strengthened with continued training. Threats can be reduced
by identifying the areas where training is required. And, opportunities can be exploited by
balancing it against costs.

For this approach to be successful, the HR department of the company requires to be
involved in strategic planning. In this planning, HR develops strategies to be sure that the
employees in the organization have the required Knowledge, Skills, and Attributes (KSAs)
based on the future KSAs requirements at each level.

Individual Level Training need analysis at individual level focuses on each and every
individual in the organization. At this level, the organization checks whether an employee
is performing at desired level or the performance is below expectation. If the difference
between the expected performance and actual performance comes out to be positive, then
certainly there is a need of training.

However, individual competence can also be linked to individual need. The methods that
are used to analyze the individual need are:
Appraisal and performance review
Peer appraisal
Competency assessments
Subordinate appraisal
Client feedback
Customer feedback
Self-assessment or self-appraisal
26
Operational Level Training Need analysis at operational level focuses on the work
that is being assigned to the employees. The job analyst gathers the information on whether
the job is clearly understood by an employee or not. He gathers this information through
technical interview, observation, psychological test; questionnaires asking the closed ended
as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the
time. Employees need to prepare for these changes. The job analyst also gathers
information on the tasks needs to be done plus the tasks that will be required in the future.
Based on the information collected, training Need analysis (TNA) is done.
Facilities for Training
Training facilities includes those amenities acquired to perform training related functions,
but can also include non- training activities.
1. Classrooms: A classroom is a room in which training or learning activities can
take place. Types of classrooms which are used for training are as follows :
Auditorium: Large sized rooms designed for lecture style instruction and
training. Auditoriums may be equipped with partitions to create smaller
training venues.
Conference Rooms: Multiple purpose medium sized instruction rooms.
Depending on the seating configuration the rooms may accommodate
lecture style instruction or encourage interaction in the form of round table
discussions and teleconferences.
Seminar Rooms : Multiple purpose , small-sized instruction rooms,
usually used to accommodate a small number of people within close
proximity.
Computer Training room : Rooms equipped with computer workstation
and internet access for each student.
2. Breakout Rooms : Breakout Rooms are small rooms measuring about 200 to 300
square feet located adjacent to training hall.
3. Transportation : Make sufficient arrangements for the transportation of trainees
and trainers . The problem of transportation should not be allowed to disrupt the
training schedule.

27
4. Other facilities : Other facilities include
Sufficient election material, forms and equipment for participative use
during the training session.
Spare staff procedures manuals and workbooks .
Writing materials , including large sheets of paper for presentation of result
of any group exercises.
Name tags for all participants .
Access food and drink , especially for longer sessions.

Types of Training
There are many approaches to training. We focus here on the types of training that are
commonly employed in present-day organisations.
Skills training: Skill training is most common in organisations. The process here is fairly
simple. The need for training in basic skills (such as reading, writing, computing, speaking,
listening, problem solving, managing oneself, knowing how to learn, working as part of a
team, leading others) is identified through assessment. Specific training objectives are set and
training content is developed to meet those objectives. Several methods are available for
imparting these basic skills in modern organisations (such as lectures, apprenticeship, on-the-
job, coaching etc.). Before employing these methods, managers should:
explain how the training will help the trainees in their jobs.
relate the training to the trainees' goals.
respect and consider participant responses and use these as a resource.
encourage trainees to learn by doing.
give feedback on progress toward meeting learning objectives.
Refresher training: Rapid changes in technology may force companies to go in for this kind
of training. By organising short-term courses which incorporate the latest developments in a
particular field, the company may keep its employees up-to-date and ready to take on
emerging challenges.
28
It is conducted at regular intervals by taking the help of outside consultants who
specialise in a particular descriptive.

Cross-functional Training: Cross-functional Training involves training employees to
perform operations in areas other than their assigned job. There are many approaches to cross
functional training. Job rotation can be used to provide a manager in one functional area with
a broader perspective than he would otherwise have. Departments can exchange personnel for
a certain period so that each employee understands how other departments are functioning.
High performing workers can act as peer trainers and help employees develop skills in
another area of operation. Cross functional training provides the following benefits to an
organization. (and the workers as well)
Workers gain rich experience in handling diverse jobs; they become more adaptable
and versatile
They can better engineer their own career paths
They not only know their job well but also understand how others are able to perform
under a different set of constraints
A broader perspective increases workers' understanding of the business and reduces
the need for supervision
when workers can fill in for other workers who are absent, it is easier to use flexible
scheduling, which is increasingly in demand as more employees want to spend more
time with their families. Eli Lilly and Company (India), for example, encourages
cross-functional movements to make the organisation equally attractive to both
specialists and generalists.
Team Training: Team training generally covers two areas; content tasks and group
processes. Content tasks specify the team's goals such as cost control and problem solving.
Group processes reflect the way members function as a team - for example how they interact
with each other, how they sort out differences, how they participate etc. Companies are
investing heavy amounts, nowadays, in training new employees to listen to each other and to
cooperate. They are using outdoor experiential training techniques to develop teamwork and
team spirit among their employees (such as scaling a mountain, preparing recipes for
colleagues at a restaurant, sailing through uncharted waters, crossing a jungle etc.). The
29
training basically throws light on (i) how members should communicate with each other (ii)
how they have to cooperate and get ahead (iii) how they should deal with conflict-full
situations (iv) how they should find their way, using collective wisdom and experience to
good advantage.
Creativity training: Companies like Mudra Communications, Titan Industries, Wipro
encourage their employees to think unconventionally, break the rules, take risks, go out of the
box and devise unexpected solutions.
Postpone judgment: Don't reject any idea
Create alternative frames of reference
Break the boundary of thinking
Examine a different aspect of the problem
Make a wish list of solutions
Borrow ideas from other fields
Look for processes to change or eliminate
Think up alternative methods
Adopt another person's perspective
Question all Assumptions.

In creativity training, trainers often focus on three things:
(a) Breaking away: In order to break away from restrictions, the trainee is expected to (i)
identify the dominant ideas influencing his own thinking (ii) define the boundaries within
which he is working (iii) bring the assumptions out into the open and challenge everything
(b) Generate new ideas: To generate new ideas, the trainee should open up his mind; look at
the problem from all possible angles and list as many alternative approaches as possible. The
trainee should allow his mind to wander over alternatives freely. Expose himself to new
influences (people, articles, books, situations), switch over from one perspective to another, -
arrange cross fertilization of ideas with other people and use analogies to spark off ideas.
(c) Delaying judgement: To promote creative thinking, the trainee should not try to kill off
ideas too quickly; they should be held back until he is able to generate as many ideas as
30
possible. He should allow ideas to grow a little. Brainstorming (getting a large number of
ideas from a group of people in a short time) often helps in generating as many ideas as
possible without pausing to evaluate them. It helps in releasing ideas, overcoming inhibitions,
cross fertilising ideas and getting away from patterned thinking.
Diversity Training: Diversity training considers all of the diverse dimensions in the
workplace race, gender, age, disabilities, lifestyles, culture, education, ideas and backgrounds
- while designing a training programme. It aims to create better cross-cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships among a firm's
employees.
The programme covers two things: (i) awareness building, which helps employees appreciate
the key benefits of diversity, and (ii) skill building, which offers the knowledge, skills and
abilities required for working with people having varied backgrounds.
Literacy Training: Inability to write, speak and work well with others could often come in
the way of discharging duties, especially at the lower levels. Workers, in such situations, may
fail to understand safety messages, appreciate the importance of sticking to rules, and commit
avoidable mistakes. Functional illiteracy (low skill level in a particular content area) may be a
serious impediment to a firm's productivity and competitiveness. Functional literacy
programmes focus on the basic skills required to perform a job adequately and capitalise on
most workers' motivation to get help in a particular area. Tutorial programmes, home
assignments, reading and writing exercises, simple mathematical tests, etc., are generally
used in all company in-house programmes meant to improve the literacy levels of employees
with weak reading, writing or arithmetic skills.
Training Methods
Training methods are usually classified by the location of instruction. On the job training is
provided when the workers are taught relevant knowledge, skills and abilities at the actual
workplace; off-the-job training, on the other hand, requires that trainees learn at a location
other than the real work spot. Some of the widely used training methods are listed below.

31
On the Job
1. Job Instruction Training (JlT)
The JIT method (developed during World War II) is a four-step instructional process
involving preparation, presentation, performance try out and follow up. It is used primarily to
teach workers how to do their current jobs. A trainer, supervisor or co-worker acts as the
coach. The four steps followed in the JIT methods are:
1. The trainee receives an overview of the job, its purpose and its desired outcomes, with
a clear focus on the relevance of training.
2. The trainer demonstrates the job in order to give the employee a model to copy. The
trainer shows a right way to handle the job.
3. Next, the employee is permitted to copy the trainer's way. Demonstrations by the
trainer and practice by the trainee are repeated until the trainee masters the right way
to handle the job.
4. Finally, the employee does the job independently without supervision.
Merits:
Trainee learns fast through practice and observation.
It is economical as it does not require any special settings. Also, mistakes can be
corrected immediately.
The trainee gains confidence quickly as he does the work himself in actual setting
with help from supervisor.
It is most suitable for unskilled and semi-skilled jobs where the job operations are
simple; easy to explain and demonstrate within a short span of time.
Demerits:
The trainee should be as good as the trainer if the trainer is not good, transference of
knowledge and skills will be poor.
While learning, trainee may damage equipment, waste materials, cause accidents
frequently,
Experienced workers cannot use the machinery while it is being used for training.
32
2. Coaching:
Coaching is a kind of daily training and feedback given to employees by immediate
supervisors. It involves a continuous process of learning by doing. It may be defined as an
informal, unplanned training and development activity provided by supervisors and peers. In
coaching, the supervisor explains things and answers questions; he throws light on why
things are done the way they are; he offers a model for trainees to copy; conducts lot of
decision making meetings with trainees; procedures are agreed upon and the trainee is given
enough authority to make divisions and even commit mistakes. Of course, coaching can be a
taxing job in that the coach may not possess requisite skills to guide the learner in a
systematic way. Sometimes, doing a full day's work may be more important than putting the
learner on track.
When to use coaching usefully? Coaching could be put to good use when:
an employee demonstrates a new competency
an employee expresses interest in a different job within the organisation
an employee seeks feedback
an employee is expressing low morale, violating company policies or practices or
having performance problems
an employee needs help with a new skill following a formal training programme.
Effective working, obviously, requires patience and communication skills. It involves:
explaining appropriate ways of doing things
making clear why actions were taken
stating observations accurately
offering possible alternatives / suggestions
following up

33
3. Mentoring :
Mentoring is a relationship in which a senior manager in an organisation assumes the
responsibility for grooming a junior person. Technical, interpersonal and political skills
are generally conveyed in such a relationship from the more experienced person. A mentor is
a teacher, spouse, counsellor, developerr of skills and intellect, host, guide, exemplar, and
most importantly, supporter and facilitator in the realisation of the vision the young person
(protege) has about the kind of 1ife he wants as an adult.
The main objective is to help an employee attain psychological maturity and
effectiveness and get integrated with the organisation. In a work situation, such mentoring
can take place at both formal and informal levels, depending on the prevailing work culture
and the commitment from the top management. Formal mentoring can be very fruitful, if
management invests time and money in such relationship building exercises.
Career functions: Career functions are those aspects of the relationship that enhance career
advancement. These include:
1. Sponsorship: Where mentors actively nominate a junior person (called 'mentee') for
promotions or desirable positions.
2. Exposure and visibility: Where mentors offer opportunities for mentees to interact
with senior executives, demonstrate their abilities and exploit their potential.
3. Coaching: Mentors help mentees to analyse how they are doing their work and to
define their aspirations. Here mentors offer practical advice on how to accomplish
objectives and gain recognition from others.
4. Protection: Mentors shield the junior person from harmful situations/seniors.
5. Challenging assignments: Mentors help mentees develop necessary competencies
through challenging job assignments and appropriate feedback. Mentors create
opportunities clients to prove their worth to demonstrate clearly what they have to
offer.
Psychological functions: Psychological functions are those aspects that enhance the
mentees sense of competence, and identify effectiveness in a professional role. These
include:
6. Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate
34
7. Acceptance and confirmation: mentors offer support, guidance and encouragement to
mentees so that they can solve the problems independently and gain confidence in
course of time. Mentors also help people to learn about the organisation's culture and
understand why things are done in certain ways.
8. Counseling: Mentors help mentees work out their personal problems, learn about what
to do and what not to do, offer advice on what works and what doesn't, and do
everything to demonstrate improved performance and prepare themselves for greater
responsibility.
9. Friendship: Mentors offer practical help and support to mentees so that they can
indulge in mutually satisfying social interactions (with peers, subordinates, bosses and
customers)
Mentoring in India is based on the time-honoured guru-shishya relationship where the
guru would do everything to develop the personality of the shishya, offering emotional
support, and guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris, Coca-
Cola India have used mentoring systems to good effect in recent times (Economic Times, 25
Oct., 2002). Organisations like General Electric, Intel, Proctor & Gamble have given a lot of
importance to mentoring programmes, going even gone to the extent of penalising senior
managers if they fail to develop leadership skills among subordinates. Of course, mentoring
is not without its problems. Mentors who are dissatisfied with their jobs and though who
teach or narrow or distorted view of events may not help a protege's development. Not all
mentors are well prepared to transfer their skills and wisdom to their junior colleagues. When
young people are bombarded with conflicting viewpoints - about how things should go - from
a series of advisors, they may find it difficult to get ahead with confidence. Mentoring can
succeed if (i) there is genuine support and commitment from top management (ii) mentors
take up their job seriously and transfer ideas, skills and experiences in a systematic way and
(iii) mentees believe in the whole process and carry out things in an appropriate manner.

35
4. Job Rotation :
Job rotation may pose several problems, especially when the trainees are rolled on
various jobs at frequent intervals. In such a case, trainees do not usually stay long enough in
any single phase of the operation to develop a high degree of expertise. For slow learners,
there is little room to integrate resources properly. Trainees can become confused when they
are exposed to rotating managers, with contrasting styles of operation. Today's manager's
commands may be replaced by another set from another manager! Further, job rotation can
be quite expensive. A substantial amount of managerial time is lost when trainees change
positions, because they must be acquainted with different people and techniques in each
department. Development costs can go up and productivity is reduced by moving a trainee
into a new position when his efficiency levels begin to improve at the prior job.
Inexperienced trainees may fail to handle new tasks in an efficient way. Intelligent and
aggressive trainees, on the offer hand, may find the system to be thoroughly boring as they
continue to perform more or less similar jobs without any stretch, pull and challenge. To get
the best results out of the system, it should be tailored to the needs, interests and capabilities
of the individual trainee, and not be a standard sequence that all trainees undergo.

5 Apprenticeship Training
Most craft workers such as plumbers and carpenters are trained through formal
apprenticeship programmes. Apprentices are trainees who spend a prescribed amount of time
working with an experienced guide, coach or trainer. Assistantships and internships are
similar to apprenticeships because they also demand high levels of participation from the
trainee. An internship is a kind of on-the-job training that usually combines job training with
classroom instruction in trade schools, colleges or universities. Coaching, as explained above,
is similar to apprenticeship because the coach attempts to provide a model for the trainee to
copy. One important disadvantage ofthe apprenticeship methods is the uniform period of
training offered to trainees. People have different abilities and learn at varied rates. Those
who learn fast may quit the programme in frustration. Slow learners may need additional
training time. It is also likely that in these days of rapid changes in technology, old skills may
get outdated quickly. Trainees who spend years learning specific skills may find, upon
completion of their programmes, that the job skills they acquired are no longer appropriate.
36
6 Committee Assignments
In this method, trainees are asked to solve an actual organisational problem. The
trainees have to work together and offer solution to the problem. Assigning talented
employees to important committees can give these employees a broadening experience and
can help them to understand the personalities, issues and processes governing the
organisation. It helps them to develop team spirit and work unitedly toward common goals.
However, managers should very well understand that committee assignments could become
notorious time wasting activities. The above on-the-job methods are cost effective. Workers
actually produce while they learn. Since immediat.e feedback is available, they motivate
trainees to observe and learn the right way of doing things. Very few problems arise in the
case of transfer of training because the employees learn in the actual work environment
where the skills that are learnt are actually used. On-the-job methods may cause disruptions
in production schedules. Experienced workers cannot use the facilities that are used in
training. Poor learners may damage machinery and equipment. Finally, if the trainer does not
possess teaching skills, there is very little benefit to the trainee.

Off-the-Job Methods
Under this method of training, the trainee is separated from the job situation and his
attention is focused upon learning the material related to his future job performance. Since
the trainee is not distracted by job requirements, he can focus his entire concentration on
learning the job rather than spending his time in performing it. There is an opportunity for
freedom of expression for the trainees. Off-the-job training methods are as follows:
a. Vestibule training: Vestibule training method, actual work conditions are simulated in a
classroom. Material, files and equipment - those that are used in actual job performance are
also used in the training. This type of training is commonly used for training personnel for
clerical and semi-skilled jobs. The duration of this training ranges from a few days to a few
weeks. Theory can be related to practice in this method.
b. Role playing: It is defined as a method of human interaction that involves realistic
behaviour in imaginary situations. This method of training involves action, doing and
37
practice. The participants play the role of certain characters, such as the production manager,
mechanical engineer, superintendents, maintenance engineers, quality control inspectors,
foreman, workers and the like. This method is mostly used for developing interpersonal
interactions and relations.
c. Lecture method: The lecture is a traditional and direct method of instruction. The
instructor organizes the material and gives it to a group of trainees in the form of a talk. To be
effective, the lecture must motivate and create interest among the trainees. An advantage of
lecture method is that it is direct and can be used for a large group of trainees. Thus, costs and
time involved are reduced. The major limitation of the lecture method is that it does not
provide for transfer of training effectively.
d. Conference/discussion approach: In this method, the trainer delivers a lecture and
involves the trainee in a discussion so that his doubts about the job get clarified. When big
organisations use this method, the trainer uses audio-visual aids such as black boards,
mockups and slides; in some cases the lectures are videotaped or audio taped. Even the
trainee's presentation can be taped for self confrontation and self-assessment.
The conference is, thus, a group-centered approach where there is a clarification of
ideas, communication of procedures and standards to the trainees. Those individuals who
have a general educational background and whatever specific skills are required such as
typing, shorthand, office equipment operation, filing, indexing, recording, etc. - may be
provided with specific instructions to handle their respective jobs.
e. Programmed instruction: This method has become popular in recent years. The subject
matter to be learned is presented in a series of carefully planned sequential units. These units
are arranged from simple to more complex levels of instruction. The trainee goes through
these units by answering questions or filling the blanks. This method is, thus, expensive and
time-consuming.
f. seminar:A seminar is, generally, a form of academic instruction, either at an academic
institution or offered by a commercial or professional organization. It has the function of
bringing together small groups for recurring meetings, focusing each time on some particular
subject, in which everyone present is requested to actively participate. This is often
accomplished through an ongoing Socratic dialogue
[1z
with a seminar leader or instructor, or
38
through a more formal presentation of research. Normally, participants must not be beginners
in the field under discussion . The idea behind the seminar system is to familiarize students
more extensively with the methodology of their chosen subject and also to allow them to
interact with examples of the practical problems that always occur during research work. It is
essentially a place where assigned readings are discussed, questions can be raised and debates
can be conducted.
[2]
It is relatively informal, at least compared to the lecture system of
academic instruction.

Behaviorally Experienced Training
Some training programme focus on emotional and behavioural learning. Here
employees can learn about behaviour by role-playing in which the role players attempt to act
their part in respect of a case, as they would behave in a real-life situation. Business games,
cases, incidents, group discussions and short assignments are also used in behaviourally-
experienced learning methods. Sensitivity training or laboratory training is an example of a
method used for emotional learning. The focus of experiential methods is on achieving,
through group processes, a better understanding of oneself and others. These are discussed
elaborately in the section covering Executive Development Programmes.

Evaluation of a Training Programme
The specification of values forms a basis for evaluation. The basis of evaluation
and the mode of collection of information necessary for evaluation should be determined at
the planning stage.
The process of training evaluation has been defined as any attempt to obtain
information on the effects of training performance and to assess the value of training in the
light of that information. Evaluation helps in controlling and correcting the training
programme. Hamblin suggested five levels at which evaluation of training can take place,
viz., reactions, learning, job behaviour, organisation and ultimate value.

39
1. Reactions: Trainee's reactions to the overall usefulness of the training including the
coverage of the topics, the method of presentation, the techniques used to clarify
things, often throw light on the effectiveness of the programme. Potential questions to
trainees might include: (i) What were your learning goals for the programme? (ii) Did
you achieve them? (iii) Did you like this programme? (iv) Would you recommend it
to others who have similar learning goals? ( v) what suggestions do you have for
improving the programme? (vi) Should the organisation continue to offer it?
2. Learning: Training programme, trainer's ability and trainee's ability are evaluated on
the basis of quantity of content learned and time in which it is learned and learner's
ability to use or apply the content learned.
3. Job behaviour: This evaluation includes the manner and extent to which the trainee
has applied his learning to his job.
4. Organisation: This evaluation measures the use of training, learning and change in the
job behaviour of the department/organisation in the form of increased productivity,
quality, morale, sales turnover and the like.
5. Ultimate value: It. is the measurement of ultimate result of the contributions of the
training programme to the company goals like survival, growth, profitability, etc. and
to the individual goals like development of personality and social goals like
maximising social benefit.

PURPOSE AND USES OF EVALUATION OF TRAINING
Trainers and training providers know that their success depends on demonstrating the
value of training investment. The simplest way to prove trainings value to a client is to
document that the training has achieved its desired outcome, through evaluation.

Evaluation methods help determine whether training achieves its objectives. This
point is particularly important for Registered Training Organisations (RTOs) to ensure
training delivered meets the Australian Quality Training Framework (AQTF) and/or the VET
Quality Framework (VQF) standards. Australian Qualification Framework (AQF) programs
are structured and designed around a set of outcomes to be achieved (competencies) during a
particular timeframe.
40
Herein lies the fundamental secret of evaluating training: The evaluation process and
procedure must be incorporated at the start, and it must be an integral part of any program
development process. For example, baseline data must be collected before training begins;
otherwise, theres no basis for any meaningful comparison with training program results.
Historically, evaluation of training has been done after training rather than before and after. If
program development follows the classic steps of assessing needs and generating objectives,
the evaluation criteria that follow are then based on measuring how well the program
components: learners, trainers, and training materials, have met these objectives. For AQF
programs, training packages (an accredited courses) are a great help to course developers as
provide the training objectives expressed as a set of outcomes (competencies) recognised by
the industry as the standard competencies required to perform a specific job. The evaluation
will measure how well the learners have developed the required competencies, whether those
competencies can be transferred to the workplace, and the impact of the new competent
employee in the workplace performance.

A sound system of evaluating training provides valuable information for the learner,
client, training management, and senior corporate management. The information elicited
from training evaluations should be the final instrument on which training decisions, such as
program additions, changes, or deletions, should be made. Good evaluations document the
results of training programs, which can be used subsequently to prioritize training needs at
the organizational level. Then financial and other resources can be shifted from training that
has less impact on corporate goals to those objectives that have the most favorable cost-
benefit ratio.

These are some benefits of evaluation:
Determining business impact, the cost-benefit ratio, and the ROI for the
program: What was the shift in the identified business metric? What part of the shift
was attributable to the learning experience? Was the benefit to the organisation
worth the cost of providing the learning experience? What is the bottom-line value
of the courses impact on the organisation?
Improving the design of the learning experience: Evaluation can help verify the
needs assessment, learning objectives, instructional strategies, target audience,
delivery method, and quality of delivery and course content.
41
Determining whether the objectives of the learning experience were met and to
what extent: The objectives are stated in measurable and specific terms. Evaluation
determines whether each stated objective was met. Nevertheless, knowing only
whether objectives were met isnt enough; a trainer must know the extent to which
were met. This knowledge help focus future efforts for the content reinforcement
and improvement.
Assessing the effectiveness and appropriateness of instructional strategies: case
studies, tests, exercises, and other instructional strategies must be relevant to the job
and reinforce course content. Does the instructional strategy link to a course
objective and the course content? Is it the right instructional strategy to drive the
desired learning or practice? Was there enough instruction and feedback? Does the
strategy fit with the organisations culture? Instructional strategies, when used as
part of evaluation, measure the knowledge, skills and attitudes the learning
experience offers.
Reinforcing learning: Some evaluation methods can reinforce learning. For
example, a test or similar performance assessment can focus on content to measure
and evaluate content retention. The measurement process itself causes learners to
reflect on the content, select the appropriate content area, and use it in the evaluation
process.
Providing feedback to the trainer: Did the trainer know the content? Did the
trainer stay on topic? Did the trainer provide added depth and value based on
personal experience? Was the trainer credible? Will the evaluation information be
used to improve the trainers skills?
Determining the appropriate pace and sequence: Does the trainer need to
schedule more or less time for the total learning experience or certain parts of the
learning? Were some parts of the learning experience covered too fast or too slowly?
Does the flow of the content make sense? Does the sequence follow a building-block
approach?
Providing feedback to participants about their learning? Are participants
learning the course content? Which parts are they not learning? Was there a shift in
knowledge and skills? To what extent can participants demonstrate the desired skills
or behavior?
Identifying which participants are experiencing success in the learning
program: Evaluation can identify which participants are grasping the new
42
knowledge and skills and which are struggling. Likewise, evaluation can identify
participants who are excelling at understanding the content and using on the job.
Identifying the learning being used on the job: What parts of the learning
experience are being used on the job? To what extent are they being used?
Assessing the on-the-job environment to support learning: What environmental
factors support or inhibit the use of the new knowledge, skills, attitudes, and
behaviors on the job? These factors could be management support, tools and
equipment, recognition and reward, and so on.
Principles of Evaluation of Training
Whenever we perform training evaluations, whether as an external consultant or as
an employee, we need to follow the standards for evaluation as laid out by the Joint
Committee on Standards for Educational Evaluation. I was lucky enough to be an
adjunct committee member in the early 90s and have done my best to apply these
standards throughout the years.
Having done so many training evaluations (externally and as an employee) I have
concluded that there are seven principles in conjunction with the standards, which I
use to guide successful evaluations. I am glad to share then with you enjoy.

Principle 1: Training is no longer the only solution. So many things in the work
environment affect employee performance so that when we evaluate training we
need to uncover these and factor them into our evaluation activities.

Principle 2: Things as are always going on uncover it. Employees learn in
variety of ways other than our training programs. Such as coaching, mentoring,
from each other informally, and most prevalent actual work experience. I
acknowledge these and probe and investigate to find and understand them.

Principle 3: Uncover trainings success by asking what is not happening. By
understanding what employees are not doing after training completion points to
possible instructional design flaws and/or work environment conditions that inhibit
adoption. Another element may be that employees do not belief that what they
learned will aid them, their team, or the company that stalls training transfer.
43

Principle 4: Always evaluate to improve not prove. Our fundamental purpose
should be to evaluate so that we can make our training programs and adoptive
environments as successful as possible rather than proving something.

Principle 5: The client owns the business, performance, and work environment
issues. We own the sharing of what we find. As evaluators we find the good, bad,
and the ugly with respect to training adoption. We have the responsibility to share
these with our clients to be the conscious of the organization but fully understand
that only clients have the power to take corrective actions.

Principle 6: Root cause drive solutions. Uncovering the root causes for
unsuccessful adoption allows us to figure out what is really causing this situation to
occur and make suggestions to remove it so the situation does not occur again, thus
increasing adoption.

Principle 7: Seek insights on solutions from successful performers. If you have
low adoption you most likely have some successful adoption by employees. These
people have figured out how to use what we teach and in a successful fashion. Talk
to them and uncover what they have done it usually points to solutions that will
increase adoption.

44
Types of Evaluation of Training
1. Satisfaction and participant reaction
The most basic evaluation of training measures satisfaction. Usually, the trainer will hand out
a survey at the end of the course to see how the participants reacted to the training. We send
out an electronic survey to measure satisfaction rates with our training courses. What specific
levels of satisfaction and reaction to the training are you looking for? It could be:
Did your staff enjoy the training?
Did they like the trainer?
Would they want him or her back?
Do they think they felt it was an appropriate use of their time?
Do they think the material was relevant to their work?
How likely would they be to recommend the course to colleagues?
In most cases, training evaluation begins and ends here. However, there are 4 other important
ways to evaluate any training program.
2. Knowledge acquisition
The second level of evaluation is knowledge acquisition. In our experience, many work-
related training courses do not have an examination attached. A valid and reliable
examination following training can help determine if the content was learned or not. It can
flag participants that did not acquire the learning and further support those who did
(potentially making them mentors). Also, it can flag trends of areas that may require further
training or additional coaching. What specific knowledge and skill(s) do you want the
participants to develop? As an example, our Increase telephone conversion rates course
examination, also completed by participants online, asks questions like:
What is the goal of the first phone call?
What specific pieces of information do you need from the caller, before you qualify
them?
What do you do if someone asks you how much it costs at the start of the call?
What are some examples of a dominant buying motive for your product or service?
45
Provide a good example of a bridging statement when moving from Opening to
Closing the call?
If you cannot book the appointment on the first call, what is the first option you will
provide callers with?

We find that participants take training more seriously when they know they will be requested
to demonstrate what they learned after the training. So, we send participants the exam within
a week of training, grade their responses, and share these with their line managers. This can
help ensure that any gaps in knowledge can be quickly sown up so that participants dont pick
up new, poor habits.
3. Behavioural application

Most training providers dont look past surveys that reveal whether participants liked the
training or not. It is not a popularity contest. It is about measuring real business impacts.
The third level of evaluation answers the question are they applying what they learned.
What behaviours are you seeking to change as the knowledge and skills are applied on the job
following training? For our custom training programs, we evaluate behaviour (level 3), in
addition to reaction (level 1) and knowledge acquisition (level 2).
For example, for our Custom Increase telephone conversion rates course, we conduct at least
10 mystery calls before that training, record them and grade them according to the learning
objectives of our course. After training, we conduct a further 10 mystery calls and compare
their results with the results from the pre-training and present this report to management.
This, more than anything else, can demonstrate the degree to which participants apply their
new knowledge in the real world. This can provide clear evidence of who is applying the
training and who is not, and can lead management to correct misapplication, and reward close
application after training.

46
4. Measurable business improvement
At the end of the day, business training is about generating a business improvement. What
specific business measures or KPIs (key performance indicators) do you want to change or
improve as a result of the training? Our Increase telephone conversion rates course, for
example, has the following business improvement aims:
An increase in enquiry to consultation conversion rate
A decrease in enquiry to consultation time lag
An increase in lead list building (by collecting more lead information on calls)
An increase in consultations booked
An increase in deposits billed
An increase in sales
A decrease in appointment cancellations
5. Return on investment (ROI)
The last level of evaluation training relates to return on investment. What specific return on
investment are you after as a result of the training? To evaluate your return on investment on
healthcare telephone training for example, we suggest you
Take the course fee (cost)
Add the facility fee (cost)
Add staff wages that were spent during the course (cost)
Add the opportunity cost of staff time spent during the course (cost)
Measure the business improvement (e.g. measure the business impact of the telephone
conversion rate before and after the training to arrive at net gains in financial terms)
Consider the financial gains in the long term (3 months, 6 months, 12 months?)
Long term net gains / Cost = return on investment (ROI)
See this example of a telephone training return on investment calculation. By using these
methods, weve been able to help large healthcare organisations, like Optimax Eye Clinics,
generate a significant return on investment from their telephone training.

47
Measurement of Training Effectiveness

Each year globally many millions of dollars are spent on training. It would seem
reasonable to establish just how effective this training has been if only to help justify the
budget. Evaluation techniques are not new, indeed the most influential early work on
evaluation was performed in the USA during the 1940s by Tyler. Probably the most
important aspect of Ralph W Tylers work was the realisation of the importance of objectives
in designing an effective school curriculum. This early methodology can be defined as the
scientific/experimental approach.

The model emphasised the importance of knowing the educational standards of the
individuals in the control group before the new education initiative took place and then
determining the change that had taken place by measuring the difference in attainment after
the educational intervention was completed. In other words the aim was to determine the
effectiveness of the training by scientific means on the level of performance of the individual.
Although there have been some critics of this methodology it has proved to be valuable in
that organisations have been able to quantify the relationship between their corporate
objectives (often expressed as key performance indicators (KPIs) today) and the training aims
and objectives.

The main criticism of the scientific/experimental approach is that the methodology is
unable to take into account the unexpected or unintentional learning that can take place
within a dynamic and changing learning environment. Those readers who can remember
reading about the original, and now famous Hawthorne experiments to determine the effects
of illumination levels on production held at the Western Electric plant in Cicero, Illinois in
the 1920s and the later experiments also conducted by the National Research Council
showed that human behaviour is indeed difficult to quantify exactly. Nevertheless the greater
attention that was given to training methodology and in particular the effectiveness of
management development during the 1960s and 1970s has led to much better understanding
and the emergence of systems evaluation methodology.

As we will see this approach can be divided into two main schools; the narrow
focused approach being attributed to Donald L Kirkpatrick in the early 1960s and the
48
somewhat broader model advocated by P. Warr et al (The Evaluation of Management
Training) known as the CIRO model. The CIRO model looked at context evaluation, input
evaluation, reaction evaluation and outcome evaluation.

Donald L Kirkpatricks "Four steps to measuring training effectiveness

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

The four stages are:-
Reaction
Learning
Behaviour
Results
Level 1

The first stage is about the reaction of the trainee to the training. This sort of measurement is
concerned with how the trainees "feel about the course. The usual course feedback sheets
are an example of the Kirkpatrick level 1 evaluation. Most organisations do not do any more
than this type of measurement and analysis. The drawback is that we do not really know if the
trainee has actually learnt anything. What really seems to be being asked of the trainee was
how "happy were you with the course; hence the somewhat derogatory description that is
often applied to the "happy sheets! We will now look at the next level of evaluation
concerned with Learning.

Level 2

Things can be improved by using a pre-test and post-test and comparing the results. The
questions need to be objective and closely related to the course objectives (more about that
later). In this way we can determine if the training actually delivered knowledge and this was
understood by the trainees at the time. An organisation that does this can be confident that the
trainee has actually learnt something at that time. Why do I make the point that we have to
49
make the measurement and consider the learning at a certain time? Well because we do not
know if the learning has had time to be internalised and become "concrete. All too often
trainees (and delegates at conferences for example) will have difficulty remembering what
was in the course or seminar they attended a few days later let alone months later. There are
various techniques that we can employ to improve the level of recall but basically "if we
dont use it we will lose it!

Level 3

This is concerned with "behaviour. By that we mean the measurable change in an individual
as a result of their attendance on the training course. This is, in my opinion, the least we
should be expecting from any training program. After all what is the point of spending money
and using resources if the training does not effect some measurable change in the behaviour
of the trainee?

Level 4

Kirkpatrick is now concerned with the training to determine if it has actually been translated
into tangible benefits to the organisation. Quite simply has productivity and or quality been
improved? Have the number of accidents or incidents been reduced? Has plant availability
and or plant utilisation been improved? Has the morale of the workforce changed for the
better? These are metrics which really have an impact on the "bottom line and for that
reason feature in the companies balance sheets and KPIs. We have to ask ourselves is this not
the real reason for training? Training has to make a real difference in performance and
effectiveness; this is tied closely to competence. Training has be proven to deliver results and
be cost effective. It might sound simple but it is not for most organisations. The reason is that
most do not have in place any system for measuring the improvement in competence of the
individual; let alone a systematic approach to identifying the most effective means of
assisting the individual to becoming competent.
50
CASE STUDY
A very brilliant marketing professional went to Arab for the sale of his companys
soft drink. But he came back with no results.

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

Cartoon-1- Displaying a man looking exhausted and tired, is walking in desert in scorching
heat.
Cartoon-2- Displaying the same man opening bottle and drinking the soft drink.
Cartoon-3- Displaying the man feeling alive and refresh again.

Though, his strategy was good, unfortunately fails because he was unaware that Arab
people read from right to left.

Moral here is localization is a key to success.
There are some major barriers in the transfer of training when it comes to giving training in
other countries.
Culture Values and Norms Attitude Age, Gender, and Professional Status. Language
Spoken Unspoken Social Structure Individual Group Assumptions.

Training Culture
Communicating the information to different people from different Training cultures
and different nationalities can give rise to many problems. Many simple things that seem
simple and straightforward to communicate become difficult when it comes to
communicating in different environment. Giving training in ones own culture is quite
different from giving training in different culture. Being a good trainer is not the only
requirement but understanding socio-economic and cultural backgrounds has now become an
important part.
51
Values, norms, attitude are the building blocks of Training culture. Values means
what a group of people believes to be good, bad, right, or wrong. Norms means the social
rules and guidelines that prescribe appropriate behavior.
Attitude disposes a person to act in a certain way toward something in a certain
situation. A trainer giving training in different culture has to keep these things in mind before
delivering content.

Instances
A good case that concerns attitude towards time in different cities: People are very
punctual in United States. People from US tend to come little early for any meeting, or when
invited for dinner, party to someones home because in their culture it is considered to be
polite to arrive on time.
In Great Britain, people tend to come late for any appointment. If called at 5 P.M.,
that means come at 5.30 or 6 P.M.

Even for Argentineans, coming on exact time is far too early.
For instance, In US, if the trainer gets late for a scheduled training session it is treated as a
breach of etiquette. And it may result in loss of trainers respect and failure in transfer of
training.

Age, Gender, and Professional Status Different cultures give different regard to age,
gender, and professional qualification. For example, in Japan, people give high regard to
older people. Older people are regarded as having greater knowledge, skills, wisdom, and
abilities. Respect in the sense that people are more willing to listen to and seriously consider
the information. In such a culture, a young trainer might have to work harder to gain attention
and face problems in executing the program and transfer of training.

Similarly, some countries are also biased about the gender. Like in Gulf countries, womens
role is limited to households only. In such a culture, it is not possible for women trainers to
undergo training programs because people will not be as receptive as in other culture.
52

Same is with high professional status - the higher the qualification of the trainer, the more
will be the importance attached to the information.

Language Problem in Training and Development Language comprises of both spoken and
unspoken means of communication. Bestest of the best training program will fail if trainer is
not well versed in communicating trainees language. Language is one of the most important
ingredients of culture.

Spoken Language Trainees receiving training prefer to speak in their own language and
trainer being able to speak the local language can help establishing rapport among trainees,
which may be very important for the transfer of training. Language is one of the major
barriers when it comes to giving training in cross-cultural environment. Chinese is the mother
tongue of the largest number of people (shown below), followed buy English and Hindi.
Percentage of the people speaking their first language

Unspoken Language means non-verbal communication, a very important part of
communication. It is a communication that uses body movements and gestures such as,
raising eyebrows, smiling, hand movements, facial expressions, etc. A failure to understand
unspoken language can lead to a failure of communication because body language is not the
same in every culture.

For instance, raising eyebrows is a sign of recognition in most cultures, but in some cultures,
its not. Similarly, making a circle with the thumb and forefinger is a friendly gesture in the
US, but it is obscene invitation in Turkey and Greece. Also, thumbs up gesture is used to
indicate that its fine in the US and Europe, but it is vulgar gesture in Greece.

Another case of unspoken language is the amount of distance between the persons
talking to each other. In Latin America, the distance adopted by parties in a business
discussion is 3 to 5 feet while in the US, it is 5 to 8 feet.
53
In the training context, if the trainer gives training in Latin America and maintains a much
larger distance than desired in their training culture, then in turn, it may result in a regrettable
lack of rapport between the trainer and the trainee.
Therefore, using the right body language is very important in cross-cultural training.

Global Training Class
Social Structure -
Social Structure refers to basic social organization. It consists of many aspects such
as, the degree to which the social organization laid emphasis on the individual, as opposed to
the group.

Individualism
Some countries emphasizes on individual achievement. Western countries emphasize
on individual performance, this in turn, leads to high level of creativity, high degree of
managerial mobility, entrepreneurial activity, etc. On the other hand, encouraging
individualism also make it difficult to work in teams. It may be difficult for them to co-
operate which may serve as an obstruction in smooth flow of training.

Group
In most of the countries, group is the primary unit of organizations. Like in Japan, the
social status of an individual is determined as much as in by standing of the group. This may
lead to better cooperation; on the other hand it suppresses entrepreneurial activity, individual
creativity, etc. This in turn, may result, in loss of recognition of individual achievement at
work after training.
Therefore, trainer has to keep in mind the factor of the individual and the group while giving
training because encouraging a particular individual in Japan might be considered as impolite
or vice-versa.

54
Assumptions We all make assumptions every day. It may be positive or negative, good or
bad. Assumptions influence our attitudes, perceptions. Most people see what they want to see
and believe what they want to believe. It some times leads to coinciding and some time
clashes. This tendency to make assumptions and forming attitudes regarding certain things
can be a big problem in a cross cultural training. Differences in assumptions can some times
be very problematic. As an example, trainer may believe that if the trainees do not question,
they understand the content. On the other hand, trainees may believe that if they will ask
question, the trainer might think they are dull.

TRAINING SCENARIO IN INDIAN INDUSTRY

With the world-wide expansion of companies and changing technologies, Indian
Organizations have realized the importance of corporate training. Training is considered as
more of retention tool than a cost.

Today, human resource is now a source of competitive advantage for all
organizations. Therefore, the training system in Indian Industry has been changed to create a
smarter workforce and yield the best results. With increase in competition, every company
wants to optimize the utilization of its resources to yield the maximum possible results.
Training is required in every field be it Sales, Marketing, Human Resource, Relationship
building, Logistics, Production, Engineering, etc. It is now a business effective tool and is
linked with the business outcome.

With increase in awareness of corporate training in Indian Industry, a gradual shift
from general to specific approach has been realized.

According to NASSCOM (National Association of Software and Services
Companies), the IT corporate training market is expected to reach Rs 600 crore in 2010 from
Rs 210 Crore in 2006.
55
In Indian market, 50% of the training companys revenue comes from the retail
training and rest from other segments.

On the other hand, in many organizations training is regarded as non-essential or a
need based activity. Some organizations start a training department in order to look modern.
In fact, some organizations are headed by unwanted employees rather than employees of
outstanding merit. While some organizations do not have a separate budget to hire highly
qualified trainers for training and development.

Training and Development in Retail-FMCG Sector -

Retail/FMCG Sector is the most booming sector in the Indian economy and is
expected to reach US$ 175-200 billion by 2016. With this rapid expansion and coming up of
major players in the sector, the need of human resource development has increased. Lack of
skilled workers is the major factor that is holding back the retail sector for high growth. The
sector is facing the severe shortage of trainers. Also, the current education system is not
sufficiently prepared to address the new processes, according the industry majors.

TRAINING PROGRAMS IN RETAIL/FMCG SECTOR

Some of the training programs that are given in the retail sector are:
Sales Training On-the-Job Training Seminars/Workshops Customer Relationship
Management Online Course Group Study Computer-Based Training Self-Directed Training
Training Institutes for Retail management

56
Some of the institutes for retail management are:
Indian Retail School Loyola Institute of Business Administration (LIBA) S P Jain
Centre of Management Institute for Integrated Learning in Management (IILM) Welingkar
Institute of Management, Centre for Retail Studies K J Somaiya Institute of Management
Studies & Research Mudra Institute of Communications Amity Business School

Training in Banking and Insurance Sector
Favorable economic climate and number of other factors such as, growing
urbanization, increasing consumerism, rise in the standard of living, increase in financial
services for people living in rural areas, etc has increased the demand for wide range of
financial products that has led to mutually beneficial growth to the banking sector and
economic growth process. This was coincided by technology development in the banking
operations.

Today most of the Indian cities have networked banking facility as well as Internet
banking facility. Some of the major players in the banking sector are State Bank of India,
HDFC Bank, Citibank, ICICI Bank, Punjab National Bank, etc.

In the Insurance sector also, rapid expansion has created about 5 lakh job
opportunities approximately in the past five years. These openings are mainly in the field of
insurance advisors or marketing agents. The eligibility criteria for these jobs is graduation
with some experience in marketing or become insurance agents after completing school but
this needs some relevant training.

Earlier there were no training programs as such for insurance agents but on-the-job
training only that was given once the new agent was appointed. But now the scenario has
been changed, with the coming up of big players like ICICI Life Insurance, ICICI Lombard,
HDFC Life Insurance, Tata AIG General Insurance, etc in this sector, people who've had
some formal training are preferred while recruitment because it can be helpful in the
insurance field.
57
However, only the insurance degree in this field does not guarantee success. To be
successful an agent must have strong interpersonal, networking, and communication skills.

Number of opportunities in Banking and Insurance sector has increased than ever
before. With this rapid expansion and coming up of major players like ICICI, HDFC, UTI,
Bajaj Allianz, etc in the sector, the need of human resource development has increased.

Training and Development in Automobile Sector

The Indian automobile sector is growing at a rate of about 16% per annum and is now
going to be a second fastest growing automobile market in the world. The sector is going
through a phase of rapid change and high growth. With the coming up of new projects, the
industry is undergoing technological change. The major players such as, Honda, Toyota,
Bajaj, Maruti are now focusing on mass customization, mass production, etc. and are
expanding their plants.

According to National Development and Reform Commission (NDRC), Indias auto
making capacity is expected to become 15 million units by the end of the year 2007
exceeding the yearly demand of about 7 million units.

This rapid expansion is because of growing urbanization, rise in the standard of living
of consumers, easy availability of finance, liberalization, privatization, and globalization of
Indian Industry. This rapid expansion has created lots of job opportunities. Interested one in
this sector has to specialize in automobile/mechanical engineering. Currently, Automobile in
India is retaining around 10 million employees and is expected to employ more people in
near future. Unorganized sector in employing 67% people while, organized sector is
employing only 33% people, which is a major drawback for automobile sector.

58
With this rapid expansion and coming up of major players in the sector, the focus is
more on the skilled employees and the need of human resource development has increased.
The companies are looking for skilled and hard working people who can give their best to the
organization. Various companies are opening training institutes to train interested ones in this
sector, like Toyota has recently opened Toyota Technical Training Institute (TTTI) near
Bangalore that will offer 4 courses in automobile assembly, mechatronics (a combination of
mechanical and industrial electronics), automobile weld and automobile paint. TTTI will
provide both a high standard of education and training in automotive technology as well as
employment opportunities.

Training and Development in Telecom Sector

Telecom is one of the fastest growing sectors in India with a growth of 21% and
revenue of Rs 86,720 crore in the year 2006. The sector is expected to grow over 150% by
2012. With increase in competition between the major players like BSNL, MTNL, Hutchison
Essar, BPL, Idea, Bharti Tele services, Tata, etc, the requirement for mobile analysts,
software engineers, and hardware engineers for mobile handsets has increased. However,
holding an engineering degree is not enough to survive in the Telecom Sector. There is
constant need of updating of knowledge, skills, and attitudes.
With this rapid growth in Telecom Sector, the need for trained professionals in bound to rise
and so is the training need. The total training market in Telecom Sector is estimated to be Rs
400 crore.

Many top players are spending a huge amount on training and development, for
example BSNL alone spends more than 100 crore on training and development of its
employees through the Advanced Level Telecommunications Training Centre (ALTTC) and
43 other regional training institutes. Reliance has also established Dhirubhai Ambani Institute
of Information and Communication Technology. In addition to that, Bharti has also tied-up
with IIT Delhi for the Bharti School of Telecommunication Technology and Management.

59
With the increase in competition, availability of huge amount of information through
internet, magazines, newspapers, TV, etc, and increased awareness among customers, the
demand to impart proper training in non-technological areas like customer care and
marketing has increased too.

Rapid technological changes, network security threat, mobile application
development, growing IP deployment in the sector have brought back the training and
development in the priority catalog.

Training and Development in KPO Sector

KPO is Knowledge Processing Outsourcing, not to be confused with BPO, which is
Business Processing Outsourcing. KPO is about providing knowledge based services in the
areas like market research, business research, financial research, legal services, etc., while
BPO is about providing customer care services, technical support, tele-sales etc. KPO market
is expected to grow from US $ 1.3 billion in the year 2003 to US $ 17 billion in the year
2010. KPO sector is expected to grow at a compounded annual growth rate (CAGR) of
49.5% till 2010. According to the National Association of Software and Services Companies
(NASSCOM), But according to Rocsearch, a UK based research firm, KPO sector will be
able to reach 100,000 employees only instead of 250,000 employees. Therefore, to fill the
demand and supply gap training has now become an important tool like every other technical
industry.

With the expected increase in number of employees, training has become the core of
KPO industry as well. No matter how much qualified the person is he needs to be trained on
processes. As the name itself implies, knowledge, this sector requires high level of
functional know-how as well as domain know-how. There is a constant need of well-planned
training programs as the work profile requires understanding of market research objectives
and methodologies. This sector requires behavioral training as well as training to handle
stress because of odd working hours.
60
If a person is committed to deliver quality, and is willing to learn with positive
attitude then definitely KPO is the right place to work for him.

Training and Development in Pharmaceutical Sector

India Pharmaceutical market is valued at about US $8 billion and is expected to reach
to US $12 billion by 2010. Indian pharmaceutical market is 2% of worlds pharmaceutical
market. In the last two years, 3900 new generic products have been launched because of
which its market value has been increased to about US $355 million.

Growth in Pharmaceutical Sector

This rapid growth has also increased the training need of the sector.
Training Areas Brand Protection Contamination Control Drug Verification Supply Chain
Visibility Recall Management Shrinkage Reductions Preferred Training Methods
Some of the preferred training methods are:
Web based training Class room training Workshops On-the-job training

OVERVIEW

Hospitality sector is growing at a very fast rate in India. The sector is growing at a
rate of approximately 8%. This sector can be classified into hotel industry, travel and tourism,
restaurants, pubs, clubs and bars, contract catering, and aviation. Other than that,
opportunities also exist in universities, sporting venues, exhibition centers and smaller events
management companies.

The major challenge of this sector is shortage of skilled employees along with the
challenge of attrition rate. Skilled chefs and managers are in great demand. Managers require
61
huge range of competencies such as, people management, viable skills, business insights,
analytic skills, succession planning, and resource development in order to get success in this
sector. In addition to that, employees are not enough trained on Business Etiquettes,
Courtesy, and Business Communication. Hospitality is all about handling people. So an
employee must have right attitude, tolerance, and listening skills in order to move up the
hierarchy. There is still a long way to go to inculcate good public relation, interpersonal
skills.

With the increase in competition due to the coming up of major players like Four Seasons,
Shangri-La, Aman Resorts, etc the need to train employees has increased more than ever
before. The major players are now strategizing to increase the turnover of the customers by
training their employees on Communication, Dining and Business etiquettes, etc. Some of the
essentials required by this sector are:

Good infrastructure Trained trainer Quality of content Certification of training course
Effective Training evaluation Training and Development Programs are available for the
following areas:
Food Production Food and Beverage Service Front Office Housekeeping

TRAINING IN HOSPITALITY SECTOR

Training Providers TheTrainingMarket.com Training Partners Hospitality Handbooks Air
Hostess Academy (AHA) British Institute of Air Hostess Training Frankfinn Air Hostess
Academy Hi-Fly Aviation Academy Skill Tree India Hi-Fly Aviation Academy Sierra
Training Ltd Finesse Savvy Icon Consultancy & Education Ltd Hospitality Training Topics
Food, Restaurants, Hotels and Hospitality Restaurant management Culinary skills Food
preparation and safety Leadership and Chain Management Hotel and Restaurant Health and
Safety Training Courses and Programs Certificate in Catering Operations
Certificate in Tourism Skills Certificate in Hospitality Certificate in Fast Food & Snack Bar
Management Certificate in Healthy Eating & Food Hygiene Certificate in Guest House
62
Operations
Certificate in Guest House Operations
ServSafe Manager Certification
Bar Service
Catering Services Food Service Kitchen Skill

Some of the educational qualifications required by the trainers are:
Education UG - Any Graduate - Any Specialization
PG - Any PG Course - Any Specialization
PG - MBA/PGDM - HR/marketing/ operations/strategy
Graduate/Diploma - Hotel Management and MBA Diploma in Hotel Management, Catering
Technology & Applied Nutrition
MBA/PGDM - HR/Industrial Relations
Nature of Work :

Providing training to aspirant Cabin Crews & Air Hostesses on Language Training on
Business etiquettes, Courtesy, Business communication Training on personality development
Training on time management Training Courtesy Crew members for restaurant operations
that is for Dine-in, Delivery and product Providing behavioral training Training need analysis
Arranging and implementing training
Making training calendar
Training content development
Training evaluation
Training evaluation Preparing training budgeting
63
Develop and deliver training to internal and external technical support teams Implement new
and existing training projects and initiatives
Consistently review and improve training quality and effectiveness To implement and
monitor the company's 'Training for future' program Customizing training content
Skills and Attributes Required Should have very good oral and written communication skills
Should have had experience in making training and development content Language skills
Right attitude and listening skills

Training and Development in IT/Software Development Industry

The Indian IT sector is growing at a very fast pace and is expected to earn a
revenue of US $87 billion by 2008. In 2006, it has earned revenue of about US $ 40 billion
with a growth rate of 30%. IT sector is expected to generate 2.3 million jobs by 2010,
according to NASSCOM (National Association of Software and Service Companies)

With this rapid expansion of IT sector and coming up of major players and new
technologies like SAP, the need of human resource development has increased.

According to the recent review by Harvard Business Review, there is a direct link
between training investment of the companies and the market capitalization. Those
companies with higher training investment had higher market capitalization. It clearly
indicates that the companies which have successfully implemented training programs have
been able to deliver customer goals with effective results. It shows that good training results
in enhancement of individual performance, which in turn, helps the organization in achieving
its business goals. Training is a tool that can help in gaining competitive advantage in terms
of human resource.

With the growing investment by IT companies in the development of their employees
many companies have now started their own learning centers. As an example, Sun has its
own training department. Accenture has Internet based tool by the name of My Learning
that offers access to its vast learning resources to its employees. Companies are investing in
64
both the technical training, which has always been an essential part in IT industry, as well as
in managerial skills development. Companies now kept aside 3-5% of revenue for training
programs. As an example, some of the major players like Tata Elexi and Accenture are
allocating 7% and 3% respectively of the companys overall revenue.

Areas Covered in Training Programs in IT/Software Development Industry

The specific areas where training is given in IT/Software Development sector
are:
Computer Manufacturing EDP/ E- Commerce Designing Maintenance Service Operating
jobs, Computer operators, Data Entry System Developing /Programming /Software
Engineering Networking Application Programming Research and Development in Peripheral
Integration Product Quality Control and Reliability Testing Enterprise Resource Planning
(ERP) Database Warehousing and Management

Training Courses in Software Development Industry
B. Tech, BCA, BSc. (H) Computer Science, M. Tech, MCA, MSc. (H) Computer Science,
M.E. in Computer Technology & Applications, Post Graduate Diploma in Computer,
Application (P.G.D.C.A), Preferred Training Methods.
Some of the training methods of training are:
Computer Based Training Internet Based Learning Lectures Labs On-the-job (OTJ) Training
Distant Learning E-Books

65
Career Opportunities For Trainers in Software Development Industry
Preferred Educational Qualification
MBA/PGDM/PGDBM in HR / Administration / IR Education UG - B.Tech/B.E.
Computers, BCA, MCA, B Sc. (H) Computer Science/ M Sc Computer Science, Any PG
Course - Any Specialization.
A post graduate in HR from a reputed Institute specializing in Training and Development

Skills and Attributes Required
Skills and attributes required to become a successful trainer are:

Technical very sound
Presentable Good in making relationship with managers
Can handle queries of employees/IT Professionals
Verbal / Written communication skills
Excellent interpersonal skills
Ability to lead and mentor team members
Presentation and networking skills
Should be computer savvy
Excellent coaching and mentoring skills

Nature of Work
Training need Analysis: A Protocol to gather and review the inputs on the performance of
the hires serving the initial months of the employment. To design different Technical training
modules based on the need for the same Advanced Training: Content designing and Session
Scheduling to be done
Work with technical managers to gauge current technical levels and align courses to deliver
set target levels Propose budget and spending plan for technical and soft skill
Ensure ROI for training
66
Identification of training needs of employees by use of the appraisal data
Consolidation and preparation of training calendar
Conduct service excellence and behavioral modules for employees
Continuously conduct and monitor feedback after the program
Prepares weekly/monthly and annual training reports
Tracks the mandatory training requirements for the entire division and informs the
participants on the compliance
Takes care of trainees needs during the training
Designing and developing instructional material for training courses that support
company's goals
Manage team member/s by assigning tasks and set goals based on work load

Training and Development in BPO Industry

BPO is Business Process Outsourcing. It is an agreement between two parties for specific
business task. The BPO industry is growing at an annual growth rate of 14% and is expected
to cross $310 billion by 2008. Job seekers prefer BPOs over other sectors because it is
providing high paying jobs to graduates/undergraduates. To deliver desired services to
customer, who is 10,000 miles away, it is important to have good amount of business
knowledge and required expertise.
The various reasons behind the increasing training need in the BPO industry are:
1. BPO industry is expected to generate 1.1 million jobs by 2008, and 6 million jobs by
2015, which is why training need has increased more than ever before.

2. High attrition rate in this sector reason being unsatisfied employee, monotonous work,
neglected talent, inadequate know-how, etc
3. Coming up of high profile BPOs Training has become a major tool to retain
employees. People working in BPO sector face the problem of night shift, job stress
that results in de motivation. Well designed training program with clear career path
increases the job satisfaction among the young professionals and help them in
becoming efficient and effective at the work place. Therefore, organizations have to
handle such challenges of meeting training needs, although, the sector is taking a lot
67
of initiatives in conducting training for new joinees. Companies are now aligning
business goals with training costs. But what more important is, is the development of
the skills of middle management. Various BPOs have an elaborate training
infrastructure that includes Computer-Based Training rooms, and specially trained
and qualified in-house trainers.
The companies are now busy designing training programs for their employees. These
companies try identifying the strengths and weaknesses and are emphasizing more on
their personalities, problem-solving skills, and leadership skills.
With constant change in processes, technologies, techniques, methods, etc, there is a
constant need of updation, training and development the BPO employees to
consistently deliver customer goals.

Role of Organization in Training and Development

Demand for Training also increases when there is change in the nature of job, change
in taste of consumer, change in methods of product development, etc. The organization goes
through the following steps for the transfer of training to the field.

But the problem arises when the organization outsource the training process. In this situation
the organization assumes that the trainer must be aware of the type of training need s of the
participants and their organization and their content will meet those needs. This leads to
failure of the program, which results in collusion. Therefore, it's a foremost duty of the
organization to make the trainer and their organization aware of their culture, climate,
responsibilities of organization, etc.

68
Trainee Role Of Trainee in Transfer of Training

The trainee is a major stakeholder in a training program. The whole training program
is developed for the trainees only. Each candidate plays an important role in the transfer of
training because one participant's attitude regarding the training influence the other
participants and also each participant can assist by advancing the learning process to realize
the training objectives.

Participant's willingness to invest in the program is directly proportional to the
benefits of the learning that the trainee could expect. Each participant forms their own
perception towards training. Some perceptions remain the same during the program, while
some faded depending upon the assessment of a program by the participant.

Some personal factors that affect the trainee's learning are:

Family Situation
Personal Problems
Relation between the training program and personal objective
Level of self esteem
Benefits expected from training
Comfort level with the trainer
Learning style of trainee
KSA of trainee
Previous training experiences
Desire for professional growth and development
Some environmental factors that affect the trainee's learning are:
Relationship with colleagues and subordinates
Training team
Trainer team
Training objective
Content of training
69
Training design i.e. methods, techniques, and strategies
Environment in the program
Composition of training group
Infrastructure i.e. eating facilities, tea/coffee breaks
No matter how good the training program is, in the end it is the participant only who decides
whether to change his behavior or not. Trainees do not change their behavior merely because
someone tells them to do. They change when they feel there is a need of it. They do it with
their own learning style. The trainer and the organization can only try to remove the mental
blocks of the trainee, rest depends on trainee itself.

Trainer- Role of Trainer
The effective transfer of training depends a lot on the trainer because it is the trainer
only who can remove the mental block of trainee, motivate the trainee to learn, delete the
negative perception of the trainee regarding the training. Besides all that, a lot depends on
personality of trainer also.

The major competencies that are required to be present in a trainer are:
Presentation Skills
Business Skills i.e. budgeting, time management, negotiation, etc.
Content Development i.e. material production, graphics, layouts, etc
Self development i.e. interpersonal skills, good listening skills, flexible, accepting the share
of accountability, etc

70
Trainers Skills
The skills that need to be present in a trainer are:
Training Design
Evaluating the training program
Training need analysis
Worksheet design
Exercises design
Role of Trainer
FACILITATION OF TRAINING
Expected Performance is directly proportional to the multiplication of motivation,
required KSAs, and expectations towards training i.e.

Motivation If the trainee is not motivated to learn, no learning is likely to occur no
matter how good the training methods are, or how talented the trainees are. Therefore, it is
important to intervene before training and provide them the information about the learning
outcome that they can expect and how the learning outcome will help in achieving the
objectives. This increases the motivation to learn and to be successful in training.

Positive expectations matter a lot in a training program. If the trainee perceives the
training as waste of time, and waste of resources, no learning is likely to occur. No learning is
possible with negative perception. On the other hand, if the trainee believes and expects that
the training would help him to improve upon his professional skills and would further help
him in achieving his personal goals, the probability of training to meet the objective
increases.

Knowledge, Skills, and Attitudes (KSAs) It is important that the selected trainees
should have the right KSAs for the training because even if the methods and contents of the
training is good but the candidates do not have the right KSAs, the training program will fail.
Also the training methods would not be effective if the candidates are lacking the desired
skills. Therefore, proper selection technique is must that would ensure that hired have the
requisite KSAs to be successful in training.
71
Facilitation of Training Through Organization Intervention

Failure of training is not always because of lack of KSAs but sometimes it is because
of the organizational forces also. These forces also hold back the transfer of training, and
learning. Therefore, it is important to keep in check those forces. For the successful transfer
of training, it is necessary to have supervisor support, trainer support, peer support, reward
system, climate and culture.

PEERS SUPPORT -
Peer support can also help in transfer of training, for example, if the trainee is the
only one who is receiving training in the department then probably the experienced peers
might put pressure on trainee to forget the training and work. This situation also hampers in
transfer of training. However, this situation can be avoided by involving the entire
department in training,

SUPERVISOR SUPPORT
can affect their employees learning in number of ways, for example, if the trainee is
motivated to learn and receives full support from their supervisor, then this support in turn
encourages the employee to learn as much as possible. Also, supervisor can also reduce the
negative factors of training, such as, the work that piles up during training that makes the
employee uncomfortable and employees negative perception about the training program,
also by encouraging the learning culture in the organization.

TRAINER SUPPORT
can also have a positive impact on the transfer of training. Gone are the days, when
the trainers role used to get over once the training program is done. Trainers role is now
extended to the work place also. Besides training, trainers role is to keep a check on how
trainees are performing and help them and discuss with them if they encounter any problem
in the workplace.

72
CLIMATE
Apart from supervisor support, peers support, trainer support, Climate factor also
comprises of company polices, attitude of upper management towards employee, towards
training. If these factors are positive then the climate will also support the transfer of training.
It is the organizations foremost duty to make the employees realize through these factors that
adequate amount of time and resources are spent on them for their professional and personal
development.

CULTURE
also have the impact over the transfer of training. If the culture of the organization
provides enough opportunities to its employees to implement what they have learnt in the
workplace and provide them variety of others factors such as, social support, challenging
jobs, etc then the likelihood of the transfer of training increases.

REWARD SYSTEMS
If the learning outcome that helps in achieving the objectives is linked to reward
system then the probability of the success of training would increase.

Role of Organization in Training and Development
An organization has a very close relationship with the trainee and the trainer because
it is the first contact for both.

The demand for the training in the organization increases when the organization wants:
To hire new people training as a means of training new recruits
To Expand When the company wants to increase its headcount
To increase certain number of staff (in position) by a certain date
To enhance the performance of employees Organization's name to be a part of
training unit
73
Demand for Training also increases when there is change in the nature of job, change in taste
of consumer, change in methods of product development, etc. The organization goes through
the following steps for the transfer of training to the field.

But the problem arises when the organization outsource the training process. In this situation
the organization assumes that the trainer must be aware of the type of training need s of the
participants and their organization and their content will meet those needs. This leads to
failure of the program, which results in collusion. Therefore, it's a foremost duty of the
organization to make the trainer and their organization aware of their culture, climate,
responsibilities of organization, etc.

TARGET AUDIENCE
With a huge number of organizations recognizing the worth of giving training across
the complete value chain, respondents were asked to point out who the receivers were of the
outsourced training. Ninety three percent of review participants revealed that their
organizational employees were the audience of outsourced training program. Nineteen
percent of the review participants said it was their clients or regular consumers. Sixteen
percent mentioned that they provided outsourced training to their associates, partners or
allies, and 5 % said they avail training programs for their suppliers.

The majority of review participants revealed that they provide outsourced training to
internal employees, there appears to a strong number also using training outsourcing to reach
partners, associates, or allies and customers, or clients. According to IDC, this represents a
considerable break for both buyers and sellers of outsourcing function.

Internal Employees 93%
Customers 19%
Partners 16%
Suppliers 5%
74
CASE STUDY-1

Training and Development at Godrej
"Many Indian companies have increased their emphasis on training tremendously. I think it is
absolutely essential to spend a lot of money on training and continuous improvement. In our
group every employee has to undergo at least five days of training a year."

ADI GODREJ, CHAIRMAN GODREJ GROUP.
Introduction In January 2002, Godrej Industries Ltd. (GIL) bought a 26% stake in
"Personalitree Academy Ltd." Personalitree provided interactive soft skills training
programmes online to corporates. Personalitree's training modules have since been a part of
Godrej's training and development initiatives.

It all started in 1996 with the break-up of the joint venture between Godrej Soaps Ltd
(GSL) and Proctor and Gamble (P&G). Post break-up, GSL was bereft of a distribution
system and had to start from scratch. As part of the rebuilding exercise, GSL recruited about
250 new employees who had to be aligned with its corporate culture. In 1997, GSL
conducted a Total Quality Management (TQM) workshop for all its 5000 employees to help
them connect to their job.

Parivartan2 was launched in September 2000 in GSL to train new as well as existing
employees on various aspects of the business and to motivate them. In 2001, new initiatives
like Young Entrepreneurs Board (YEB), Red and Blue Teams, Mentoring and Reverse
Mentoring were introduced in the Godrej Group, (Godrej) to encourage the involvement of
youth in strategic decision-making.
In early 2002, a need was felt among the top brass of Godrej to instil a performance-
driven culture in the company. In addition to upgrading the talents of existing employees,
Godrej had to train new recruits.
75
Thus, Godrej developed a comprehensive and innovative training programme for
management trainees and named it Godrej Accelerated Learning Leadership and Orientation
Programme (GALLOP).

Later, in September 2002, GIL introduced Spark, a training programme for managers
to help them become effective coaches. Towards the end of 2002, E-gyan was introduced in
GIL to increase the learning potential of employees.

In January 2003, a special HR programme on honing the interpersonal and negotiation
skills of officer- level employees was launched in GIL. Further, in October 2003, an English
language training programme was held for floor workers of Godrej and Boyce Manufacturing
Company Ltd (GBML), so that they could follow all instructions issued in that language
independently.

Background Note
The Godrej story started in 1897, when Ardeshir Burjorji Godrej (Ardeshir) gave up
his legal practice and started manufacturing locks in a small shed at Lalbaug near Mumbai.
Thus was GBML born. His brother, Phirozshah Godrej (Phirozshah), carried on the
pioneering work and in 1905 GBML built its first safe, thus entering the security equipment
business.

GBML expanded its range of products by manufacturing office equipment,
typewriters, tool-room equipment, etc. In the early 1920s, GBML started making soaps from
vegetable oils and incorporated GSL in 1928.

In 1958, GBML started manufacturing refrigerators, its first home appliance product.
GSL ventured into animal feed in 1971 to help dairy and poultry farmers rear healthier
livestock. Godrej Pacific commenced operations in 1982 as the Electronic Business
Equipment (EBE) Division of GBML.
In 1985, GBML ventured into Computer Aided Designing services as part of its EBE
division. In 1990, Godrej Properties & Investments Limited (GPIL) was incorporated to
76
provide meticulously planned townships. In 1991, the Godrej group entered the processed
food and edible oil segment by incorporating Godrej Foods Ltd (GFL).

The animal feed division was spun off into a distinctly focused animal- feed and
agricultural input company in 1991-92 and was named Godrej Agrovet Limited (GAVL). In
1993, GBML entered into a joint venture with General Electric (GE), US and Godrej-GE
Appliances was formed.

It went on to manufacture washing machines and air conditioners. GE exited from the
joint venture in 2001 and the appliances business became a division of GBML. In 1993,
Godrej entered into a manufacturing and marketing alliance with Proctor & Gamble (P&G).
A new company P&G-Godrej Ltd, with each company holding 50%, was incorporated.

The entire distribution network of Godrej was transferred to this company and the
joint venture was entrusted with the task of marketing both Godrej and P&G's toilet soap and
detergents brands.

The EBE division was spun off into Geometric Software Solutions Ltd in 1994 to
offer complete solutions to customers. In 1994, Godrej ventured into the insecticide market
through GSL, which bought 75% stake in Transelektra Domestic Products Pvt Ltd (TDPL),
the manufacturer of the "Good Knight" brand.

In 1995, Godrej entered into a joint venture with the US multinational, Sara Lee and
the new concern was called Godrej-Sara Lee. The venture was the world's largest
manufacturer of mosquito repellents. In August 1996, P&G-Godrej Ltd, terminated the
arrangement and Godrej re-took charge of marketing its soap & detergent brands but without
a distribution network of its own.

In 1999, GSL sold 22.5 per cent of its shareholding in Godrej-Sara Lee to the group
holding company GBML for Rs 994.7 million. Godrej Infotech Ltd was incorporated in 1999
77
to offer software solutions. In March 2001, GSL got de-merged and its consumer products
division came to be known as Godrej Consumer Products Ltd (GCPL)...

EXCERPTS
Total Quality Management (TQM) Workshops Godrej started total quality
management (TQM) workshops in 1995, to inculcate a `positive work culture' in the
company. In 1997, all the 5,000 employees of GSL were put through a three-day workshop as
part of the "visioning" session of TQM...

'Parivartan'
In 2000, 'Parivartan' was launched in GSL with the objective of motivating employees
as well as imparting knowledge about the sales functions of GSL. A team of 18 senior
executives from all divisions spanning sales, logistics and HR were called on to provide
necessary inputs...

Economic Value Added (EVA) Training
In 2001, Godrej introduced Economic Value Added (EVA) in all its group companies.
An extensive training program was undertaken for various managerial and officer levels.
Over 500 employees were trained to manage EVA by making appropriate decisions involving
investments and/or trade-offs between the income statement and the balance sheet. This
training programme was conducted by Stern Stewart, New York based management
consultancy who had pioneered the concept of EVA...

GALLOP
GALLOP was instituted in early 2002 as a structured and organised induction-training
programme at Godrej. GALLOP aimed at nurturing the new recruits into leaders and dynamic
performers through this one-year programme. The programme started with an induction
speech by the chairman, followed by the speeches by the CEOs of all the group companies.
The trainees were rotated in four departments other than their primary department including a
compulsory sales stint. This mandatory rotation in sales enabled the trainees to get a hands-on
experience in understanding the market...
78
SPARK
The objective of the Spark programme, initiated by GIL in September 2002, was to
"train the trainers". The training programme was aimed at equipping the managers to become
successful coaches. GIL, in association with a Delhi-based HR consultant, conducted a host
of workshops to enable the managers assume the role of a coach...

E-GYAN

E-Gyan was the e-learning initiative of GIL launched in the second half of 2002. It
was an attempt to move away from traditional training methods of workshops and help
sharpen the intellect of the employees by self- learning initiatives. Initially, Satyam Education
Services Ltd was the content provider and rendered the entire gamut of learning resources
through its e-learning portal -learnatsatyam.com. Internal communication measures like
'enrolment on a first-come-first-serve basis' and 'be the first e-gyanee' were circulated...

CASE STUDY 2

Employee Training and Development at Motorola Few companies take their
commitment to employability of people more seriously than Motorola."1 Sumantra Ghoshal,
Christopher a Bartlett & Peter Moran2 in Sloan Management Review.

"Training and a strong learning ethic are embedded parts of Motorola's culture...The
corporation learned some time ago that dollars spent on training programs not only
empowered their employees but provided the necessary skills for the company's marketplace
dominance."3 James Borton, Columnist, Asia Times.

Top Training Company in the World For nearly eight decades, the US based Motorola
Inc. (Motorola) has been recognized as one of the best providers of training to its employees
79
in the world. Motorola began training its employees' right in 1928, the year of its inception,
on the factory floor as purely technical product training.
Training, at that time, just meant teaching new recruits how to handle the
manufacturing equipment to perform various predetermined tasks assigned to them. But by
the 1980s, Motorola had emerged as a model organization in the corporate world for
employee education, training and development.

The innovative training programs of Motorola turned training into a continuous
learning process. In the 1980s, the training initiatives of the company culminated in the
setting up of the Motorola Education and Training Center, an exclusive institute to look after
the training and development requirements of Motorola's employees.

The institute was later elevated to the status of a university - Motorola University - in
1989. These training experiments became such a resounding success that employee
productivity improved year after year and quality-wise Motorola's products became
synonymous with perfection.

Leading companies all over the world visited Motorola's headquarters to study the
high-performance work practices of the company. They discovered that Motorola's success
was built on the strong foundations of corporate-wide learning practices and that Motorola
University was the cornerstone of corporate learning.

In recognition of its excellent training and development practices, the American
Society for Training and Development (ASTD)4 named Motorola the 'Top Training
Company' and conferred on Robert Galvin (Galvin), the former CEO of the company, its
'Champion of Workplace Learning and Performance Award' for the year 1999. Speaking on
Motorola's training initiatives and Galvin's contribution, Tina Sung, President and CEO of
ASTD, said, "Galvin is a true champion of employees being an integral part of the
organizational success. He set the corporate standard for investing in education and has
demonstrated that training and development pay off in productivity, performance and
quality."5
80
Background Note Motorola was founded in 1928 when the Galvin brothers, Paul and
Joseph, set up the Galvin Manufacturing Corporation, in Chicago, Illinois, USA. Its first
product was a "battery eliminator," which allowed the consumers to operate radios directly
using household current instead of batteries.
In the 1930s, the company successfully commercialized car radios under the brand
name "Motorola," a word which suggested sound in motion by combining "motor" with
"Victrola6." In 1936, Motorola entered the new field of radio communications with the
product Police Cruiser, an AM automobile radio that was pre-set to a single frequency to
receive police broadcasts.

In 1940, Daniel Noble (Noble), a pioneer in FM radio communications and
semiconductor technology, joined Motorola as director of research. Soon, the company
established a communication division followed by a subsidiary sales corporation, Motorola
Communications and Electronics in 1941.

The Motorola trademark was so widely recognized that the company's name was
changed from Galvin Manufacturing Corporation to Motorola Inc. in 1947.

Motorola entered the television market in 1947. In 1949, Noble launched a research &
development facility in Arizona to explore the potential of the newly invented transistor. In
1956, Motorola became a commercial producer and supplier of semiconductors for sale to
other manufacturers.

The company began manufacturing integrated circuits and microprocessors in a bid to
find customers outside the auto industry. In 1958, Motorola opened an office in Tokyo, to
promote customer and supplier relations with Japanese companies...

81
EXCERPTS
TRAINING AND DEVELOPMENT INITIATIVES THE INITIAL EFFORTS

Motorola had started training its employees' way back in the 1920s, and the
importance of training continued to grow. Till the early 1980s, Motorola had its own standard
employee development activities in which training was the key element
During those days, when people were recruited for manufacturing, the company
looked for three essential qualities in the employees - the communication and computational
skills of a seventh grader; basic problem solving abilities both in an individual capacity and
as a team player; and willingness to accept work hours as the time it took to achieve quality
output rather than regular clock hours.

The quality of the output was the primary consideration for Motorola, and employees
were expected to make full efforts to achieve quality. Most of the employees learned their job
through observing the seniors at work and learning through the trial and error method. The
training lessons imparted to them involved techniques to improve their communication skills
and sharpen their calculation skills...

THE MOTOROLA UNIVERSITY
After conducting various training experiments that spanned a few decades, Motorola
came to understand that training involved more than designing and implementing one
particular program for a set of employees. To keep improving performance, training should
be a continuous learning process involving each and every person in the organization.
Normally, training was an ad hoc measure, whereas education gave the recipient a vision.
Education was viewed as an investment rather than a cost. Therefore, Motorola decide to
elevate MTEC to the status of a university in 1989...

82
FOCUS ON E-LEARNING
Motorola University created a new internal institute named College of Learning
Technologies (CLT) to develop educational delivery systems through satellite, Internet and
virtual classrooms.

This department was responsible for providing innovative learning via virtual
classrooms, online experiences, use of CD-ROMS and through multimedia such as video and
satellite conferences. The university placed a large selection of courses and training materials
on its intranet , available around the world at any time to its employees...

EXHIBITS

Exhibit I: Highlights of the Five-Part Curriculum
Exhibit II: List of Courses Offered by Motorola University
Exhibit III: Executive Education Profile of Motorola in the 1990s
Exhibit IV: A Brief Note on Kirkpatrick Evaluation Levels
Exhibit V: Motorola's Individual Dignity Entitlement Program
Exhibit VI: Highlights of Motorola's Self-Directed Learning Program

83
Data Analysis
Training Questionnaire is as follows:

Q1. Since how many years you are working in the company?
a. 0-5 Years
b. 5-10 Years
c. 10-15 Years
d. More than 15

Q2. Do you like to attend the training program ?
a. Yes
b. No

Q3 Do you feel training is necessary for any employee for developing his skills?
a. Yes
b. No

Q4. Training is organized ?
a. Quarterly
b. Half Yearly
c. Annually
d. Every 2 Years

Q5. Since how many years training is being provided?
a. 0-5
b. 5-10
c. 10-15

Q6. Which technique is most suitable for training ?
a. On the Job
b. Off the Job
c. Depends on Need

84
Q7. Which method is most suitable for training ?
a. Step by Step Instruction
b. Coaching / Lecture
c. Conference / Discussions
d. Programmed Instructions.

Q8. Do you experience fruitful changes in working efficiency after being trained?
a. Yes
b. No

Q9. Does training improve performance?
a. Yes
b. No

Q10. The Training is provided for short duration or long duration?
a. Short
b. Long

Q11. On what level the training is provided?
a. Rigorous
b. Smooth

Q12. Does the training enhance organization effectiveness?
a. Yes
b. No

Q13. Do you get innovative ideas during training?
a. Yes
b. No

Q14. Does training builds up team work?
a. Yes
b. No

85
Q15. Do training results in adoption to new working methods?
a. Yes
b. No

Q16. Are you satisfied with the training procedure?
a. Yes
b. No

Q17. Do all the employers in your organization attend whole day training ?
a. Yes
b. No

Q18. How long is the training process?
a. 5 to 10 days
b. 10 to 15 days
c. 15 to 20 days
d. 20 to 25days

Q19. What type of training is given in your organization ?
a. on the job
b. off the job

Q20. Do company provide study material before the training program ?
a. Yes
b. No

86
CONCLUSION

As indicated from the variety of topics discussed, Human Resource Management
covers a wide range of topics. Todays special library manager has a lot of jobs to
accomplish. As a manager, one must be familiar with the laws regarding todays work
environment, and keep up to date on the new laws that develop. They must also be an
effective communicator to able to delegate responsibility, and alleviate conflict. They have to
deal with hiring new employees, and terminating bad ones. Effective Human Resource
Managers strive to make the work environment a healthy one, in every conceivable way.

You have almost reached the end of the module on Human Resource Management
For Health. Clearly, we have not exhausted the topic. Many topics were introduced, but could
have been elaborated in much greater depth. Many topics could have been added, were it not
for the lack of space and time. We had to make choices. We tried to aim for a mix of
understanding the importance of HR Management in the context of developments in the
health sector and of gaining some knowledge and skills that will help you in your day-to-day
practice as a human resource manager. The challenges facing HR managers in the health
sector today are serious and seemingly endless: HIV/AIDS, brain drain, low morale,
transformation fatigue, to name just a few examples. We have not spent much time discussing
these challenges per se. This would probably warrant another full module. However, many of
the topics covered in this module are influenced by or influence these challenges. For
example, motivation plays a crucial role in lifting low morale. So does a good supervisory
system. Thorough staff induction and development can go a long way to reducing role
conflict.

87
SUGGESTIONS

On the basis of survey through questionnaire, I hereby humbly propose my
recommendation to carry out further improvement in existing training and development
activities in Adani Power Plant.Efforts for making training and development formats
user friendly should be kept continued.

88
Bibliography

Gary Desseler, Biju Varkkey , Human Resource Management, Pearson
Tapomay Deb , Human Resource development, Ane Books India
Rolf P. Lynton and Udai Pareek , Training for development , vistar publications
Sahu R . K . ,, Training for development Excel Books
Noe N.R. , employee Training for development, Mc GrawHill 2007
G Pandu Naik Training for development Excel Books
Subbarao ,personnel Human Resource Management, Himalaya

Selected Sites

www.google.com
www.managementparadise.com
www.scribed.com
www.ehow.com
www.mbaknol.com

Final Project EDIT

Transféré par

Informations du document

Description originale:

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Final Project EDIT

Transféré par

Droits d'auteur :

Formats disponibles

TRAINING AND DEVELOPMENT

K.M.I.M. COLLEGE, GOREGAON

Vous aimerez peut-être aussi