RATIONALE OF THE STUDY

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

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

be a distant dream in the absence of Superior Quality Products which otherwise is the function of

well-trained employees. Today resources are scarce and have to be used carefully and trainers of

all kinds are required to justify their position and account for their activities. Training activities,

which are ill directed and inadequately focused, do not serve the purpose of the trainers. The

trainees or the organization hence identification of training needs becomes the top priority of

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

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

people to take extra responsibilities increasing all round competence and preparing people to

take on higher level responsibility in future.

 INRODUCTION

Every organization needs to have experienced and well-trained employees to perform the
activities. Rapid changes in the environment have not only made the jobs more complex but
have also created increased pressures for the organizations to re-adapt the products and services
offered to compete in this fast changing world. Therefore, in a rapidly changing society training
is an activity, which is must for maintaining a viable and knowledgeable work force.

Success of any training programme largely depends upon proper identification of training needs.
Training needs are felt by the managers when they discover/perceive deviation between standard
performance and actual performance of its employees. It is not that only workers need training.
Simultaneously supervisors, managers and executives need to be trained and developed to grow
and acquire maturity of thought and action. Many organizations invest considerable resources in
training and development but never really examine how and where this can most effectively
promote organizational objectives and individual growth. The failure to analyze training needs
within the organization will lead to lesser of benefits and huge investment in the training
programme of the institute. Hence it would be pertinent to analyze training needs first and then
impart training accordingly.

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

Performance = ability x motivation

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

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

that will improve his/her ability to perform on the job. We typically say training can involve the
changing of skills, knowledge, attitudes or social behavior. It may mean changing employees,
how they work, and their attitudes toward their work of their interaction with their co-workers or
supervisors.

TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analyses discussed above, the next
logical steps are to set training objectives in concrete terms and to decide on the training
strategies to be adopted to meet these objectives. The training needs basically highlight the gap
between the existing and desired repertoire of knowledge attitude and skills at individual, group
and organizational level to enable the employees to contribute towards the realization of
organizational objectives at optimum efficiency. The training effort thus will have to aim at
filling in this gap by clearly stating the objectives in quantitative and qualitative terms to be
achieved through training. Such an exercise will also enable the training specialists to evaluate,
monitor and measure the extent to which stated objectives have been met through training
intervention. As the training objectives are related to organizational objectives, the involvement
of the top management will be necessary to ensure that the two sets of objectives are integrated.

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

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

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

III. Relationship with other positions vertically and horizontally and technological imperatives.

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

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

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

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

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

I. Identification of the behavior where change is required.

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

III. Existing behavior defined in terms of ratio, frequency, quality of interaction and supervision,
routines and repetitiveness, innovations, omissions, error, etc.

IV. Desired behavior aimed at improving the existing condition stated preferably in quantitative
such as ratio, frequency of occurrence, reporting by exceptions, self-monitoring mechanisms
etc.

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

and effectiveness criteria such as productivity, cost, down time, turnover, time for
innovations and creativity.

VI. Indicators to be used in determining changes from existing to the desired level in terms of
ratio and frequency.

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

Classification of objectives in terms of purposes :

a) Corrective objectives

b) Maintenance/status-quo objectives

c) Problem solving objectives, and

d) Innovative objectives

Classification of objectives in terms of levels of learning:

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

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

c) interpersonal understanding and skill;

d) Values of individuals and groups.

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

In house or external training.

Individual or group training.

Horizontal, vertical or diagonal/mixed group.

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

system requirements, process of supervision and alternative structures.

 SYSTEMATIC APPROACH TO TRAINING

ORGANISATIONAL ANALYSIS

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

TASK ROLE ANALYSIS
Identification of knowledge, skills and attitudes required.

MANPOWER ANALYSIS
Identification /definition of target population and performance analysis.

STATEMENT OF TRAINING NEED
Identification of gap between existing and required level of knowledge skills and attitude.
Isolate problem areas amenable to resolution through training

SETTING TRAINING OBJECTIVES
In terms of behavioral charges
In terms of output/results

DEVELOP MEASURES FOR JOB PROFICIENCY

DEVELOP TRAINING POLICY, PLAN, PROFICIENCY

PLAN AND DESIGN TRAINING AND PROGRAMME
Course construction
Arrange resource

CONDUCT TRAINING PROGRAMMES
 Individual
Group
On-the job

FOLLOW UP AND EVALUATION
Carry out evaluation at various phases against the training objectives set.
Develop follow-up measures for monitoring.

VALIDATE
Against measures of job proficiency

ENSURE FEEDBACK OF RESULTS

REVISE IF NECESSARY
 TYPES OF TRAINING METHODS

The training methods which are generally used in an organization are classified into two i.e.,

a) On the job: The most important type of training is on the job training. The experience of
actually doing something makes a lasting impression and has a reality that other types of
training cannot provide. There are several types of training programmes which make use
of on-the-job training concept which are as follows:

Job Rotation

Internship training

Apprenticeship

b) Off the job: This is a type of training which is imparted to the employees through
education programmes,simulators and training aids etc.The off the job training includes
the following:

Case study method

Incident method

Management Games

Role playing

Seminars

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

effectively utilizing this tool, the organization expects to achieve career objectives.
OBJECTIVES OF THE STUDY

To understand the prevailing trends of training and development at Bharti Cellular (Airtel).

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

programme at Bharti Cellular Ltd (Airtel).

To suggest ways to improve training.

 HYPOTHESIS OF THE PROJECT

It is assumed that regular training on various aspects of present and future jobs definitely
affected the attitude and satisfaction level with more training given more frequently. More often
in the Government organization . The staff through are trained in a particular field but due to
administrative reasons posted in an area different from tht of training .

H0 :- There is no significant difference in attitude of the employee before after the training .

H1 :- The training imparted result in a positive difference in the attitude of the trained employees
.
 RESEARCH METHODOLOGY

TYPE OF RESEARCH Descriptive Research

SAMPLE UNIT Trainees at Dehradun office

SAMPLE SIZE Twenty

TYPE OF QUESTION Close ended & open ended.

TYPE OF QUESTIONNAIRE Structured and non

Disguised

TOOLS USED FOR DATA COLLECTION

Primary data collected through questionnaires and informal interviews.

Secondary data collected through magazines, journals, websites, and other corporate
publications.

PROCEDURE FOR DATA COLLECTION.

Communication, asking questions and receiving a response in person

Visiting the various organizations, libraries, internet and also preparation of the questionnaire
with the help of the project guide.

STATISTICAL TOOLS USED

Pie Charts

Bar diagrams
 SCOPE OF THE PORJECT WORK

The project work will be divided into the following chapters:

Chapter 1

Introduction

Chapter 2

Introduction of the training

Chapter 3

Objective

Chapter 4

Research Methodology

Chapter 5

Hypothesis
 LIMITATIONS

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

in the form of miscomprehension, selective perception etc. creeps in. In this case too,

these were unavoidable, and thus might have added to slight inaccuracy in my results.

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

times.

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

its company policies.

 BIBLIOGRAPHY

Mamoria, C.B and Gankar, S.V (2002) Personnel Management Published by Himalaya
Publishing House.
Virmani, B.R. And Seth Premila (1985) Evaluating Management Training and
Development Published By Vision Book Pvt Ltd
Training and Development - a perspective Harward Business Review 2000
Economic Times, Business World
www.indiainfoline.com
www.bharti.com
www.airtelworld.com