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Research Report

2010

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As a part of the fulfillment of the c programme at ../

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research report done with the c%2 0.

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This research report is based on assessment managerial effectiveness

through training & development system. Mys objectives are to present level

of effectiveness of managerial effectiveness through training & development

that is being awarded to the employees. The other objectives of the research

report is analyse the problems related to the training programme, to give

valuable suggestions to improve the training & development program and to

make it more effective.However, organizations today have realized the

human resources as more valuable than other resources and their proper

management can tremendously help organizations to maximize the

utilizations of other resources.

One step forward in this direction is the proper maintainance of proper

training & development program in an organization. Training program is a

step where management finds out how efeective it has been hiring and

placing an employee. The taining plans serves as a basic employees about

their strengths and weaknesses, for development.improving the productivity,

efficiency and for enhancing managerial effectiveness through training and

development program.

2
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At the very outset I wish to express my gratitude to all those concerned

persons who extended all kind of their help, guidance and suggestions

without whom it could not have been possible for me to complete this

research report,entitled 6c
   


     





7

I would like to thank Dr. Rahat Ali (HOD MBA Department) as without his

support and help this research report would have been possible.

I would further like to thank my internal HR faculty Mis Neha Agrawal as

without her support and valuable help this research report would not have

been what it is.

And finally I would like to thanks God, my parents& friends who inspired a

lot for the completion

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Many companies do the Training Program in India but rarely some do the

evaluation for the same. With the help of the Evaluation one can easily judge

the worth of the training and whether the training is really meeting its

objectives or not. Each & every organization has a number of complex

problems regarding the persuasion of their internal customer to their external

one. The different personality if required in different kind of businesses.

From among a broad spectrum of problems, then, critical problem areas need

to be identified and given priorities.

Training is «a systematic approach to access the conceptualization,

design, implementation, and utility of programs. Training is widely

understood as communication directed at a defined population for the

purpose of developing skills, modifying behavior and increasing

competence. Education is a longer-term process that incorporates the goals of

training and explains why certain Information must be known. Both training

and education induce learning, a process that modifies knowledge and

behavior through teaching and experience.

Evaluation is «a standard practice in training that measure changes

in a behavior that occurs as a result of the training. Evaluations can be used

to measure whether or not specific objectives were attained; the executive¶s

opinions of the experience; the training environment and the trainer¶s

performance.

The evaluation process enables a library to monitor the progress of

the training program and measure whether or not the goals have been

6
achieved. It can consist of evaluations completed by learners at the end of

class and formative evaluations completed by the trainer or training

committee. You should ask questions that are tied to the goals and

competencies set at the beginning of the process and any possible concepts

you want to add for future training. The information you collect can inform

improvements or changes to the training program to meet the evolving needs

of the staff and public and respond to the ever-changing world of technology.















 

7
  
 

During the training program there are faced many problems. This research

report is based on how to increase the efficency of the employees during

the training & development program. Thatswhy this research report implies

that ³how to increase the managerial efficency through training and

development´.














 

8
 
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This research report will help any organization to identify the training and

development need for the top, middle and lower management, which in turn

helps to enhance the productivity of the individual as well as the whole

organization.















 

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½? To understand ³How to increase The Managerial

Effectiveness´ through Training & Development.

½? To find the factors which affect managerial

effectiveness.

½? ’uggestions to improve managerial effectiveness.







10
 
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‡? HYPOTHE’I’

The following hypotheses are formulated for the researchÔ-

‡? 1'" Training & development program are the most suitable plans

for the employee¶s.

TE’T FOR HYPOTHE’I’

A? 1'" Employees are aware about the training & development

program and there is procedure for worker¶s participation and

collective bargaining. If this hypothesis is rejected then the

alternative hypothesis is

A? 1 " Employees are aware about the effective training & development

but they are not satisfied with these plan.









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9&" Management education and increased managerial effectivenessÔ The

case of business managers in Iran

B C" Farhad Analoui, Mirza Hassan Hosseini

D
" Journal of Management Development

 
" This paper addresses the effectiveness of the processes involved in

business administration programmes for managers in Iran. It aims to

understand the foundation of appropriate business administration for

managers and to explore their views and perceptions in relation to the skills

and knowledge required of them. The methodology employed consists of

survey questionnaire and fieldwork involving semi-structured interviews as

the main sources of qualitative and quantitative data. The respondents were

current participants in business administration programs at the Payame Noor

University. The study tested the validity and relevance of the ³integrated

model´ of managerial skills in order to identify the required categories of

skills and knowledge, namely task, people, and self-related skills. The results

showed that a combination of these skills enables the managers to work more

effectively. However, there seems to be a gap between what is offered and

what managers actually need. Also it was discovered that in Iran business

managers tend to place more emphasis on the importance of the task and

self-development categories of knowledge and skills rather than the people-

related ones. These results have numerous implications

15
for the implications for the business schools and other universities who deal

with managers in Iran.

2. " Managerial effectiveness in an NH’ Hospital TrustÔ ’ome

observations based on contrasting organizational perspectives.

B C" ’tephen G. Willcocks

D
" International Journal of Public ’ector Management

 
" The article utilises contrasting heuristical perspectives -

contingency and political theory - to help throw light on aspects of

managerial effectiveness at an NH’ Trust hospital in the UK. This reveals

differences in the way in which managerial effectiveness is configured and

understood. It utilises a qualitative case study approach. Data were collected

by semi-structured interview from different stakeholders, particularly general

managers and clinical managers. It may be relevant to other public sector

organizations in the UK and elsewhere. It concludes that managerial

effectiveness is complex, subjective and more about difference than

objective rationality. It recommends that managers pay more attention to

political awareness, skills and understanding.

3. Blackburn, R., Hankinson, A. (1989), "Training in the smaller

businessÔ investment or expense", x 

 



, Vol. 21.

16
4. Hendry, C., Jones, A., Arthur, M., Pettigrew A. (1991),  


 ’  ’ 

,

Employment Department, London., Research Paper No. 88, .

5. . Walsh, D. (1994), "Human resource developmentÔ an

exploratory study of training and development practices in small

firms located in Ireland", University of Limerick, Ireland.,

unpublished MB’ thesis,

17


01

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18
01#0

Training & Development is an important component of every organization¶s

survival strategy. Technologies are changing is very fast & so is the

information explosion terrific. Under such circumstances individuals as well

as organization survive & progress only if they update their knowledge,

sharpen their skills & keep themselves abreast of the latest development &

changes. The one who refers to change will be left behind & will be lost.

Therefore Training & development is very important.

½? To face the tuff compitions in every field & survive gracefully.

½? To except & adapt to the changes in the field of service & technology.

½? To upgrade & sharpen one¶s skill that are needed to do the job

successfully.

½? To learn the current way of doing things or doing things right way for an

improved job performance & consequently job satisfaction.

c%%

Training is a process of learning a sequence of programmed behavior .It is

application of knowledge. It gives people an awareness of the rule and

procedures to guide them behaviors. It attempts to improve then performance

on the current job or prepare them for intended future job.

19
 %

 According to &#&0- !4E 

 is a process which

enables the trainees to achieve the goals and objectives of their

organizations¶

 According to22#Ô µThe purpose of training is to achieve a change

in behavior of these and to enable them to perform better.

D0.%c#23

1.? To increase productivity.

2.? To improve quality.

3.? To help in company fulfill its future personnel needs.

4.? To increase organization climate.

5.? To improve health & safety.

6.? Personal growth.

In order to achieve these objectives, any programme should to brings

positive changes inÔ

/
- " It helps a trainee to know facts, policies, procedure & rules

pertaining to his job.

F " It helps him to increase his technical & minerals efficiency

necessary to do the job.

 " It moulds his behaviors towards his co-workers & supervisor &

creates a sense of responsibility in the trainee.

20
 %


Every organization should provide training to all employees irrespective of

their squalification, skill, suitability for the job etc. Training is not something

that is done once to new employees; it is used continuously in every well run

established. Further, technological changes, automation, require up-dating

the skill & knowledge. As such an organization has to retain the old

employees.

’pecifically, the need for training raises due to the following reasonsÔ

9&? To match the employee specifications with the job requirements &
organizational needs.

)&? Organizational viability & the transformation process.

*&? Technological Advances.

?&? Organizational Complexity.

;&? Change in the Job Assignment.

21
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A multitude of methods of training are used employees. The most commonly used
methods areÔ

1D%

½? Understudy

½? Multiple Management

½? Job Instruction Training (JIT)

½? Coaching

½? Job Rotation

1D%

½? Transactional Analysis

½? Case ’tudy

½? Management Games

½? Role Playing

½? Managerial Grid

½? Brainstorming

 
 
Dc

On the job methods of development are very popular and used widely by majority

organizations. These methods are popular among trainees also. They are more

effective and not boring as in case of classroom method. These methods are most

suited to technical personnel & scientists. These are low cost methods. The following

is the brief resume of on-the-job methods of executive development.


 !

It is a development technique to prepare a manager for taking over the charge of his

senior after his retirement, promotion or death . This technique provides an equally

competent successor to a senior manager who is currently holding the post.

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Multiple Management is also known as committee management, under this technique

a committee consisting of some managers is formed & given an assignment to study

the company problems & to make advice or give recommendations to the top

management.

D


 

BDC

It consists of a formal systematic programme for conducting training in the

workplace; training is conducted by the supervisor, includes apprenticeship,

practicum & internships. It is the responsibility of supervisors

26
D 


The job Rotation is a very good method of transforming a functional specialist into a
generalist executive. The job Rotation refers to managers from one job to another or

from one department to another or one section to another in a planned manner.

0



Coaching is an activity of guiding a manager by a senior one. A senior one. A senior

manager must play an active role in guiding & teaching skills. Coaching involves

direct personnel instructions & guidance usually with demonstration & continuous

critical evaluation & correction. On the job training is given by superior as he teaches

job knowledge & skill to a subordinate.

 D 



On the job development techniques are insufficient for the total development of
executives of any organization. This gap can be bridged by adopting off the job

development techniques. The important off the job development methods are the

following.





!  

The transactional Analysis (C is an attempt to understand & analysis trainee¶s

personality through the communicative interaction. The interaction between

individual

human being is viewed as transaction. Transactional Analysis is an important

psychiatric technique for the executive development of recent origin used by many

organizations.

0  !

27
Under this technique the cases based on actual business situations are prepared &
given to the trainee managers for discussion & arriving at a proper decision. Managers

are given opportunity to find out the latest problems & suggest alternatives to tackle

theThis technique helps in improving the decision making skills by making analytical

judgment.

c

%  

Under this technique the trainee executives are divided into rival groups assuming the
management of simulated companies. Each rival group has to discuss a given subject

relating to production, marketing, pricing etc & at a decision. The groups react to the

decision of each other. They get immediate feedback on their performance. This

technique helps in building team spirit among executives.

# !


Role Playing is a method of learning that involves human interaction in an imaginary

situation. Role playing is a technique which is used in groups where various

individuals are given the role of different managers who are required to solve a

problem or to arrive at a decision .Role playing helps the trainees to develop better

perspective in performing then job because they may see job from different angles.

c
 % 

It is multiphase programme ranging from three to five years. It improves managerial
skills, intergroup relations & develops leadership style.

Brain ’tormingÔ It is a group creativity technique designed to generate a large

number of ideas for the solution of a problem. Brainstorming is a process for

developing creative

28
solution to problems. It works by focusing on a problem & then deliberately coming

with as many solutions as possible & by pushing the ideas as far possible.

 



It is a group creativity technique designed to generate a large number of ideas for the
solution of a problem . Brainstorming is a process for developing creative solution to

problems . It works by focusing on a problem & then deliberately coming up with as

many solutions as possible & by pushing the ideas as far as possible

29
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The most well-known and used model for measuring the effectiveness of training

programs was developed by Donald Kirkpatrick in 1959. It has since been adapted

and modified by a number of writers however the basic structure has well stood the

test of time. The basic structure of Kirkpatrick has four-levels.

31
 ?
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An evaluation at each level answers whether a fundamental requirement of the

training program was met. It¶s not that conducting an evaluation at one level is more

important that another. All levels of evaluation are important. In fact, the Kirkpatrick

model explains the usefulness of performing training evaluations at each level. Each

level provides a diagnostic checkpoint for problems at the succeeding level. ’o, if

participants did not learn (Level 2), participant reactions gathered at Level 1

(Reaction) will reveal the barriers to learning. Now moving up to the next level, if

participants did not use the skills once back in the workplace (Level 3), perhaps they

did not learn the required skills in the first place (Level 2).

The difficulty and cost of conducting an evaluation increases as you move up the

levels. ’o, you will need to consider carefully what levels of evaluation you will

conduct for which programs. You may decide to conduct Level 1 evaluations

(Reaction) for all programs, Level 2 evaluations (Learning) for ³hard-skills´ programs

only, Level 3 evaluations (Behavior) for strategic programs only and Level 4

evaluations (Results) for programs costing over $50,000. Above all else, before

starting an evaluation, be crystal clear about your purpose in conducting the

evaluation.

29  
L



Just as the word implies, evaluation at this level measures how participants in a

training program react to it. It attempts to answer questions regarding the participants'

perceptions - Did they like it? Was the material relevant to their work? This type of

evaluation is often called a ³smilesheet.´ According to Kirkpatrick, every program

32
should at least be evaluated at this level to provide for the improvement of a training

program. In addition, the participants' reactions have important consequences for

learning (level two). Although a positive reaction does not guarantee learning, a

negative reaction almost certainly reduces its possibility.

2)  
L2 



Assessing at this level moves the evaluation beyond learner satisfaction and attempts

to assess the extent students have advanced in skills, knowledge, or attitude.

Measurement at this level is more difficult and laborious than level one. Methods

range from formal to informal testing to team assessment and self-assessment. If

possible, participants take the test or assessment before the training (pretest) and after

training to determine the amount of learning that has occurred.

2*  
L


This level measures the transfer that has occurred in learners' behavior due to the

training program. Evaluating at this level attempts to answer the question - Are the

newly acquired skills, knowledge, or attitude being used in the everyday environment

of the learner? For many trainers this level represents the truest assessment of a

program's effectiveness. However, measuring at this level is difficult as it is often

impossible to predict when the change in behavior will occur, and thus requires

important decisions in terms of when to evaluate, how often to evaluate, and how to

evaluate.

33
2?  
L  

Frequently thought of as the bottom line, this level measures the success of the

program in terms that managers and executives can understand -increased production,

improved quality, decreased costs, reduced frequency of accidents, increased sales,

and even higher profits or return on investment. From a business and organizational

perspective, this is the overall reason for a training program, yet level four results are

not typically addressed. Determining results in financial terms is difficult to measure,

and is hard to link directly with training.

11.2

 
-! 

      !" 

. To find out where the desired expectations (goal) are and aren¶t being met.

. To make the training environment more supportive of learning.

. To revise and redefine the course to make it more effective.

. To identify and reduce workplace constraints that inhibits transfer.

. To prove that training does not cost.

. To win commitment and support of training by management.

. To give instructors and course developers feed back to help them improve.

. To justify and perhaps enlarges the training budget.

. To influence future decisions like on what kind of course to run.

34
. To manage the training function more professionally.

c  2
:  


* ’end post-training surveys

* Offer ongoing, sequenced training and coaching over a period of time

* Conduct follow-up needs assessment

* Check metrics (e.g., scrap, re-work, errors, etc.) to measure if participants achieved

training objectives

* Interview trainees and their managers, or their customer groups (e.g., patients, other

departmental staff)

 
 


  

   



  



 - ! 

½? . Industrial growth can not take place without manpower. The technological

advancement is taking place at such a rapid speed that is knowledge and skill

required by an individual have to be updated at regular interval. ’o there is

great significance of effectiveness in the today scenario.

½? . Effective training save time by ensuring that skilled and competent staff is no

hand when they are needed rather than untrained staff who will take longer to

do the job and require time to spent on rectification.

½? . Effective training saves money by avoiding the untold number of errors

which can result from the efforts untrained staff.

35
 ½? . Effective training saves effort by showing people the most effective ways to

things and getting it right first time, rather than having them get it wrong six

times first.

½? . ’o effective training has very great practical combination to achieving the

organization goal. Indeed it could tend, should be argued that any planning

process that has not had input from training will necessary be incomplete. In

fact the likelihood of the achievement of the strategy is increase the more the

training function has input.

½? . ’o the importance of training has been expressed in these words ³Training is

a widely accepted problem solving device indeed our national superiority in

man power productivity can be attributed in no small measure to success of

our educational and industrial training program´.

  



There are some role of training which are followed by the organization. ’uch as



 
 


!

Training results about increase in quality & quantity of goods produced resulting in

high productivity . A Well trained employees makes better & economical available

resources. Optimum utilization of resources results in reduced cost on production &

higher profit. 


   

Training provides a platform for maintaining smooth industrial relations . Employees

develop a feeling that organization is taking care & interest in them through training

program.

 
   
 



36
A trained employees knows what job has to do & how to do that job & requires no

guidance & supervision . ’upervision can devote their time to solve more important

problems rather than concentrating on consent & regular work supervision.




 

 

The pace of the technological advancement is another reason why training is

necessary . The technology is changing so fast that , if a company wants to stay in

competition it must develop the technical knowledge of its employees through

continuous training .


K 
0$!

With the emergence of automation & mechanization , manufacturing of multiple

products & by products etc . most of the companies have become complex . The calls

for training in the skills of cooperation , intergration and adaptabilities to the

requirements of growth and expansions .

c
#-

Through proper training employees become eligible for promotion handling more

responsibility . And growing organization wishes to train the existing employees so as

to place them in higher positions in future .

 
 2 



An untrained worker consumers a lot of time to learn the methods , techniques of

doing work . ’killed & trained employees reach the acceptable level of performance .

c#.%0.%

The training programme can be made effective and successful if the following hints

are consideredÔ

37
 ½? ’pecific training objectives should be obtained on the basis of the type of

performance required to achieve to organization goals objectives. An audit to

personal needs compared to operational requirements will help to determine

½? the specific training needs individual employees. This evaluation should

form a well defined set of performance standards toward which each trainee

should be directed.

½? Attempt should be made to determine if trainee has the intelligence, maturity

and motivation to successfully complete the training. If deficiencies are noted

in these respects, the training may be postponed or cancelled till

improvements are visible.

½? The training programme should be planned so that it is related to the trainee

previous experience and background. This background should be used as a

foundation for new development and new behavior.

½? Attempts should be made to create organizational conditions that are

conductive to a good kerning environment. It should be made clear why

should be removed. The support of the upper levels of management should

be obtained before applying training of levels.

½? If necessary a combination of training method should be selected so that

variety is permitted and as many of this senses as possible are utilized.

½? It should be recognized that the entire trainee do not progress at the same

rate. Therefore, flexibility should be allowed in judging the rates of the

progress in the training programme.

9&=



" 

a)? Extent of achievement of the programme.

38
 b)? Relevance of objectives to work.

c)? Usefulness of the training to work.

d)? Achievement of organizational needs.

e)? Extent of learning.

f)? Change in the attitudes towards the job and the

organization after training

)&? # 


 "

a)? Coverage of the subject.

b)? Arrangement of the program content.

c)? Length of the program.

d)? Value of the program content to the current job.

e)? Balance between the theoretical and practical

material.

*&? c  # 
 
"

a)? ’tyle and Delivery

b)? Balance between Lectures and Demonstrations

c)? Group Discussions

d)? Group Exercise

e)? Use of Technique

f)? Way of Conducting the Program




?&


c   "
a)? Use of Audio Visual Aids

39
 b)? Quality of Audio Visual Aids

c)? Number of hand out received during the programme

d)? Quality of handout materials

e)? Relevance of handout materials to the course content

f)? Updating of materials


;& 
 "
a)? ’eating Arrangement

b)? Physical classroom environment (temperature, lighting,

noise, etc.)

c)? Library facilities

d)? ’ecretarial assistance

e)? Refreshment and other services

,& 
  
 "
   a) Clarifying objectives of the training.

b) Clarity in explanations.

c) Knowledge of the subject.

d)Organization and Presentation.

e) Interaction with trainees group.

f) Responsiveness to the trainees.

g) Empathy with trainees group.

h) Creating a learning environment during the program.


+&
  

-F
" 

40
 a) Applying learning to the workplace.


 

 
 

  

c 

Human FactorsÔ-

The TeacherÔ-

The teacher¶s knowledge, managerial and teaching experience, and personality are all

factors of primary importance and are intentionally mentioned at the beginning. To

put it bluntly the teacher has to have a clear and significant message to pass, and his

personality has to be acceptable to the students or trainees so that effective

commercial links can be established quickly and easily. If these conditions are

fulfilled, a unfortunately the method may become an end in itself.

The Participants and the Environment from which they come.

Method of teaching must respectÔ

a)? The intellectual level and education background of the participantsÔ

b)? The participants age and practical experience; and

c)? The social and cultural environment.

’tudies should use instead of long and complex cases; simple programmed books

should be recommended instead of the usual textbooks.

Objectives of Teaching and Training

As a rule, training needs and objectives of educational and training programmers in

management are defined in terms of changes to be effected in knowledge, attitudes

and skills- which should afterwards lead to improved managerial action. Various

training

41
situations will be concerned with various types and levels of knowledge, attitudes and

skills. A preliminary analysis of need will help to identify what objectives a particular

programmed ought to have. Method will then be selected with regard to their ability

to impart new knowledge, influence attitudes and develop practical skills.

Obviously, knowledge, skills and attitudes are inter-related and this must not be

overlooked when setting the objectives of training and choosing teaching methods.

Furthermore they are related to certain specific management functions or subject areas

or, to multi-functional situation and inter-disciplinary problems.

2. ’ubject Area

Various subject areas (finance, personnel, operations research management, etc) have

their own specific features. For example, operations research techniques are based on

the extensive use of mathematics and statistics. It is usually taught through a

combination of lectures (using audio-visual aids) and exercise during which the

technique is practiced. This may be supported by reading assignments. In certain

cases lectures may be replaced or supplemented with programmed books.

However, the main thing from the management point of view is not to know the

technique itself, but to know when and how it can be used. This ability can be

developed through practical projects, simulation exercises, business games, case

studies, etc.

In programmers concentrating on the behavioral aspects of management,

communication, leadership and motivation, training methods may be selected and

42
 combined in way, which give the participants numerous opportunities to analyses

human behavior, and at

the same tome directly influence the attitudes and behavior of the participants

themselves.

However, in management education and training the principal problem is not how to deal

with specific subject areas and functions. It is much more important toÔ

a)? Explain the relationship between various sides and functions of the enterprise and

show the highly complex character of the management process;

b)? Help the participants to avoid a one-sided and oversimplified approach to multi-

dimensional situations;

c)? Promote general management skills, which essentially lie in an inter-disciplinary

approach to management, and to combine and co-ordinate, the various functions of

management.

3. Time and Management Factor

Decisions about the choice of teaching methods are not independent of time, financial

resources and other factors.

Preparation time (which affects the cost of the teaching material as well) varies for the

different teaching methods. As a rule, complex case studies and business games

require long and costly preparation, which includes testing with teachers or

experimental groups, and making necessary revisions. The length of the course

predetermines the kinds of methods, which can be used. The longer the course, the

43
better are the teachers will be able to use business games, complex cases and practical

projects. This is not to imply that

participative methods, which are not time consuming and are liable to quickly pass

the message can be used in these courses.

The time of day is more important than many course designers would imagine. For

example, in the post-lunch period (14.00-16.00) it is more desirable to have enjoyable

and attractive sessions that require active involvement.

The teaching facilities may be a limiting factor in some institutes, or in course given

outsides the institute, e.g. in small towns. Factor such as the number of rooms

available for group discussions or syndicates or the accessibility of audio-visual aids

should be anticipated and the methods altered in advance.

 
  
   
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The motivation to learn is enhanced if the presentation of the material is interesting

emphasizes applicability and shows benefits to be drawn from application. To some

extent this can be obtained through any method, including a good lecture. However,

many participative methods are directly concerned with applying theoretical

knowledge to real life situations. The diverse ways in which they can be combined

and sequenced can add to the enjoyment of learning and minimize participant fatigue.

)&


 

44
The principle of active involvement is perhaps the main ³raison deter´ of participative

teaching methods. As a rule, the deeper the involvement, the higher the motivation,

the more the participants retain and the better they are equipped to apply it. It should

not be overlooked, however, that the method itself, although considered as highly

participative, does not assure that each person will be fully involved. Involvement

also depends on organization of case study preparations, leadership style and other

factors. The participant may also be passive if the considers the material to be of poor

quality or the performance of the teachers to be below his own professional level.

*&
  


On the job training is a method, which can be based on the training, needs of one

individual, with full regard to his present and future job. It has, however, many

limitations and that is why group-training programmers should also involve work

outside the enterprise. The must take into account the fact that individuals have

different capabilities and learn at different paces, have personal styles of study and

application and should be subject to individual control of performance. The overall

course design and methods of teaching have to provide, therefore, not only work in

group and terms, but also the opportunity for individual reading, thinking, exercise,

and application of knowledge.

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’ome methods are better suited than others for introducing new topics and ideas, for

correctly sequencing them or for explaining the structure of a vast and complex area.

That is why in certain situations the teacher cannot do without lectures and reading

assignments.

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45
Different types of feedback are needed and have to be provided in learning.Feedback

on ones competence and behavior (as seen by the other course participants, by the

trainee himself);.feedback on what was actually learned, and on one¶s ability to

effectively apply it direct feedback on the soundness of decisions is an integral part of

business games, whereas in case discussions the only feedback on the individual¶s

analytical abilities is the opinion of other participants and of the discussion leader.

’tring feedback on behavioral patterns is provided by participation in role playing,

business games and sensitivity training (group dynamics). Practical exercises,

consultancy assignment and application projects provide feedback on the practical

usefulness of learning.

,&


This principle requires that education and training help the individual to transfer what

he has or learned to live situations. ’ome teaching methods, like lectures, study of

literature or discussions do not pay much attention to this transfer. On the other hand,

in many simulation and practical application some teachers as the most effective ones

consider projects.

Examining teaching methods from the viewpoint of principles of learning shows the

necessity to property sequence and combines various teaching methods in order to

secure the greatest impact on learning. It also explains why there is a growing interest

in certain methods; those with high motivational feedback and transfer capabilities.

This, of course, does not eliminate other methods, which are needed for different

purposes. Neither should it lead to the other method, which, in fact, may fulfill its role

only in combination with other methods ü
) or serve only very special

purposes (

 !

46
 


Development is a long-term educational process utilizing systematic and organized

procedures by which managerial personnel learn conceptual and theoretical

knowledge for general purpose. It involves philosophical and theoretical educational

concepts and it is designed for managers. It involves broader education and its

purpose is long term development.

Development involves preparing the individual for a future job and growth of the

zzindividual in all respects. Development complements training because human

resources can exert their full potential only when the learning process goes far beyond

simple routine.

=
  


1.? To improve the performance of managers at all levels in their present job.

2.? To sustain good performance of managers throughout their careers.

3.? To ensure availability of required numbers of managers with the needed skills,

so as to meet present and anticipated future needs of the organization.

4.? To prevent obsolescence by exposing them to the latest concepts and

techniques in their respective area of specialization.

5.? To replace elderly executive who have risen from the ranks by highly

competent and academically qualified professionals.

6.? To provide opportunities to executives to fulfill there career aspirations.

 

47
#
  


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First of all present and future needs of organization are ascertained. It is necessary to

determine how many and what type of executives are required to meet the present and

future needs. A critical analysis of organization structure in the light of future plans

will Reveals what the organization needs in term of department, functions and key

executive positions. Then job description and specifications are prepared for all

executive positions.

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A qualitative assessment of the existing executives is made to determine the type of

executive talent available within the organization. The performance of every

executive is compared with the standard expected of him. His personal traits are also

analyzed to estimate his potential for development.

*&

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-

This inventory is prepared to obtain complete information about each executive. Data

on the age, education, experience, health, test result and performance appraisal result

is collected. Analysis of this result will show the strengths as well as deficiencies of

executives in certain functions relative to the future needs of the organization.

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Each one of us has a unique set of physical, intellectual and emotional characteristics.

Therefore, development plan should be trail made for each individual. ’uch tailor-

48
made programs of development should give due attention to the interests and goals of

the subordinates as well as to the training and development opportunities existing in

the organization.sÔ

The human resource department prepares comprehensive and well conceived

programs. The department identifies development needs and may launch specific

courses in fields of leadership, decision-making, human relation, etc. On the basis of

its recommendations,
















49



 "
  

To meet the many demands of performing their functions, managers assume multiple

roles. A role is an organized set of behaviors. Henry Mintzberg has identified ten

roles common to the work of all managers. The ten roles are divided into three

groupsÔ interpersonal, informational, and decisional. The informational roles link all

managerial work together. The interpersonal roles ensure that information is provided.

The decisional roles make significant use of the information. The performance of

managerial roles and the requirements of these roles can be played at different times

by the same manager and to different degrees depending on the level and function of

management. The ten roles are described individually, but they form an integrated

whole.

50
The three interpersonal roles are primarily concerned with interpersonal relationships.

In the figurehead role, the manager represents the organization in all matters of

formality. The top level manager represents the company legally and socially to those

outside of the organization. The supervisor represents the work group to higher

management and higher management to the work group. In the liaison role, the

manger interacts with peers and people outside the organization. The top level

manager uses the liaison role to gain favors and information, while the supervisor

uses it to maintain the routine flow of work. The leader role defines the relationships

between the manger and employees.

The direct relationships with people in the interpersonal roles place the manager in a

unique position to get information. Thus, the three informational roles are primarily

concerned with the information aspects of managerial work. In the monitor role, the

manager receives and collects information. In the role of disseminator, the manager

transmits special information into the organization. The top level manager receives

and transmits more information from people outside the organization than the

supervisor. In the role of spokesperson, the manager disseminates the organization's

information into its environment. Thus, the top level manager is seen as an industry

expert, while the supervisor is seen as a unit or departmental expert.

The unique access to information places the manager at the center of organizational

decision making. There are four decisional roles. In the entrepreneur role, the

manager initiates change. In the disturbance handler role, the manger deals with

threats to the organization. In the resource allocator role, the manager chooses where

the organization will expend its efforts. In the negotiator role, the manager negotiates

on behalf of the organization. The top level manager makes the decisions about the

51
organization as a whole, while the supervisor makes decisions about his or her

particular work unit.

The supervisor performs these managerial roles but with different emphasis than

higher managers. ’upervisory management is more focused and short-term in

outlook. Thus, the figurehead role becomes less significant and the disturbance

handler and negotiator roles increase in importance for the supervisor. ’ince

leadership permeates all activities, the leader role is among the most important of all

roles at all levels of management.

c
  

 

To varying degrees, the aim of organization and management theory has always been

to gain practical knowledge, or to generate normative theories. This is also manifested

in the effectiveness concept, which lies at the heart of many organization theories

(Lewin and Minton, 1987). At the same time the literature shows an uneasiness with

the fact that, when scrutinized more closely, effectiveness keeps proving to be an

elusive concept.

Difficulties pertain to definitions, levels of analysis, criteria for measurement, and

predictors for effectiveness (Goodman, Atkin and ’choorman, 1983; ’henhav, ’hrum

and Alon, 1994). The quest for universal theories of effectiveness seems doomed to

failure in the face of the complexity of organizations.

According to the principal agents theory (e.g. MacDonald, 1984) managers pursue

value-maximizing ends in proportion to the buffers they can secure for themselves

52
against the demands and pressures put on them. Here, managerial effectiveness is

evaluated from an external, economic perspective. Managerial leadership theory

stresses the competing values that are concurrently put forward. This approach (e.g.

Quinn, Faerman, Thompson, and McGrath, 1990) does explicitly acknowledge

different (competing) effectiveness criteria and specifies accompanying effective

managerial roles, but exclusively focusses on shifting managerial emphasis among

these roles. Neither theory generates insights into why or how the concept of

managerial effectiveness changes.

A social constructivist view approaches effectiveness from a different point of view.

It helps to concentrate on the ways in which skillful practitioners make sense of their

organizational situation, and how they come to define the content of effectiveness.

From this perspective, the body of knowledge is to be seen as part of the

institutionalized context in which managers operate . Effectiveness is no longer

considered as a predetermined, externally defined construct, independent of the

subject. Instead it is seen as emerging and developing within a specific social context

through interaction processes (Maas, 1988). In the terms of Weick and Daft (1983),

the content of effectiveness is socially negotiated.

Nevertheless, while on the one hand the outcome of this negotiation is not

predetermined, on the other the negotiation itself is not value- and power-free, and

existing practices will influence the interaction. In the appraisal of managerial

effectiveness a great deal of attention is generally paid to the positive choices of

53
managers, while in reality the individual, societal and institutional webs of relations

they are embedded in influence, constrain, and even define their range of choices

(Neu, 1992). An structurationist framework acknowledges both the socially

constructed nature ofš

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55
Research in common parlance refers to search for knowledge. One can also define

research as a ³’ystematic and scientific search for pertinent information on a specific

topic". In fact research is an art of scientific investigation.

According to John it is best defined as ³the systematic and objective analysis and

recording of controlled observation that may lead to the developments of

generalization principles, resulting prediction and possibly ultimate control of

events.´

Research methodology is a way to systematically solve the research problem. ’o in

this project report I have done the survey on employees of ’PRL to assess the

effectiveness of training provided by their department.

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Our research design is basically Exploratory in nature which helps in developing the

new ideas and insights about the problem under study. These are flexible in nature

that helps in gathering the relevant data to the problem, and hence many different

facets of a problem can be considered.

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56
’cope of the study is to find out how far the existing training developments cater to

the requirement of the employees. The study will be table to throw light on the dark

spots where it needs some sort of improvement in the training developments that have

been implementedThe investigation was taken around the work place and offered an

opportunity to be with men at work .the purpose of the visit was made clear to them

.they were being, convinced and made to understand that the study was only of

academic interest. The necessary records and files were exposed the investigation to

have clear understanding of its policies and to have employees existing training and

development.





















57


    


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This type of data is collected through books, magazines, Internet etc.

Data once collected needed to be organized for further processing. Data

collected by me was carefully gone through and the relevant and useful matter was
assorted and properly organized.


  
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’tatistical method of analysis was adopted for analysis and interpretation of the data

collected during the survey. Each question of the questionnaire is interpreted with the

help of # 0  which clearly demonstrates the level of effectiveness of the

training provided by the department to the employees.

58


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 In this Research Report we have to findÔ

´? Ho ( Null Hypothisis) test implies that the training & development

program is most suitable program for the employees.

´? In the null hypothesis test the employees are aware about the training &

development program and they are interested to join the training &

development program.

  1!   =
 
 
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´? Ha (Alternative hypothesis) in this employees are aware about the

training & development program but they are not satisfied with this

program.

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72
 
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73
As we know, in today¶s global scenario the employees are the most important assets

for any organization. In order to cope up with the changing market conditions,

development of technology, rising expectations of employees & introduction of

nemanagement systems, it is essential to increase emphasis on training &

development. It is very essential for any to create a workforce proficient in their

technical / professional knowledge & core / job specific competencies prepared to take

on future opportunities from the research, it can be identified that the basic objective

of training program for a particular level differs from that of other level. Rank & file

employees need specific job training while management group needs broad based

training. Thus a particular training program would be suitable only to a particular

group of people. Again, within a particular group, an individual may need a particular

training while others may need some other program. Thus the training program would

be determined by the level of an individual in the organization & his own personality

characteristics.

74
 
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75
 9&? There should be a test before conducting any training program related to

selection of trainees. ’o that only needed trainees can get the training.

)&? The quality of the training program should be relevant to the current job of the
trainees so that they can get new ideas & increase their efficiency.

*&? The training program should in the direction of self development &

enhancement of their skill.

?&? It can be suggested that program should be clear & more understandable to the
trainees. ’o that it maintain interest of the trainees.

;&? The duration of the training should not be so longer.












76





2%#13

77
  !

/

1? Mamoria C.B., ³Personnel Management´ 21 st revised and enlarged edition

2001, Himalaya Publishing House.

2? Kothari C.R., ³Research Methodology´, revised edition 2000, Vishwa

Prakashan.

3? Flippo B Edwin, ³Personnel Management´, sixth edition, Hill Book

Company.

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Company¶s catalogues & annual report year 2005.

>

1? www.shrirampistons.co.in

2? www.hr.com