PROJECT REPORT ON

TOWARDS PARTIAL FULFILLMENT OF COURSE

MASTER OF BUSINESS ADMINISTRATION

VARIOUS TOOLS OF TRAINING NEED IDENTIFICATION

Submitted To: Submitted By:
Rooma Bal Shruti Pathak Jr.Executive(T&D) MBA 2010-12 Corporate HR

ACKNOWLEDGEMENT
I take immense pleasure in thanking the management of Sahara India Pariwar for providing me an opportunity to carry out my summer internship project work. I wish to express my deep sense of gratitude to my internal guide Mrs. Rooma maam for her able guidance and useful inputs which helped me in completing the project work in time. I would also like to thank Corporate HR Training & Development team for all their valuable assistance in project work. I express my thanks to the faculty of Northern India Engineering College, for extending his /her support. Finally, yet importantly, I I would like express my heartfelt thanks to my beloved parents for their blessings, my friends for their help & wishes for the successful completion of the project.

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PREFACE

Training Need Identification is one of the most important parts of training & development of an organisation because things learnt in this is completely going to affect the performance, productivity of the employees. It is process of finding knowledge and skill gaps.

In this project report the training objective was to study & explore different tools of Training Need Identification of industry & to explore the feasibility to identify the effective method of Training Need Identification in Sahara India Pariwar & assess the roles of training needs of individual employees to achieve identified objective.

CONTENTS
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1. Corporate Profile...........................................................4-26 2. Corporate HR .............................................................27-31 3. Introduction .................................................................32-37 4. Various Tools For Training Need Identification..........38-41 5. Training Need Analysis...............................................42-43 6. Training Need Identification........................................44-45 7. Methods of Training Need Identification ....................46-54 8. Research Methodology.................................................55-57 9. Analysis .......................................................................58-72 10.Annexure .....................................................................73-75 11.Bibliography......................................................................76 12.Conclusion.........................................................................77

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INTRODUCTION

TRAINING DEFINED
It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviours 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
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It may not be quite the outcome you were aiming for, but it will be an 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 Its not how high you want to rise, but its knowing how to take off Its not where you want to go, but its knowing how to get there

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 professional development.

knowledge, skills, and abilities (KSA) through

ROLE OF TRAINING

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TRAINING VS DEVELOPMENT:

TRAINING is the act of increasing the knowledge and skills of an employee for doing a particular job. It is often has been referred to as teaching specific skills and behavior. It is usually reserved for people who have to be brought up to performing level in specific skills. The skills are almost always behavioral. Training is meant for operatives. It ties to improve a specific skill relating to job.

DEVELOPMENT, in contrast, is considered to be more general than training and more oriented to individual needs in addition to organizational needs and it is most often aimed towards management people. There is more theory involved with such education and hence less concern with specific behavior than is the case with training. Usually the intent of development is to provide knowledge and understanding that will enable people to carry out non-technical organization function more effectively, such as problem solving, decision making and relating to people. This meant for managers. It aims at improving the total personality of an individual.

TRAINING AND DEVELOPMENT DISTINCTIONS

Learning dimensions Who What Training Non-m anagers Technical m echanical operations S pecific- job related inform ation Short-term Development m anagers Theoretical conceptual ideas

Why

General knowledge

When

Long run

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ON THE JOB TRAINING

Job Instruction Training It has four sequential learning steps

Preparation -Prepare the worker effort is to get the employee

interested in learning the job. Emphasis is given on the need for quality, production and safety.

Presentation

The method of doing the job is demonstrated step by step sequentially keeping the safety factor at priori level .

Application -Try out Performances

the employee is allowed to try out the job under careful observation of trainer.

Testing- Follow up
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Employee is allowed to work independently. A person is designated to provide assistance. Job Methods Training It is aimed at encouraging employees participation to assess their own work process and suggest ways . Improve them so as to save manpower, machine and Improving the process of work It recognizes employees participation and contribution in JMT is similar to modern day" Process Improvement program". Job Relation Training It teaches supervisers to deal with workers fairly and effectively. JRT is similar to modern day "Human Relation Training Program". Assignment In this trainees are asked to solve an actual organizational problem. They work together to find out the solution of the problem. It develop team spirit and working together for a common goal. Deputation Employees are deputed to the required places or function so as to their overall competency development. Deputation is given within the regular grade or cadre held by the employee. Officiating The employee is allowed to work in a senior position than what she/he is holding purely on temporary basis. This may be used to promote an employee from junior Level to higher level in case the senior is either is Retiring, being transferred or resigning. Job Rotation It involves movement of employees from one job role to another i.e. employees are rotated among various jobs. It provides an in depth understanding of various managerial tasks and roles which cuts across functions, Product groups regions etc .It allows employee to gain expertise in multiple skills/ functions. Cross trained employee offer great amount of flexibility for organization when transfers, promotions or replacements became inevitable.

Coaching
It involves treating employees as partners achieving both personal and organizational goal. Coaching is informal, unplanned Training and Development activities provided by the supervisors and Peers.
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Counselling
Counselling is aimed at enabling employee to deal effectively with their personal problems. It is a helping process that takes place in an atmosphere of acceptance, respect and trust.

Mentoring
It is a particular form of coaching used by experienced executives to groom junior employee. Mentoring involves subject like sharing job knowledge, Showing better career path or enabling the juniors to cope with personal problem.

OFF-THE JOB TRAINING METHOD

Sensitivity Training Sensitivity training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. Social sensitivity in one word is empathy. It is ability of an individual to sense what others feel and think from their own point of view. Behavioral flexibility is ability to behave suitably in understanding.

Procedure of Sensitivity Training Sensitivity Training Program requires three steps: Unfreezing the old values -It requires that the trainees become aware of the inadequacy of the old values. This can be done when the trainee faces dilemma in which his old values is not able to provide proper guidance. The first step consists of a small procedure: An unstructured group of 10-15 people is formed. Unstructured group without any objective looks to the trainer for its guidance But the trainer refuses to provide guidance and assume leadership Soon, the trainees are motivated to resolve the uncertainty Then, they try to form some hierarchy. Some try assume leadership role which may not be liked by other trainees

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 Then, they started realizing that what they desire to do and realize the alternative ways of dealing with situation

Training cycle
A training or development cycle is a model that can be used to represent a systematic approach to training and development. It helps businesses identify the series of sequential steps they need to undertake when training and developing staff. The key steps are:

Identification of training needs Design of the training and development programme Delivery of training evaluation

The cycle demonstrates that the steps should be viewed in their entirety and not be seen as a series of isolated activities. This means that the outcome of one stage provides the inputs for the next stage and the absence of any stage would undermine the validity of the whole process

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tRAINING PROCESS IDEAS AND OUTLINE PROCESS

TRAINING DESIGN The design of the training programme can be undertaken only when a clear training objective has been produced. the training objective lears what goal has to be achieved after the training programme i.e what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program THE TRAINER Before starting a training programme, a trainer analyses his technical , interpersonal, judgemental skills in order to deliver quality content to trainers. THE TRAINEES A good training design requires close scrutiny of the trainees and their profiles. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design. TRAINING STRATEGIES Once the training objective has been identified, the trainer translates it into specific training areas and modules.The trainer prepares the priority list of about what must be included, what could be included. TRAINING TOPICS - After formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into headings, topics, . These topics and modules are then classified into information, knowledge, skills, and attitudes. Sequence the contents - Contents are then sequenced in a following manner: From simple to complex Topics are arranged in terms of their relative importance From known to unknown From specific to general Dependent relationship

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TRAINING TACTICS - Once the objectives and the strategy of the training program becomes clear, trainer comes in the position to select most appropriate tactics or methods or techniques. The method selection depends on the following factors: Trainees' background Time allocated Style preference of trainer Level of competence of trainer Availability of facilities and resources, etc SUPPORT FACILITIES - It can be segregated into printed and audio visual. The various requirements in a training program are white boards, flip charts, markers, etc. Constraints - The various constraints that lay in the trainers mind are: Time Accommodation, facilities and their availability Furnishings and equipments Budget Design of the training, etc TRAINING IMPLEMENTATION To put training program into effect according to definite plan or procedure is called training implementation. Training implementation is the hardest part of the system Because one wrong step can lead to the failure of whole training program. Training Implementation can be segregated into: Practical administrative arrangements Carrying out of the training
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Training Evaluation
The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement, their learning in their respective workplaces, or to the regular work routines purposes of Training Evaluation. The five main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training. Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly .Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with

There are different terminologies used in training which have little difference between them

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Training need analysis Training need assessment Training need measurement Training need evaluation
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Training need determination

In training needs assessment process, we attempt to find out what is the current level or nature of knowledge, skill or attitude at individual. Group or organization level to determine the future course of HRD activities

TRAINING NEED ANALYSIS, we examine the causes of the failure or non- performance so as to see whether inadequate or inappropriate training was one of the reasons. NEED ANALYSIS is very essential because lack of competency is not only reason for failure.

TRAINING NEED ANALYSIS is a diagnosis by the organization to know what the learning needs of its employees are. It more related in researching and evaluating changes in the internal and external environment of the firm.

The key element of an effective future Training bed analysis include professional trainers doing the analysis using credible data, following a

Structural methodology

Linking training needs with the business objective

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DEMOCRATIC NEEDS These are the options for training HRD that are preferred, selected or voted for by employees or managers or both.

DIAGNOSTIC NEEDS This focus on the factors that lead to effective performance problems rather than emphasising on existing problems . DIAGNOSTIC NEEDS are identified by studying the different factors that may affect performance. The goal is to determine how effective performance can be obtained.

ANALYTICAL NEEDS Here identify new and better ways to perform task.

COMPLIANCE NEEDS Compliance Needs are those mandated by law .

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Training Need Identification is a tool utilized to identify what educational courses or activities should be provided to employees to improve their work productivity. Here the focus should be placed on needs as opposed to desires of the employees for a constructive outcome. In order to emphasize the importance of training need identification we can focus on the following areas: To pinpoint if training will make a difference in productivity and the bottom line. To decide what specific training each employee needs and what will improve his or her job performance. To differentiate between the need for training and organizational issues and bring about a match between individual aspirations and organizational goals.

Identification of training needs (ITN), if done properly, provides the basis on which all other training activities can be considered. Also requiring careful thought and analysis, it is a process that needs to be carried out with sensitivity as people's learning is important to them, and the reputation of the organization is also at stake. All managers should conduct a training need analysis to:

Determine what development is relevant to staff needs; Determine what development will improve performance; Determine if training will make a difference; Distinguish training needs from organisational problems; and Link improved job performance with the organisations' goals.

Identification of training needs is important from both the organizational point of view as well as from an individual's point of view. From an organisation's point of view it is important because an organisation has objectives that it wants to achieve for the benefit of all stakeholders or members, including owners, employees, customers, suppliers, and neighbors. These objectives can be achieved only through harnessing the abilities of its people, releasing potential and maximising opportunities for development. Therefore people must know what they need to learn in order to achieve organisational goals. Similarly if seen from an individual's point of view,
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people have aspirations, they want to develop and in order to learn and use new abilities, people need appropriate opportunities, resources, and conditions. Therefore, to meet people's aspirations, the organization must provide effective and attractive learning resources and conditions. And it is also important to see that there is a suitable match between achieving organizational goals and providing attractive learning opportunities. Also in order to bring a synchronisation between organisational and individual objectives people need to question the way they do things. And this is precisely the hidden objective behind any training need identification process. It should ideally be a long-term process of encouraging employees to take an active involvement in their own development, thus increasing their commitment to learning, to their work, and to the organization as a whole.

Different Levels at which it is to be Conducted Identification of training needs can be done at three levels to ascertain three kinds of needs: -

Organisational Needs
These concern the performance of the organisation as a whole. Here identification of training needs is done to find out whether the organisation is meeting its current performance standards and objectives and if not, exploring ways in which training or learning might help it to do so. Sometimes organisational training needs are also identified when the organisation decides that it has to adopt a major new strategy, create a new product or service, undergo a large-scale change programme, or develop significant new relationships, such as joining with others to form new partnerships.

Group Needs
Since working in groups and teams have become very much prevalent in today's corporate world that is why nowadays there is increased emphasis given on team effectiveness and team performance. So training needs are nowadays even identified at the group level. Training needs here are concerned basically with the performance of a particular group, which may be a team, department, function, sub-unit, or so on.
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Information about this group's performance may identify areas of need which, again, may be for training or other interventions. It is used to find out how efficiently a particular team or group goes about its business and meets its current objectives.

Individual Needs
These concern the performance of one or more individuals (as individuals, rather than as members of a group). Here identification of training needs is about finding out to what extent individuals need to learn or be trained in order to bring their current performance up to the required level as a result of changes in methods and processes that call for new competencies and skills.
.

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METHODS OF TRAINING NEED IDENTIFICATION

There are many approaches to the identification of training needs, some of which are described here. They all involve hard work and the adoption of an analytical and diagnostic approach to try to determine what is required. Some trainers prefer the term training needs analysis (TNA) to identification of training needs (ITN), JOB AND TASK ANALYSIS There are many reasons for analysing jobs and tasks. One common reason is to provide a basis for job evaluation; another is to be precise about requirements in a selection situation. There are also many different systems of analysis. Some seem to generate a multitude of documents; others use highly involved and sophisticated methodology. In their book Job Analysis, Pearn and Kandola (1988) describe 18 different analytical techniques. The process described below is a simple and traditional approach. Job analysis the term job analysis used to describe the level of analysis which takes us to the stage of writing a job description. This is a collection of statements regarding the functions performed in a job grouped in a way which helps a reader to get the big picture of whatis involved. The most widely used methods of gathering information to prepare a job description are: interviewing the job-holder(s) interviewing the boss of the job-holder direct observation asking the job-holder to keep a record of what is done (time-sheet or diary).

Whichever method or combination of methods is used, the aim is to provide a descriptive document which clarifies understanding of the functions performed in the job. To further aid understanding, certain key facts are usually inserted at the front of the description. The format and contents of the front section will vary from one organisation to another, but may typically comprise: Job title The official title as noted on employment (Personnel) records. Take care to avoid any terms which imply sex discrimination (eg tea lady, repairman).
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Reports to The position which has line responsibility or the job Page 24 being described. Responsible for a list of any subordinates. Purpose A short, often single-sentence, description of the main objective of

Location Relevant information regarding site or department. General Any other relevant information.

Other commonly included pieces of information relate to pay grade, hours of work, and working conditions. These are not particularly useful from the trainers viewpoint, but may be required for other purposes. The job description then proceeds to list what is done in the job. There is some confusion in the terminology used in job analysis. Find the use of the term responsibility unhelpful, and prefer to use the term duty for a chunk of work described at this level. Later on, a duty may be broken down into smaller tasks. Note that in the (very simple) example below several activities have been clustered together under relevant headings. Each of these duties starts with a present participle ending with an in. The key to describing what is done in the duty is to start each sentence with an active verb answers, places, assists, etc. Duties: Task analysis Many training situations do not require the in-depth breakdown of tasks into small component parts. However, some complex tasks must be painstakingly analyzed in order that an accurate and detailed picture is created which will form the basis of a training manual or program me. One of the consequences of the widespread use of Information Technology is that many people have to learn to find their way around software packages. These are becoming increasingly large and versatile, and whereas some people cope well by trial and error and using the manual, many others get stuck and give up. Even those who cope well may remain Ignorant of some of the facilities available to them in the software, or may have found a 1. What do you understand by Training Need Identification? laborious way to accomplish a task that has a much quicker solution available. The purpose of structured training is to ensure that everyone learns the most effective methods of performing the required tasks, and learns them faster than by trial and error. The process of analysis is one of breaking down operations into component parts. How small these component parts should be is a matter of judgment which should take account of the existing knowledge of the learner. Will he or she already know the procedure for Open File Manager? If so, it would be a waste of time analyzing that operation further. On the other hand, if the learner does not know what is meant, then right at the beginning of the training you will have needlessly created feeling of inadequacy and confusion. It is usually best to analyze in full detail and skip unnecessary explanation at the time of training if it is clearly not required. The analytical process itself is good preparation for instruction; it makes sure you know all there is to know before you start trying to teach someone else giving a sequence of operations, does not give the trainee any information SHRUTI NIEC [2010-12] about when it is appropriate to use different modes, or Page the 25 consequences of each action .

ANALYSIS

The key skill in many jobs is recognizing when something has gone wrong and knowing what to do to put things right.

Skills analysis
Once the task breakdown has been completed to the required depth, each operation may be examined to determine what skills or background knowledge are necessary for its successful completion. INTERVIEWING Interviewing is a technique that can appear to be very simple when used by an experienced practitioner. Although some people are naturally better at interviewing, the key skills of a good investigative interviewer are all capable of being learned. The first two skills are common to all types of interview questioning and listening. Questioning and listening These two investigative skills are inseparable; one supports and reinforces the other. For trainers these skills are crucial not only at the stage of identifying training needs but also during instruction and evaluation. Many trainers who recognize that the ability to talk well is vital often underestimate the importance of questioning and listening. Hearing, which is an ability that may be difficult to improve, is not the same as listening which is a skill that can be significantly enhanced by training. Questioning is something that everyone can do, but which some people learn to do much more effectively than others. In an interview to determine training needs, the interviewer may be delving into very emotive and sensitive areas. To INTERPRETATION: 55% employees agreed Training ensure that the interviewee feels comfortable in talking about Identification is a process to find out the To these issues, Need the interviewer must appear to be listening. ensure that full understanding is gaps. attained, the interviewer must knowledge and skill not only appear to listen but must actually do so with real concentration. We let people know we are listening in two major ways: nonverbally and verbally. Non-verbal cues eye contact smiling and nodding responding facially Attentive posture.

2. Do you think that Training Need Identification must be done in regular manner here in Sahara Verbal cues India Pariwar?
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encouraging inputs such as Yes, I see, Then?, and so on asking for repetition of any word or name that has been missed checking understanding by paraphrasing what has been said Page 26 and asking if the interpretation is correct making notes

been absorbed. Questioning appropriately may involve using a number of types of question. Some questions will be prepared in advance, but others must be constructed during the interview in response to what has been said. There are a number of different types of question which may be used: Other aspects of the interview Ensure that interviews are conducted out of earshot of other people Maintain confidentiality. Make good use of silence, allowing the other person time to think and reply. Maintain an appropriate distance from the interviewee. Make lots of notes.

You will also need to plan the interview, to some degree, in advance. It is sometimes worthwhile to prepare a standard list of questions to use with a group of people. Clearly the questions will vary according to the organisation and the types of job in question. SURVEY METHODS Surveys can be very useful in the gathering of data, including information on attitudes. People usually participate willingly if the completion of a survey form is not too complex or lengthy and if they think some good will come out of the exercise. When designing a survey you must decide on:

INTERPRETATION: 70% employees agreed that Training the format of the questions

the size and nature of the sample

Need Identification must be done in regular manner in Exactly how the survey is to be conducted. Sahara India Pariwar.

Sample How many people will you ask? All of them or just 10 per cent of them? If not 100 per cent, how can you ensure fair representation? Make sure that you do not end up only asking grade 4 people, or only those in Scotland, if you are going to present the results as applying to the whole organisation. Political considerations often mean that it is better to survey everyone so that nobody feels left out. How Certain decisions have to be made in terms ofPariwar how the survey to 3. Training Need Identification in Sahara India is done in a is well be conducted. structured manner.If you are just trying to get a global picture, you may choose to make the responses anonymous. More often, you will want to know the job or name of the person concerned so that any identified needs can then be met. If the survey says it is anonymous, but then asks for grade, age and length of service, people will assume that they will be identified from these particulars anyway. Make it clear when and how the form should SHRUTI be returned. NIEC [2010-12] Page 27 An alternative approach is to walk the survey round. Delivering and collecting by hand will improve the response rate, but at a time cost. You may even want to ask the questions orally and write

centers. Again, this is a slow method best suited for low numbers. In order to get continued co-operation from people, publish the results and ensure that there is no negative comeback on participants. A sample extract from a survey form constitutes Extract from a training needs survey Employee Performance Appraisal In many organizations, each employees manager discusses training and development needs during the final part of the performance appraisal discussion. This method suits where training needs are highly varied amongst individual employees. Typically, the manager constructs an employee Performance Development Plan in collaboration with the employee being appraised. The Plan takes into consideration:

the organizations strategies and plans agreed employee goals and targets the employees performance results the employees role description feedback from internal/external customers and stakeholders, and the employees stated career aspirations

The employees completed Performance Development Plan should document the area that requires improvement, the actual development activity, resource requirements, expected outcomes and an agreed time frame in which the development outcome will be achieved. You may find some commonality amongst individual training and development needs identified in the various performance appraisals. In this case, it may pay the INTERPRETATION: Here 35% organization to review and classify each of the employees needs and convert partially them into agree 35% completely disagree appropriate training courses (orand other interventions). The next step is to prioritize their importance andthat aggregate the results so that you end up with a list of courses Training Need Identification in and participant numbers against each. Then negotiate a delivery schedule that fits in Sahara India Pariwar iskeeping done in well with managers/supervisors and employees whilst ana eye on structured your budget. Improvement Project

manner.

Most, if not all, improvement projects have some employee training associated with them. Examples of improvement projects include planned and structured attempts to reduce the incidence of product defects, increase sales volume and decrease the number of customer complaints. Here, the Training Needs Analysis begins by clarifying the measurable organizational improvement targets and the employee behaviors required to meet these targets. For example, the organization might set a target of a 50 percent reduction in customer complaints by the end of the year. Employee behaviors required to achieve this target might be: 4. What are the objectives of Training Need Identification? empathetic listening to customer complaints regular follow up of complaint resolution and so on.
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To get to this point, though, the cause of the underperformance needs to be determined through a series of structured questions. If there is no one else to Page 28 perform this initial diagnosis, you as the training professional may be called upon to do this job. A performance consulting approach can help you here. With this approach, the person doing the diagnosis first asks managers to identify their

training solutions identified, where appropriate. To do this successfully, the performance consultant needs to be well-versed in process improvement methods and employee motivation theory and practice. For small projects, you can use a simple employee performance flow chart in working with managers to help identify the cause of performance deficiencies. Where training is identified as an appropriate solution or as part of the solution, we then recommend that you work through a training needs analysis questionnaire with the appropriate stakeholders. This will give you the information you need to move to the training program design phase. APPRAISAL SYSTEMS Many organizations see performance appraisal schemes as an integral part of their employee development strategy. Schemes vary considerably from one organization to another, and nowadays may have a variety of names, but almost all of them include the identification of training needs as a key component. Most also consider the longer-term career options available to employees, and allow them to express their preferences. It follows that anyone with responsibility for training and development should influence the design of the scheme and ensures that notice is taken of the information generated by it. This is not always readily achieved. Sometimes the scheme will focus on short-term performance issues, and line managers may not regard the consideration of developmental issues as important. The appraisal may also be considered to be confidential within the department concerned. Sometimes the section covering training and development needs is detachable, so that the training function only gets to see the appropriate information. This approach has its merits, but excludes the underlying performance issues which said contribute towards INTERPRETATION: 45% employees that the identifying the training and development needs.

objectives of Training Need There are many issues to be is addressed when designing and Identification Basis on which all other implementing an appraisal scheme, and some of the aims of the activities can considered and process may training conflict with each other. Forbe example, a scheme agreed that itincreases is Maintaining and linked to the40% determination of pay may inhibit the appraise from being honest about aspects of the job that he or increasing the efficiency and she finds difficult, whereas it is precisely these aspects that productivity of employees must be discussed to identify training needs. Care is required to
minimize these conflicts. Who should be involved?

By far the most common arrangement is that employees are appraised by their immediate bosses, but there are many variations on this. In some organizations a second appraisal is conducted by the next-higher level in an attempt to ensure that any personality conflicts are overcome, and to promote improved 5. Soft skill / between Industry specific training imparted in There Saharais India Pariwar is trend contact senior and junior staff. a noticeable effective to great extent. to include inputs from both peers and subordinates in the appraisal process. Each option has implications for the appraisal process as a whole, but also for training needs identification in particular. Senior management are looking at performance from their SHRUTI NIEC [2010-12] 29 perspective, whereas peers and subordinates may be much Page more concerned with the softer aspects of performance, such as performing as a team member, motivating others, or being receptive to other peoples ideas.

Incorporating the identification of needs into appraisal There are very many different forms in use in very different organizations. Raising expectations One very real problem with the introduction of appraisal schemes which include the identification of training needs as a core part of their purpose is that expectations are raised. On first introducing a scheme, hundreds of needs may be revealed which were previously hidden. Typically, the training budget cannot cope with all these needs in one go, and so many remain unsatisfied. The result of this is that profound cynicism quickly sets in. Should the same disappointment be repeated the following year, the reputation of the scheme as an effective and meaningful process for dealing with needs and aspirations will be permanently damaged. Accordingly, appraisers should be encouraged to: priorities needs advise appraises that some requests may not be met, and why Actively seek Out low cast or no cost solution, such as coaching or reading

DEVELOPMENT CENTRES

The use of assessment centers for selection has continued to increase to the point where students approaching graduation now expect to undergo them routinely as they search for a suitable position. Somewhat less common, but growing in popularity, is the use 60% of centers to assist in identifying INTERPRETATION: employees agreed that soft developmental and training needs. One of the reasons that the use of development centers has extent where 30% employees partially increased is that many organizations now base many of their agree to the above question.(or similar employment practices on the idea of competencies terms). Having identified key competencies for each job, I its comparatively easy to see how to make an assessment on that competency and compare it with the level of competency required. Following participation at development centers (or workshops), people can be informed how their performance was rated compared with the standard required for progression or movement into another role. This can be extremely helpful to them. Some organizations may also use these assessments to decide who should be given training and experience and, of course, who should not be. It must be remembered that development centers do not function in isolation. The centre is just part of a bigger performance-enhancing process which may 6. Training Need Identification lead to the development and include appraisals, 360-degreefeedback, mentoring schemes, also increasing the productivity and performance of the etc. employee. Who should assess?
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skill training is effective to great

Assessors must have good observational and analytical skill. Page 30 They must also have some credibility with the participants. Often, relatively senior and/or experienced members of the line function concerned are used as assessors. Otherwise, trainers or recruitment specialists from within HR assess. Sometimes

consultant can help to add expertise and credibility. Also, he or she is performing his or her core job and will not, therefore, be pulled off onto other tasks as line management might. One problem that bedevils development centres is scepticism from line management. Their involvement should quickly convince them of the merits of this approach. Participants will also value development centres more if they see that one or two respected managers have given up some time to be involved in them. Whoever is going to assess, training is vital. This must include the development of clarity and consistency about the meaning of competencies, the need to back up assessments with evidence, and the need to maintain as objective a view as possible. Observing, recording and A classifying behavior is not easy, and requires practice. The training may be done by a consultant or internally, but should be specific to the organization involved. Writing up At the end of the centre assessors should discuss their observations as a group, taking into account all views. Often, someone will have seen something that the appointed assessor missed, or will put a different interpretation on it. Final decisions should be made on a consensual basis. It is important that the instances of behaviour that were used as the basis for the assessment are recorded. You may need to justify your feedback to a participant: You were aggressive is judgmental. You talked over Clive when he tried to explain his view, and told Marie that she was an idiot is a statement of observed behaviour. Non-verbal behaviour (egg head in hands, arms folded, laughing) can also be recorded and fed back. If too many competencies are being considered at any one time, assessors get confused. When he said that, was it customer focus or concern for accuracy? It is best to limit the number of competencies in any one exercise to three or four.

INTERPRETATION: 80% employees agreed to the All participants should have access to feedback. Anything you say

Feedback

above statement where 20% partially must be substantiated with examples. Feedback about psychometric test results should be given by a qualified person. agree. Feedback is best given face-to-face.
Feedback from development centres is all-important. It can develop into an in-depth discussion about what actions the individual can take to address his or her development needs, and can become a career counselling exercise. In some instances you may want to ask the individual to make notes and to write up the feedback so that you can be certain he or she has taken it in correctly. The assessors become coaches and advisers, helping individuals to draw conclusions and think through implications. The individual may also write a report and agree it with his or her manager.

CRITICAL INCIDENT TECHNIQUE

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Critical incident technique (CIT) was developed by John Flanagan, 31 an American psychologist, during World War II. He wanted to Page know why errors were being made in bombing missions over Germany, and to improve flight-crew training.

padding routine operations that dont matter that much. The things that distinguish someone who is particularly good in the job from someone who is average or poor are what they doing situations which may be fairly rare, but which are important in terms of outcome critical incidents. People tend to talk about work in generalities. Asked what makes a good bar manager, they 7. Which Training method do you think should in Sahara India may talk about needing a good sensebe ofincluded humour, good judgement, Pariwar? and a customer-focused attitude. This may be true, but how do we train these qualities? Using CIT we ask (for example): Give me an example of when having good judgement was important. The person may then describe an incident involving a group of people who entered the bar but looked under-age, and tell how he or she politely asked them to leave. This can then produce a list of critical behaviours which can be taught to someone to ensure that they can cope in a similar situation. Of course, a whole range of incidents may be described which required good judgement, a good sense of humour and customer focus. It is important to get as wide a range of incidents as possible, preferably from a number of people, so that the Important skills are identified. Instances where things have gone wrong can be extremely useful in identifying the difference between effective behaviour and ineffective behaviour.

INTERPRETATION: 40% employees agreed mentoring

and 20% on caoaching to be included in Training method Sahara India Pariwar and 20% employees not responded

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RESEARCH METHODOLOGY

Research Methodology is the systematic way of solving research problem. According to Green & Tall A research design is specification of the methods & procedures for acquiring the 8. In your opinion which is the best technique of Training Need information needed. It the overall operational pattern or Identification? framework of the project that stipulates which information is to be collected from where it is to be collected & by what procedures. This research process based on the analysis of Primary data & Secondary Data will be clearly defined to meet the objectives of the study. PROBLEM DEFINITION:The main aim of my Research is to study the various tools for training needs identification of employees.in an organization in respect of which I have gathered information regarding the manner training needs of employes are identified in Sahara India Pariwar. OBJECTIVES OF THE STUDY:The main objective of the study is to analyse the training & development process in Sahara India Pariwar. To gather information regarding the training & development imparted in Sahara India Praiwar for their employees.

Implementing the gathered information thereafter. UNIVERSE OF THE STUDY :The universe of the study is Corporate HR Zone of Sahara India Praiwar where I have completed my summer training assignment. Corporate HR Department has employees of around 80 people. RESEARCH INSTRUMENT USED:-

INTERPRETATION: 40% to employees agreed to the QUESTIONNAIRE pertinent topic which I had prepared with help
from my mentor Rooma Bal. psychometric test where 40% partially SAMPLING TECHNIQUE & SIZE:-

The

research

tool

that

have

used

for

analysis

is

the

agree to appraisal system

Where had response For the purpose of the25% research a no sample of 20 employees from the population was selected randomly on the basis of convenience.

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9. Training Need Identification is possible through only analytical procedures i.e. Organizational analysis, Individual analysis, Group analysis.

INTERPRETATION: 85% employees agreed to the

above statement where 15% partially agree.

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10 .Many organizations see performance appraisal schemes as an integral part of their employee development strategy.

INTERPRETATION: 90% employees agreed to the above statement where 10% partially agree.

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11. While designing a survey you must decide on.

INTERPRETATION: 85% employees agreed option all

of them, where 10% agreed on the size and nature of the sample

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12) What improvement do you think should be done in context to Training Need Identification Sahara India Pariwar.

INTERPRETATION: Only 40% employees shared their views of improvement in context to

Training Need Identification in Sahara India Pariwar and 60% not commented.

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FINDINGS
In my research I found that different Kartavyayogi had different perception may be because of their personal experience that the Training Need Identification in the organisation is on time basis done when required, some answered that it is on basis of need, and rest of the kartavyayogi answered that it depends on the management. Training Needs are identified by TNI exercise, direct recommendation of Head of the Division/department.

The kartavyayogi are aware about Training Need Identification to some extent in appropriate way. Most of the kartavyayogi are in favour of regular Training Need Identification in Sahara India Pariwar because its not done in well structure manner here. They feel that Training Need Identification to some extent lead to the development and increasing the productivity , performance of the employee unless there is appropriate accurate focus on it.

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SUGGESTIONS
Training & Development Department should focus on certain sections/dept of the organisation. Get the inputs from the HOD for the employees to be trained on the topics. After identifying the needs small batch size of maximum 30 employees per session.

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ANNEXURE
QUESTIONNAIRE
TOPIC: Various Tools Of Training Need Identification My Name is SHRUTI PATHAK, student of BBD/NIEC Lucknow. I am pursuing my summer internship from Sahara India Pariwar in Corporate HR in above topic to study & explore different tools of training need identification of industry and Sahara India Pariwar I m seeking your views and opinion that will help me to analyze draw affair and conclusion of the study. Gender: Male / Female Age: Designation:

1. What do you understand by Training Need Identification? a) b) c) d) A way to find out personality A process to find out the knowledge and skill gaps A process to find out performance A process matching a training programme to a Training problem

2. Do you think that Training Need Identification must be done in regular manner here in Sahara India Pariwar? a) b) c) d) Agree Partially agree Cannot say Completely disagree

3. Training Need Identification in Sahara India Pariwar is done in a well structured manner. a) b) c) d) Agree Partially agree Cannot say Completely disagree

4. What are the objectives of Training Need Identification? a) Basis on which all other training activities can be considered b) Maintaining and increasing the efficiency and productivity of employees c) Identify new and better ways to perform a task. d) To examine the causes of non- performance & failure

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5. Soft skill / Industry specific training imparted in Sahara India Pariwar is effective to great extent. a) b) c) d) Agree Partially agree Cannot say Completely disagree

6. Training Need Identification lead to the development and also increasing the productivity and performance of the employee. a) b) c) d) Agree Partially agree Cannot say Completely disagree

7. Which Training method do you think should be included in Sahara India Pariwar? a) b) c) d) Mentoring Coaching Refresher training Foundation training

8. In your opinion which is the best technique of Training Need Identification? a) b) c) d) Psychometric test Interview Survey method Appraisal system

9. Training Need Identification is possible through only analytical procedures i.e. Organizational analysis, Individual analysis, Group analysis. a) b) c) d) Agree Partially agree Cannot say Completely disagree

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10. Many organizations see performance appraisal schemes as an integral part of their employee development strategy. a) b) c) d) Agree Partially agree Cannot say Completely disagree

11. While designing a survey you must decide on. a) The size and nature of the sample b) The format of the question c) Exactly how the survey is to be conducted d) All of them 12. What improvement do you think should be done in context to Training Need Identification Sahara India Pariwar. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Thank you

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BIBLIOGRAPHY

Many sources provided me facility to make my project accurate, effective & reliable. the sources from where I got relevant matters for forming this project are as follows:

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BOOKS:

V.S.P RAO Human Resource Management ASHWATHAPA Human Resource Management

WEBSITE:

Encyclopaedia Wikipedia www.Google.com www.scribd.com

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CONCLUSION

The research was started with the objective of finding out the working of various tools of Training Need Identification and methods benefits provided through it to the employees of Sahara India Pariwar.

The conclusion drawn is based on the research and analysis is as follows:

The employees should be duly made aware of the effective tools and benefits of Training need identification where they should show inquisitiveness in knowing it.

Every organisation has its own way of identifying the training needs of their employees related to their performance.

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