1

PROJECT REPORT
ON
TRAINING AND DEVELOPMENT
Submitted by:
Barkha L.Barewar
Reasearcher
Guided by:
Prof. Shilpa Chouhan
B.Sc , MBA






KIRSANS MISSION INSTITUTE OF MANAGEMENT
GOREGAON {GANKHERA}
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KIRSANS MISSION INSTITUTE OF MANAGEMENT
GOREGAON {GANKHERA}

Name : Barkha Barewar
Qualification : MBA 2
nd
yr
B.Sc
Specialization : Major :HR
Minor: Marketing
Year : 2013-14
Title of project : Training and development
Name of supervisor : Prof. Shilpa Chouhan

For Supervisor :
Synopsis : Approved Not Approved
Comments :





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

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CERTIFICATE

This is certified that this report submitted by Miss BARKHA L. BAREWAR student of final year
MBA as a part of Final Year Project Work as prescribed by the Kirsans Mission Institute of
Management for the subjects H.R. TRAINING & DEVELOPMENT and that, I instructed / guide
her for the said work from time to time and I found it to be satisfactorily progressive.
And that the said work has been assessed by me and I am satisfied that the name is up to
standard envisage for the level of the course And that the said work may be promote to
external examiner.













____________ ___________

(Project Guide)




_________________ ________________
(Internal Examiner) (External Examiner)
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ACKNOWLEDGEMENT


I take an immense pleasure in submitting this report of project on H.R. Training &
Development successfully. If helped us to check the feasibility of the theories learnt within
the Kirsans mission institute of management.

It is indeed a moments of greats pleasure & immense satisfaction for me to express a sense of
profound gratitude & is debtebness to all the people who have contributed in making my
projects an enriching experience.
I am very thankful to my project guide prof. Shilpa Chouhan & respected Prof. Dilip Kolhe and
all the staff member who inspired me and provided continuous help and meticulous attention
during the project with immense respect and deep gratitude i express my sincere acknowledge
to them.





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EXECUTIVE SUMMARY


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








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INTRODUCTION:

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

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



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




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Research Methodology

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

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



Universe of Study:
Adani power Plant , Tirora

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


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Type of Research :
Discriptive Reasearch :
This is intended to describe certain factors that management is likely to be interested in
such as market condititions, customers feelings or opinion towards a particular company,
purchasing as so forth.
Limitation of Study :
Restricted area of research.
Sample size is small.
Duration of the research was insufficient.
Some people were not cooperative.



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




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Company profile :

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









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EMPLOYEE TRAINING
AND DEVELOPMENT PROGRAMME

TRAINING AND DEVELOPMENT DEFINED AS

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

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


Training and Development referred to as:

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



DEVELOPMENT DEFINED
It helps the individual handle future responsibilities, with less emphasis on present
job duties.
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INTRODUCTION OF TRAINING


It is a learning process that involves the acquisition of knowledge, sharpening of
skills, concepts, rules, or changing of attitudes and behaviors to enhance the
performance of employees.
Training is activity leading to skilled behavior.
Its not what you want in life, but its knowing how to reach it
Its not where you want to go, but its knowing how to get there
Its not how high you want to rise, but its knowing how to take off
It may not be quite the outcome you were aiming for, but it will be an outcome
Its not what you dream of doing, but its having the knowledge to do it
It's not a set of goals, but its more like a vision
Its not the goal you set, but its what you need to achieve it



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









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IMPORTANCE OF TRAINING AND DEVELOPMENT


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

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

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

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

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

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

Organization Climate Training and Development helps building the positive
perception and feeling about the organization. The employees get these feelings
from leaders, subordinates, and peers.
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Quality Training and Development helps in improving upon the quality of work
and work-life.

Healthy work environment Training and Development helps in creating the
healthy working environment. It helps to build good employee, relationship so that
individual goals aligns with organizational goal.

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

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

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

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


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

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









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TRAINING & DEVELOPMENT
TRAINING CONSULTING AND TRAINING & DEVELOPMENT SERVICES




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

-Training needs analysis and development needs analysis

-Designing a training strategy to underpin corporate strategy

-Audit of the training function

-Designing learning and development systems tailored to the company's specific
needs

-Evaluating the effectiveness of training programmes

-Prioritizing of the training budget

-Surveys in the area of corporate training










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TRAINING
AND HUMAN RESOURCE MANAGEMENT

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

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

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




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THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a
particular function. An organization is a system and training is a sub system of the
organization.
The System Approach views training as a sub system of an organization. System
Approach can be used to examine broad issues like objectives, functions, and aim. It
establishes a logical relationship between the sequential stages in the process of
training need analysis (TNA), formulating, delivering, and evaluating.
There are 4 necessary inputs i.e. technology, man, material, time required in every
system to produce products or services. And every system must have some output
from these inputs in order to survive. The output can be tangible or intangible
depending upon the organizations requirement. A system approach to training is
planned creation of training program. This approach uses step-by-step procedures
to solve the problems. Under systematic approach, training is undertaken on
planned basis. Out of this planned effort, one such basic model of five steps is system
model that is explained below.


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


THE 3 MODELS OF TRAINING ARE:

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


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1. Systematic Model Training

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

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

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

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

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




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




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

The Instructional System Development model comprises of five stages:
1. ANALYSIS This phase consist of training need assessment, job analysis, and
target audience analysis.

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

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

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

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


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



3. TRANSITIONAL MODEL

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

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

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


Values is the translation of vision and mission into communicable ideals. It
reflects the deeply held values of the organization and is independent of current
industry environment. For example, values may include social responsibility,
excellent customer service, etc.



The mission, vision, and values precede the objective in the inner loop. This
model considers the organization as a whole. The objective is formulated keeping
these three things in mind and then the training model is further implemented.
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IMPORTANCE OF TRAINING
OBJECTIVE

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

Training objective tell the trainee that what is expected out of him at the end of the
training program. Training objectives are of great significance from a number of
stakeholder perspectives,
1.Trainer
2.Trainee
3.Designer
4.Evaluator

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

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

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

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


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

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

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

Learning Principles: The Philosophy of Training
Training is essential for job success. It can lead to higher production, fewer mistakes,
greater job satisfaction and lower turnover. These benefits accrue to both the trainee
and the organization, if managers understand the principles behind the training process.
To this end, training efforts must invariably follow certain learning-oriented guidelines.
Modelling
Modeling is simply copying someone else's behavior. Passive classroom learning
does not leave any room for modeling. If we want to change people, it would be a good
idea to have videotapes of people showing the desired behavior. The selected model
should provide the right kind of behavior to be copied by others. A great deal of human
behaviour is learned by modelling others. Children learn by modelling parents and older
children, they are quite comfortable with the process by the time they grow up. As experts
put it. "managers tend to manage as they were managed" .

Motivation
For learning to take place, intention to learn is important. When the employee is
motivated, he pays attention to what is being said, done and presented. Motivation to
learn is influenced by the answers to questions such as: How important is my job to me?
How important is the information? Will learning help me progress in the company? etc.
People learn more quickly when the material is important and relevant to them. Learning
is usually quicker and long-lasting when the learner participates actively. Most people, for
example, never forget how to ride a bicycle because they took an active part in the
learning process.



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


Applicability of Training
Training should be as real as possible so that trainees can successfully transfer the new
knowledge to their jobs. The training situations should be set up so that trainees can
visualise - and identify with - the types of situations they can come across on the job.
Environment
Finally, environment plays a major role in training. It is natural that workers who are
exposed to training in comfortable environments with adequate, well spaced rest periods
are more likely to learn than employees whose training conditions are less than ideal.
Generally speaking, learning is very fast at the beginning. Thereafter, the pace of learning
slows down as opportunities for improvement taper off.
Areas of Training
The Areas of Training in which training is offered may be classified into the following
categories.
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Knowledge
Here the trainee learns about a set of rules and regulations about the job, the staff and the
products or services offered by the company. The aim is to make the new employee fully
aware of what goes on inside and outside the company.
Technical Skills
The employee is taught a specific skill (e.g., operating a machine, handling computer etc.)
so that he can acquire that skill and contribute meaningfully.
Social Skills
The employee is made to learn about himself and others, and to develop a right mental
attitude towards the job, colleagues and the company. The principal focus is on teaching
the employee how to be a team member and get ahead.
Techniques
This involves the application of knowledge and skill to various on-the-job situations.
In addition to improving the skills and knowledge of employees, training aims at moulding
employee attitudes: When administered properly, a training programme will go a long
way in obt8ining employee loyalty.

Management Development
Management development is a long term educational process utilizing a systematic and
organized procedure by which managerial personnel get conceptual and theoretical
knowledge . It refers not to technical knowledge and skill in operation but to philosophical
and theoretical educational concepts. It involves broader education and its purpose is long
term development. Thus, management by which the managers develop their abilities to
manage.
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Training Need Analysis(TNA)

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

Why training need analysis?




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


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

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

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

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

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

However, individual competence can also be linked to individual need. The methods
that are used to analyze the individual need are:
Appraisal and performance review
Peer appraisal
Competency assessments
Subordinate appraisal
Client feedback
Customer feedback
Self-assessment or self-appraisal



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Operational Level Training Need analysis at operational level focuses on the work
that is being assigned to the employees. The job analyst gathers the information on
whether the job is clearly understood by an employee or not. He gathers this
information through technical interview, observation, psychological test; questionnaires
asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic
and keep changing over the time. Employees need to prepare for these changes. The job
analyst also gathers information on the tasks needs to be done plus the tasks that will
be required in the future.
Based on the information collected, training Need analysis (TNA) is done.

Facilities for Training
Training facilities includes those amenities acquired to perform training related
functions, but can also include non- training activities.
1. Classrooms: A classroom is a room in which training or learning activities can
take place. Types of classrooms which are used for training are as follows :
Auditorium: Large sized rooms designed for lecture style instruction and
training. Auditoriums may be equipped with partitions to create smaller
training venues.
Conference Rooms: Multiple purpose medium sized instruction rooms.
Depending on the seating configuration the rooms may accommodate
lecture style instruction or encourage interaction in the form of round table
discussions and teleconferences.
Seminar Rooms : Multiple purpose , small-sized instruction rooms,
usually used to accommodate a small number of people within close
proximity.
Computer Training room : Rooms equipped with computer workstation
and internet access for each student.
2. Breakout Rooms : Breakout Rooms are small rooms measuring about 200 to 300
square feet located adjacent to training hall.
3. Transportation : Make sufficient arrangements for the transportation of trainees
and trainers . The problem of transportation should not be allowed to disrupt the
training schedule.




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

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

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Cross-functional Training: Cross-functional Training involves training employees to
perform operations in areas other than their assigned job. There are many approaches to
cross functional training. Job rotation can be used to provide a manager in one functional
area with a broader perspective than he would otherwise have. Departments can
exchange personnel for a certain period so that each employee understands how other
departments are functioning. High performing workers can act as peer trainers and help
employees develop skills in another area of operation. Cross functional training provides
the following benefits to an organization. (and the workers as well)
(1) Workers gain rich experience in handling diverse jobs; they become more adaptable
and versatile
(2) they can better engineer their own career paths
(3) they not only know their job well but also understand how others are able to perform
under a different set of constraints
(4) A broader perspective increases workers' understanding of the business and reduces
the need for supervision
(5) when workers can fill in for other workers who are absent, it is easier to use flexible
scheduling, which is increasingly in demand as more employees want to spend more time
with their families. Eli Lilly and Company (India), for example, encourages cross-
functional movements to make the organisation equally attractive to both specialists and
generalists.

Team Training: Team training generally covers two areas; content tasks and group
processes. Content tasks specify the team's goals such as cost control and problem solving.
Group processes reflect the way members function as a team - for example how they
interact with each other, how they sort out differences, how they participate etc.
Companies are investing heavy amounts, nowadays, in training new employees to listen to
each other and to cooperate. They are using outdoor experiential training techniques to
develop teamwork and team spirit among their employees (such as scaling a mountain,
preparing recipes for colleagues at a restaurant, sailing through uncharted waters,
crossing a jungle etc.). The training basically throws light on (i) how members should
communicate with each other (ii) how they have to cooperate and get ahead (iii) how they
should deal with conflict-full situations (iv) how they should find their way, using
collective wisdom and experience to good advantage.
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Creativity training: Companies like Mudra Communications, Titan Industries, Wipro
encourage their employees to think unconventionally, break the rules, take risks, go out of
the box and devise unexpected solutions.
Postpone judgment: Don't reject any idea
Create alternative frames of reference
Break the boundary of thinking
Examine a different aspect of the problem
Make a wish list of solutions
Borrow ideas from other fields
Look for processes to change or eliminate
Think up alternative methods
Adopt another person's perspective
Question all Assumptions.

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

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Merits:
Trainee learns fast through practice and observation.
It is economical as it does not require any special settings. Also, mistakes can be
corrected immediately.
The trainee gains confidence quickly as he does the work himself in actual setting
with help from supervisor.
It is most suitable for unskilled and semi-skilled jobs where the job operations are
simple; easy to explain and demonstrate within a short span of time.
Demerits:
The trainee should be as good as the trainer if the trainer is not good, transference
of knowledge and skills will be poor.
While learning, trainee may damage equipment, waste materials, cause accidents
frequently,
Experienced workers cannot use the machinery while it is being used for training.

2. Coaching:
Coaching is a kind of daily training and feedback given to employees by immediate
supervisors. It involves a continuous process of learning by doing. It may be defined as an
informal, unplanned training and development activity provided by supervisors and
peers. In coaching, the supervisor explains things and answers questions; he throws light
on why things are done the way they are; he offers a model for trainees to copy; conducts
lot of decision making meetings with trainees; procedures are agreed upon and the
trainee is given enough authority to make divisions and even commit mistakes. Of course,
coaching can be a taxing job in that the coach may not possess requisite skills to guide the
learner in a systematic way. Sometimes, doing a full day's work may be more important
than putting the learner on track.
When to use coaching usefully? Coaching could be put to good use when:
an employee demonstrates a new competency
an employee expresses interest in a different job within the organisation
an employee seeks feedback
an employee is expressing low morale, violating company policies or practices or
having performance problems
an employee needs help with a new skill following a formal training programme.

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Effective working, obviously, requires patience and communication skills. It
involves:
explaining appropriate ways of doing things
making clear why actions were taken
stating observations accurately
offering possible alternatives / suggestions
following up

3. Mentoring :
Mentoring is a relationship in which a senior manager in an organisation assumes
the responsibility for grooming a junior person. Technical, interpersonal and political
skills are generally conveyed in such a relationship from the more experienced person. A
mentor is a teacher, spouse, counsellor, developerr of skills and intellect, host, guide,
exemplar, and most importantly, supporter and facilitator in the realisation of the vision
the young person (protege) has about the kind of 1ife he wants as an adult.
The main objective is to help an employee attain psychological maturity and
effectiveness and get integrated with the organisation. In a work situation, such
mentoring can take place at both formal and informal levels, depending on the prevailing
work culture and the commitment from the top management. Formal mentoring can be
very fruitful, if management invests time and money in such relationship building
exercises.







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Career functions: Career functions are those aspects of the relationship that enhance
career advancement. These include:
1. Sponsorship: Where mentors actively nominate a junior person (called 'mentee') for
promotions or desirable positions.
2. Exposure and visibility: Where mentors offer opportunities for mentees to interact with
senior executives, demonstrate their abilities and exploit their potential.
3. Coaching: Mentors help mentees to analyse how they are doing their work and to define
their aspirations. Here mentors offer practical advice on how to accomplish objectives and
gain recognition from others.
4. Protection: Mentors shield the junior person from harmful situations/seniors.
5. Challenging assignments: Mentors help mentees develop necessary competencies
through challenging job assignments and appropriate feedback. Mentors create
opportunities clients to prove their worth to demonstrate clearly what they have to offer.
Psychological functions: Psychological functions are those aspects that enhance the
mentees sense of competence, and identify effectiveness in a professional role. These
include:
6. Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate
7. Acceptance and confirmation: mentors offer support, guidance and encouragement to
mentees so that they can solve the problems independently and gain confidence in course
of time. Mentors also help people to learn about the organisation's culture and understand
why things are done in certain ways.
8. Counseling: Mentors help mentees work out their personal problems, learn about what
to do and what not to do, offer advice on what works and what doesn't, and do everything
to demonstrate improved performance and prepare themselves for greater responsibility.
9. Friendship: Mentors offer practical help and support to mentees so that they can
indulge in mutually satisfying social interactions (with peers, subordinates, bosses and
customers)



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Mentoring in India is based on the time-honoured guru-shishya relationship where the
guru would do everything to develop the personality of the shishya, offering emotional
support, and guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris, Coca-
Cola India have used mentoring systems to good effect in recent times (Economic Times,
25 Oct., 2002). Organisations like General Electric, Intel, Proctor & Gamble have given a lot
of importance to mentoring programmes, going even gone to the extent of penalising
senior managers if they fail to develop leadership skills among subordinates. Of course,
mentoring is not without its problems. Mentors who are dissatisfied with their jobs and
though who teach or narrow or distorted view of events may not help a protege's
development. Not all mentors are well prepared to transfer their skills and wisdom to
their junior colleagues. When young people are bombarded with conflicting viewpoints -
about how things should go - from a series of advisors, they may find it difficult to get
ahead with confidence. Mentoring can succeed if (i) there is genuine support and
commitment from top management (ii) mentors take up their job seriously and transfer
ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole
process and carry out things in an appropriate manner.

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



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





39


Off-the-Job Methods

Under this method of training, the trainee is separated from the job situation and
his attention is focused upon learning the material related to his future job
performance. Since the trainee is not distracted by job requirements, he can focus his
entire concentration on learning the job rather than spending his time in performing it.
There is an opportunity for freedom of expression for the trainees. Off-the-job training
methods are as follows:
a. Vestibule training: Vestibule training method, actual work conditions are simulated in
a classroom. Material, files and equipment - those that are used in actual job performance
are also used in the training. This type of training is commonly used for training personnel
for clerical and semi-skilled jobs. The duration of this training ranges from a few days to a
few weeks. Theory can be related to practice in this method.
b. Role playing: It is defined as a method of human interaction that involves realistic
behaviour in imaginary situations. This method of training involves action, doing and
practice. The participants play the role of certain characters, such as the production
manager, mechanical engineer, superintendents, maintenance engineers, quality control
inspectors, foreman, workers and the like. This method is mostly used for developing
interpersonal interactions and relations.
c. Lecture method: The lecture is a traditional and direct method of instruction. The
instructor organizes the material and gives it to a group of trainees in the form of a talk. To
be effective, the lecture must motivate and create interest among the trainees. An
advantage of lecture method is that it is direct and can be used for a large group of
trainees. Thus, costs and time involved are reduced. The major limitation of the lecture
method is that it does not provide for transfer of training effectively.
d. Conference/discussion approach: In this method, the trainer delivers a lecture and
involves the trainee in a discussion so that his doubts about the job get clarified. When big
organisations use this method, the trainer uses audio-visual aids such as black boards,
mockups and slides; in some cases the lectures are videotaped or audio taped. Even the
trainee's presentation can be taped for self confrontation and self-assessment.


40

The conference is, thus, a group-centered approach where there is a clarification of ideas,
communication of procedures and standards to the trainees. Those individuals who have a
general educational background and whatever specific skills are required such as typing,
shorthand, office equipment operation, filing, indexing, recording, etc. - may be provided
with specific instructions to handle their respective jobs.
e. Programmed instruction: This method has become popular in recent years. The
subject matter to be learned is presented in a series of carefully planned sequential units.
These units are arranged from simple to more complex levels of instruction. The trainee
goes through these units by answering questions or filling the blanks. This method is, thus,
expensive and time-consuming.
f. seminar:A seminar is, generally, a form of academic instruction, either at an academic
institution or offered by a commercial or professional organization. It has the function of
bringing together small groups for recurring meetings, focusing each time on some
particular subject, in which everyone present is requested to actively participate. This is
often accomplished through an ongoing Socratic dialogue
[1z
with a seminar leader or
instructor, or through a more formal presentation of research. Normally, participants
must not be beginners in the field under discussion . The idea behind the seminar system
is to familiarize students more extensively with the methodology of their chosen subject
and also to allow them to interact with examples of the practical problems that always
occur during research work. It is essentially a place where assigned readings are
discussed, questions can be raised and debates can be conducted.
[2]
It is relatively
informal, at least compared to the lecture system of academic instruction.



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

41




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

1. Reactions: Trainee's reactions to the overall usefulness of the training including the
coverage of the topics, the method of presentation, the techniques used to clarify things,
often throw light on the effectiveness of the programme. Potential questions to trainees
might include: (i) What were your learning goals for the programme? (ii) Did you achieve
them? (iii) Did you like this programme? (iv) Would you recommend it to others who have
similar learning goals? ( v) what suggestions do you have for improving the programme?
(vi) Should the organisation continue to offer it?
2. Learning: Training programme, trainer's ability and trainee's ability are evaluated on
the basis of quantity of content learned and time in which it is learned and learner's ability
to use or apply the content learned.
3. Job behaviour: This evaluation includes the manner and extent to which the trainee has
applied his learning to his job.
4. Organisation: This evaluation measures the use of training, learning and change in the
job behaviour of the department/organisation in the form of increased productivity,
quality, morale, sales turnover and the like.
5. Ultimate value: It. is the measurement of ultimate result of the contributions of the
training programme to the company goals like survival, growth, profitability, etc. and to
the individual goals like development of personality and social goals like maximising
social benefit.
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PURPOSE AND USES OF EVALUATION OF TRAINING
Trainers and training providers know that their success depends on demonstrating the
value of training investment. The simplest way to prove trainings value to a client is to
document that the training has achieved its desired outcome, through evaluation.
Evaluation methods help determine whether training achieves its objectives. This point is
particularly important for Registered Training Organisations (RTOs) to ensure training
delivered meets the Australian Quality Training Framework (AQTF) and/or the VET
Quality Framework (VQF) standards. Australian Qualification Framework (AQF) programs
are structured and designed around a set of outcomes to be achieved (competencies)
during a particular timeframe.
Herein lies the fundamental secret of evaluating training: The evaluation process and
procedure must be incorporated at the start, and it must be an integral part of any
program development process. For example, baseline data must be collected before
training begins; otherwise, theres no basis for any meaningful comparison with training
program results. Historically, evaluation of training has been done after training rather
than before and after. If program development follows the classic steps of assessing needs
and generating objectives, the evaluation criteria that follow are then based on measuring
how well the program components: learners, trainers, and training materials, have met
these objectives. For AQF programs, training packages (an accredited courses) are a great
help to course developers as provide the training objectives expressed as a set of
outcomes (competencies) recognised by the industry as the standard competencies
required to perform a specific job. The evaluation will measure how well the learners have
developed the required competencies, whether those competencies can be transferred to
the workplace, and the impact of the new competent employee in the workplace
performance.
A sound system of evaluating training provides valuable information for the learner,
client, training management, and senior corporate management. The information elicited
from training evaluations should be the final instrument on which training decisions, such
as program additions, changes, or deletions, should be made. Good evaluations document
the results of training programs, which can be used subsequently to prioritize training
needs at the organizational level. Then financial and other resources can be shifted from
training that has less impact on corporate goals to those objectives that have the most
favorable cost-benefit ratio.
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These are some benefits of evaluation:
Determining business impact, the cost-benefit ratio, and the ROI for the
program: What was the shift in the identified business metric? What part of the
shift was attributable to the learning experience? Was the benefit to the
organisation worth the cost of providing the learning experience? What is the
bottom-line value of the courses impact on the organisation?
Improving the design of the learning experience: Evaluation can help verify the
needs assessment, learning objectives, instructional strategies, target audience,
delivery method, and quality of delivery and course content.
Determining whether the objectives of the learning experience were met and
to what extent: The objectives are stated in measurable and specific terms.
Evaluation determines whether each stated objective was met. Nevertheless,
knowing only whether objectives were met isnt enough; a trainer must know the
extent to which were met. This knowledge help focus future efforts for the content
reinforcement and improvement.
Assessing the effectiveness and appropriateness of instructional strategies:
case studies, tests, exercises, and other instructional strategies must be relevant to
the job and reinforce course content. Does the instructional strategy link to a
course objective and the course content? Is it the right instructional strategy to
drive the desired learning or practice? Was there enough instruction and feedback?
Does the strategy fit with the organisations culture? Instructional strategies, when
used as part of evaluation, measure the knowledge, skills and attitudes the learning
experience offers.
Reinforcing learning: Some evaluation methods can reinforce learning. For
example, a test or similar performance assessment can focus on content to measure
and evaluate content retention. The measurement process itself causes learners to
reflect on the content, select the appropriate content area, and use it in the
evaluation process.
Providing feedback to the trainer: Did the trainer know the content? Did the
trainer stay on topic? Did the trainer provide added depth and value based on
personal experience? Was the trainer credible? Will the evaluation information be
used to improve the trainers skills?
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Determining the appropriate pace and sequence: Does the trainer need to
schedule more or less time for the total learning experience or certain parts of the
learning? Were some parts of the learning experience covered too fast or too
slowly? Does the flow of the content make sense? Does the sequence follow a
building-block approach?
Providing feedback to participants about their learning? Are participants
learning the course content? Which parts are they not learning? Was there a shift in
knowledge and skills? To what extent can participants demonstrate the desired
skills or behavior?
Identifying which participants are experiencing success in the learning
program: Evaluation can identify which participants are grasping the new
knowledge and skills and which are struggling. Likewise, evaluation can identify
participants who are excelling at understanding the content and using on the job.
Identifying the learning being used on the job: What parts of the learning
experience are being used on the job? To what extent are they being used?
Assessing the on-the-job environment to support learning: What
environmental factors support or inhibit the use of the new knowledge, skills,
attitudes, and behaviors on the job? These factors could be management support,
tools and equipment, recognition and reward, and so on.

Principles of Evaluation of Training
Whenever we perform training evaluations, whether as an external consultant or as
an employee, we need to follow the standards for evaluation as laid out by the Joint
Committee on Standards for Educational Evaluation. I was lucky enough to be an
adjunct committee member in the early 90s and have done my best to apply these
standards throughout the years.
Having done so many training evaluations (externally and as an employee) I have
concluded that there are seven principles in conjunction with the standards, which I
use to guide successful evaluations. I am glad to share then with you enjoy.


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Principle 1: Training is no longer the only solution. So many things in the work
environment affect employee performance so that when we evaluate training we need
to uncover these and factor them into our evaluation activities.
Principle 2: Things as are always going on uncover it. Employees learn in
variety of ways other than our training programs. Such as coaching, mentoring, from
each other informally, and most prevalent actual work experience. I acknowledge
these and probe and investigate to find and understand them.
Principle 3: Uncover trainings success by asking what is not happening. By
understanding what employees are not doing after training completion points to
possible instructional design flaws and/or work environment conditions that inhibit
adoption. Another element may be that employees do not belief that what they
learned will aid them, their team, or the company that stalls training transfer.
Principle 4: Always evaluate to improve not prove. Our fundamental purpose
should be to evaluate so that we can make our training programs and adoptive
environments as successful as possible rather than proving something.
Principle 5: The client owns the business, performance, and work environment
issues. We own the sharing of what we find. As evaluators we find the good, bad, and
the ugly with respect to training adoption. We have the responsibility to share these
with our clients to be the conscious of the organization but fully understand that
only clients have the power to take corrective actions.
Principle 6: Root cause drive solutions. Uncovering the root causes for
unsuccessful adoption allows us to figure out what is really causing this situation to
occur and make suggestions to remove it so the situation does not occur again, thus
increasing adoption.
Principle 7: Seek insights on solutions from successful performers. If you have
low adoption you most likely have some successful adoption by employees. These
people have figured out how to use what we teach and in a successful fashion. Talk to
them and uncover what they have done it usually points to solutions that will
increase adoption.


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

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

Most training providers dont look past surveys that reveal whether participants liked the
training or not. It is not a popularity contest. It is about measuring real business impacts.
The third level of evaluation answers the question are they applying what they learned.
What behaviours are you seeking to change as the knowledge and skills are applied on the
job following training? For our custom training programs, we evaluate behaviour (level 3),
in addition to reaction (level 1) and knowledge acquisition (level 2).
For example, for our Custom Increase telephone conversion rates course, we conduct at
least 10 mystery calls before that training, record them and grade them according to the
learning objectives of our course. After training, we conduct a further 10 mystery calls and
compare their results with the results from the pre-training and present this report to
management.
This, more than anything else, can demonstrate the degree to which participants apply
their new knowledge in the real world. This can provide clear evidence of who is applying
the training and who is not, and can lead management to correct misapplication, and
reward close application after training.
4 Measurable business improvement
At the end of the day, business training is about generating a business improvement. What
specific business measures or KPIs (key performance indicators) do you want to change
or improve as a result of the training? Our Increase telephone conversion rates course, for
example, has the following business improvement aims:
An increase in enquiry to consultation conversion rate
A decrease in enquiry to consultation time lag
An increase in lead list building (by collecting more lead information on calls)
An increase in consultations booked
An increase in deposits billed
An increase in sales
A decrease in appointment cancellations
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5 Return on investment (ROI)
The last level of evaluation training relates to return on investment. What specific return
on investment are you after as a result of the training? To evaluate your return on
investment on healthcare telephone training for example, we suggest you
Take the course fee (cost)
Add the facility fee (cost)
Add staff wages that were spent during the course (cost)
Add the opportunity cost of staff time spent during the course (cost)
Measure the business improvement (e.g. measure the business impact of the
telephone conversion rate before and after the training to arrive at net gains in
financial terms)
Consider the financial gains in the long term (3 months, 6 months, 12 months?)
Long term net gains / Cost = return on investment (ROI)
See this example of a telephone training return on investment calculation. By using these
methods, weve been able to help large healthcare organisations, like Optimax Eye Clinics,
generate a significant return on investment from their telephone training.

Measurement of Training Effectiveness

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

The model emphasised the importance of knowing the educational standards of the
individuals in the control group before the new education initiative took place and then
determining the change that had taken place by measuring the difference in attainment
after the educational intervention was completed. In other words the aim was to
determine the effectiveness of the training by scientific means on the level of performance
of the individual. Although there have been some critics of this methodology it has proved
to be valuable in that organisations have been able to quantify the relationship between
their corporate objectives (often expressed as key performance indicators (KPIs) today)
and the training aims and objectives.
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The main criticism of the scientific/experimental approach is that the methodology is
unable to take into account the unexpected or unintentional learning that can take place
within a dynamic and changing learning environment. Those readers who can remember
reading about the original, and now famous Hawthorne experiments to determine the
effects of illumination levels on production held at the Western Electric plant in Cicero,
Illinois in the 1920s and the later experiments also conducted by the National Research
Council showed that human behaviour is indeed difficult to quantify exactly. Nevertheless
the greater attention that was given to training methodology and in particular the
effectiveness of management development during the 1960s and 1970s has led to much
better understanding and the emergence of systems evaluation methodology.

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

Donald L Kirkpatricks "Four steps to measuring training effectiveness

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

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

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


50

Level 2

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

Level 3

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

Level 4

Kirkpatrick is now concerned with the training to determine if it has actually been
translated into tangible benefits to the organisation. Quite simply has productivity and or
quality been improved? Have the number of accidents or incidents been reduced? Has
plant availability and or plant utilisation been improved? Has the morale of the workforce
changed for the better? These are metrics which really have an impact on the "bottom
line and for that reason feature in the companies balance sheets and KPIs. We have to ask
ourselves is this not the real reason for training? Training has to make a real difference in
performance and effectiveness; this is tied closely to competence. Training has be proven
to deliver results and be cost effective. It might sound simple but it is not for most
organisations. The reason is that most do not have in place any system for measuring the
improvement in competence of the individual; let alone a systematic approach to
identifying the most effective means of assisting the individual to becoming competent.
51

CASE STUDY

A very brilliant marketing professional went to Arab for the sale of his companys soft
drink. But he came back with no results.

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

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

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

Moral here is localization is a key to success.

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



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Training Culture

Communicating the information to different people from different Training cultures and
different nationalities can give rise to many problems. Many simple things that seem
simple and straightforward to communicate become difficult when it comes to
communicating in different environment. Giving training in ones own culture is quite
different from giving training in different culture. Being a good trainer is not the only
requirement but understanding socio-economic and cultural backgrounds has now
become an important part.

Values, norms, attitude are the building blocks of Training culture. Values means what a
group of people believes to be good, bad, right, or wrong. Norms means the social rules
and guidelines that prescribe appropriate behavior.

Attitude disposes a person to act in a certain way toward something in a certain situation.
A trainer giving training in different culture has to keep these things in mind before
delivering content.

Instances: A good case that concerns attitude towards time in different cities: People are
very punctual in United States. People from US tend to come little early for any meeting, or
when invited for dinner, party to someones home because in their culture it is considered
to be polite to arrive on time.

In Great Britain, people tend to come late for any appointment. If called at 5 P.M., that
means come at 5.30 or 6 P.M.

Even for Argentineans, coming on exact time is far too early.

For instance, In US, if the trainer gets late for a scheduled training session it is treated as a
breach of etiquette. And it may result in loss of trainers respect and failure in transfer of
training.

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

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

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

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

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

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

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

54





Another case of unspoken language is the amount of distance between the persons talking
to each other. In Latin America, the distance adopted by parties in a business discussion is
3 to 5 feet while in the US, it is 5 to 8 feet.

In the training context, if the trainer gives training in Latin America and maintains a much
larger distance than desired in their training culture, then in turn, it may result in a
regrettable lack of rapport between the trainer and the trainee.

Therefore, using the right body language is very important in cross-cultural training.

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

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

Group In most of the countries, group is the primary unit of organizations. Like in Japan,
the social status of an individual is determined as much as in by standing of the group.
This may lead to better cooperation; on the other hand it suppresses entrepreneurial
activity, individual creativity, etc. This in turn, may result, in loss of recognition of
individual achievement at work after training.

Therefore, trainer has to keep in mind the factor of the individual and the group while
giving training because encouraging a particular individual in Japan might be considered
as impolite or vice-versa.
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Assumptions We all make assumptions every day. It may be positive or negative, good
or bad. Assumptions influence our attitudes, perceptions. Most people see what they want
to see and believe what they want to believe. It some times leads to coinciding and some
time clashes. This tendency to make assumptions and forming attitudes regarding certain
things can be a big problem in a cross cultural training. Differences in assumptions can
some times be very problematic. As an example, trainer may believe that if the trainees do
not question, they understand the content. On the other hand, trainees may believe that if
they will ask question, the trainer might think they are dull.


TRAINING SCENARIO IN INDIAN INDUSTRY

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

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

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

According to NASSCOM (National Association of Software and Services Companies), the IT
corporate training market is expected to reach Rs 600 crore in 2010 from Rs 210 Crore in
2006.


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In Indian market, 50% of the training companys revenue comes from the retail training
and rest from other segments.

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

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


TRAINING PROGRAMS IN RETAIL/FMCG SECTOR

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



57

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

Training in Banking and Insurance Sector

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

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

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

Earlier there were no training programs as such for insurance agents but on-the-job
training only that was given once the new agent was appointed. But now the scenario has
been changed, with the coming up of big players like ICICI Life Insurance, ICICI Lombard,
HDFC Life Insurance, Tata AIG General Insurance, etc in this sector, people who've had
some formal training are preferred while recruitment because it can be helpful in the
insurance field.


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However, only the insurance degree in this field does not guarantee success. To be
successful an agent must have strong interpersonal, networking, and communication
skills.

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



Training and Development in Automobile Sector


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

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

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


59


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


Training and Development in Telecom Sector

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

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


60

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

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


Training and Development in KPO Sector


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

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

If a person is committed to deliver quality, and is willing to learn with positive attitude
then definitely KPO is the right place to work for him.
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Training and Development in Pharmaceutical Sector

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

Growth in Pharmaceutical Sector
This rapid growth has also increased the training need of the sector.


Training Areas
Brand Protection
Contamination Control
Drug Verification
Supply Chain Visibility
Recall Management
Shrinkage Reductions
Preferred Training Methods

Some of the preferred training methods are:
Web based training
Class room training
Workshops
On-the-job training





62

OVERVIEW

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

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

With the increase in competition due to the coming up of major players like Four Seasons,
Shangri-La, Aman Resorts, etc the need to train employees has increased more than ever
before. The major players are now strategizing to increase the turnover of the customers
by training their employees on Communication, Dining and Business etiquettes, etc. Some
of the essentials required by this sector are:
Good infrastructure
Trained trainer
Quality of content
Certification of training course
Effective Training evaluation
Training and Development Programs are available for the following areas:
Food Production
Food and Beverage Service
Front Office
Housekeeping


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TRAINING IN HOSPITALITY SECTOR

Training Providers

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

Education UG - Any Graduate - Any Specialization
PG - Any PG Course - Any Specialization
PG - MBA/PGDM - HR/marketing/ operations/strategy
Graduate/Diploma - Hotel Management and MBA
Diploma in Hotel Management, Catering Technology & Applied Nutrition
MBA/PGDM - HR/Industrial Relations

Nature of Work :

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

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

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

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


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




66

Areas Covered in Training Programs in IT/Software Development Industry

The specific areas where training is given in IT/Software Development sector are:
Computer Manufacturing
EDP/ E- Commerce
Designing
Maintenance Service
Operating jobs, Computer operators, Data Entry
System Developing /Programming /Software Engineering
Networking

Application Programming
Research and Development in Peripheral Integration
Product Quality Control and Reliability Testing
Enterprise Resource Planning (ERP)
Database Warehousing and Management

Training Courses in Software Development Industry
B. Tech
BCA
BSc. (H) Computer Science
M. Tech
MCA
MSc. (H) Computer Science
M.E. in Computer Technology & Applications
Post Graduate Diploma in Computer Application (P.G.D.C.A)
Preferred Training Methods

Some of the training methods of training are:
Computer Based Training
Internet Based Learning
Lectures
Labs
On-the-job (OTJ) Training
Distant Learning
E-Books
67




Career Opportunities For Trainers in Software Development Industry

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


Skills and Attributes Required

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





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Nature of Work

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









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Training and Development in BPO Industry

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

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


70


Role of Organization in Training and Development

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

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


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

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

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

Family Situation
Personal Problems
Relation between the training program and personal objective
Level of self esteem
Benefits expected from training
Comfort level with the trainer
Learning style of trainee
71

KSA of trainee
Previous training experiences
Desire for professional growth and development
Some environmental factors that affect the trainee's learning are:
Relationship with colleagues and subordinates
Training team
Trainer team
Training objective
Content of training
Training design i.e. methods, techniques, and strategies
Environment in the program
Composition of training group
Infrastructure i.e. eating facilities, tea/coffee breaks

No matter how good the training program is, in the end it is the participant only who
decides whether to change his behavior or not. Trainees do not change their behavior
merely because someone tells them to do. They change when they feel there is a need of it.
They do it with their own learning style. The trainer and the organization can only try to
remove the mental blocks of the trainee, rest depends on trainee itself.

Trainer- Role of Trainer

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


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


72

Trainers Skills

The skills that need to be present in a trainer are:
Training Design
Evaluating the training program
Training need analysis
Worksheet design
Exercises design
Role of Trainer



FACILITATION OF TRAINING
Expected Performance is directly proportional to the multiplication of motivation,
required KSAs, and expectations towards training i.e.



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

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



73

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


Facilitation of Training Through Organization Intervention


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

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

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

TRAINER SUPPORT can also have a positive impact on the transfer of training. Gone are
the days, when the trainers role used to get over once the training program is done.
Trainers role is now extended to the work place also. Besides training, trainers role is to
keep a check on how trainees are performing and help them and discuss with them if they
encounter any problem in the workplace.
74


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

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

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


Role of Organization in Training and Development

An organization has a very close relationship with the trainee and the trainer because it is
the first contact for both.

The demand for the training in the organization increases when the organization wants:
To hire new people training as a means of training new recruits
To Expand When the company wants to increase its headcount
To increase certain number of staff (in position) by a certain date
To enhance the performance of employees
Organization's name to be a part of training unit

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


75

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

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

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

Internal Employees 93%
Customers 19%
Partners 16%
Suppliers 5%








76

CASE STUDY-1

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

- ADI GODREJ, CHAIRMAN GODREJ GROUP.

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

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

Parivartan2 was launched in September 2000 in GSL to train new as well as existing
employees on various aspects of the business and to motivate them. In 2001, new
initiatives like Young Entrepreneurs Board (YEB), Red and Blue Teams, Mentoring and
Reverse Mentoring were introduced in the Godrej Group, (Godrej) to encourage the
involvement of youth in strategic decision-making.
In early 2002, a need was felt among the top brass of Godrej to instil a performance-
driven culture in the company. In addition to upgrading the talents of existing employees,
Godrej had to train new recruits.

Thus, Godrej developed a comprehensive and innovative training programme for
management trainees and named it Godrej Accelerated Learning Leadership and
Orientation Programme (GALLOP).


77

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

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

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

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

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

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


78

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

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

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

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

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

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

'Parivartan'
In 2000, 'Parivartan' was launched in GSL with the objective of motivating employees as
well as imparting knowledge about the sales functions of GSL. A team of 18 senior
executives from all divisions spanning sales, logistics and HR were called on to provide
necessary inputs...
79


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


GALLOP
GALLOP was instituted in early 2002 as a structured and organised induction-training
programme at Godrej. GALLOP aimed at nurturing the new recruits into leaders and
dynamic performers through this one-year programme. The programme started with an
induction speech by the chairman, followed by the speeches by the CEOs of all the group
companies.
The trainees were rotated in four departments other than their primary department
including a compulsory sales stint. This mandatory rotation in sales enabled the trainees
to get a hands-on experience in understanding the market...

SPARK
The objective of the Spark programme, initiated by GIL in September 2002, was to "train
the trainers". The training programme was aimed at equipping the managers to become
successful coaches. GIL, in association with a Delhi-based HR consultant, conducted a host
of workshops to enable the managers assume the role of a coach...

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


80




CASE STUDY 2

Employee Training and Development at Motorola
Few companies take their commitment to employability of people more seriously than
Motorola."1

- Sumantra Ghoshal, Christopher a Bartlett & Peter Moran2 in Sloan Management Review.

"Training and a strong learning ethic are embedded parts of Motorola's culture...The
corporation learned some time ago that dollars spent on training programs not only
empowered their employees but provided the necessary skills for the company's
marketplace dominance."3
- James Borton, Columnist, Asia Times.
Top Training Company in the World
For nearly eight decades, the US based Motorola Inc. (Motorola) has been recognized as
one of the best providers of training to its employees in the world. Motorola began
training its employees' right in 1928, the year of its inception, on the factory floor as
purely technical product training.

Training, at that time, just meant teaching new recruits how to handle the manufacturing
equipment to perform various predetermined tasks assigned to them. But by the 1980s,
Motorola had emerged as a model organization in the corporate world for employee
education, training and development.

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

The institute was later elevated to the status of a university - Motorola University - in
1989. These training experiments became such a resounding success that employee
productivity improved year after year and quality-wise Motorola's products became
synonymous with perfection.
81


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

In recognition of its excellent training and development practices, the American Society
for Training and Development (ASTD)4 named Motorola the 'Top Training Company' and
conferred on Robert Galvin (Galvin), the former CEO of the company, its 'Champion of
Workplace Learning and Performance Award' for the year 1999. Speaking on Motorola's
training initiatives and Galvin's contribution, Tina Sung, President and CEO of ASTD, said,
"Galvin is a true champion of employees being an integral part of the organizational
success. He set the corporate standard for investing in education and has demonstrated
that training and development pay off in productivity, performance and quality."5

Background Note
Motorola was founded in 1928 when the Galvin brothers, Paul and Joseph, set up the
Galvin Manufacturing Corporation, in Chicago, Illinois, USA. Its first product was a "battery
eliminator," which allowed the consumers to operate radios directly using household
current instead of batteries.

In the 1930s, the company successfully commercialized car radios under the brand name
"Motorola," a word which suggested sound in motion by combining "motor" with
"Victrola6." In 1936, Motorola entered the new field of radio communications with the
product Police Cruiser, an AM automobile radio that was pre-set to a single frequency to
receive police broadcasts.


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

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

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

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


EXCERPTS
TRAINING AND DEVELOPMENT INITIATIVES
THE INITIAL EFFORTS

Motorola had started training its employees' way back in the 1920s, and the importance of
training continued to grow. Till the early 1980s, Motorola had its own standard employee
development activities in which training was the key element

During those days, when people were recruited for manufacturing, the company looked
for three essential qualities in the employees - the communication and computational
skills of a seventh grader; basic problem solving abilities both in an individual capacity
and as a team player; and willingness to accept work hours as the time it took to achieve
quality output rather than regular clock hours.

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





83

THE MOTOROLA UNIVERSITY

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





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

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

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



84

Data Analysis



Training Questionnaire is as follows:


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


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


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


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


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


Q6. Which technique is most suitable for training ?
a. On the Job
b. Off the Job
c. Depends on Need
85


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


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


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


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


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


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


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


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

86

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


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


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


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


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


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







87



CONCLUSION

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

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








88


SUGGESTIONS
On the basis of survey through questionnaire, I hereby humbly propose my
recommendation to carry out further improvement in existing training and
development act i vi t i es i n Adani Power Pl ant . Efforts for making training
and development formats user friendly should be kept continued.



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

Selected Sites

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