CHAPTER 1

INTRODUCTION
1.0 INTRODUCTION
The chapter describes the research topic, background of the study, research problem, research
objectives, research methodology, and importance of the study, limitations and chapter outlines.

1.1 Research topic
Training and development
Training and Development is a vital function of Human Resource Management. Training and
Development act as the core factor which deals with maintaining and improving efficiency and
effectiveness of the human resources at work in the organization. It is concerned with enhancing
individual employee job performances as well as collective / group performances. Thus it will
assist ultimately to improve organizational performances. Therefore it is clear that Training and
Development plays a crucial role in the organization.

1.2 background of the study
This section will display important of the study and background of the study.
Definition:
Training and Development is a formal process of changing employee behavior and motivation
in the way that will enhance employee job performance and then organizational overall
performance.

Thus T&D improves employees capabilities in a way that will make him perform well in current
job. The skills, abilities and attitudes obtained from T&D make a better demand for the
employee in the job market.
In organizational environment there are service oriented organizations such as banks, hospitals,
educational institutes and production oriented organizations such as garment factories, motor
vehicle companies etc.
Usually both kinds of these organizations are using same methods to give sufficient training for
their employees. And also most organizations are using common procedures in the training
process. This may sometimes become a success while sometimes does not appear as a really
efficient way to give a proper training to the employees in the organization.
In this research, I have considered about clearly identifying the difference between the service
oriented training methods and production oriented training methods. These two training methods
differentiate from each other by the specific characteristics that are unique to each of these
training methods. My research issue is arising within this environment.
So in this project Im expecting to find out the most suitable training methods based on the
nature of the organization (service oriented or production oriented). And also Im going to find
out that is there any other modifications that should be used in traditional training process in
selected organizations.
1.3 Research problem
The specific problem addressed in this study is to identify the most suitable training and
development methods for production oriented and service oriented organizations. The employee
training and development programs and necessary to improve employees morale as well as
encourage the workers to perform their jobs in a proper way. So with that purpose organizations
should choose most suitable training and development methods considering about their nature of
functions. Some training methods may not suitable for service oriented organizations and some
methods may not suitable for production oriented organizations. The research design is used for
this study was the descriptive survey research design, to determinate proper training for both
production and servile oriented organizations.


1.4 Objectives of the study
In this project I expect to achieve these objectives through a pre designed methodology. These
objectives are aimed at finding a reasonable solution for the research issue.
Identifying the training methods using currently in service oriented organizations and
production oriented organizations.
Identifying the relationship between training methods and performance improvement of
the employees in the organization.
Identifying the necessary modifications for the training process and finding out most
suitable training methods for service oriented and production oriented organizations.
Directing employees to follow pre identified training methods in the purpose of
enhancing employee productivity.

1.5 Methodology

To achieve these objectives there should be a pre planned methodology. In this sector Im going
to describe that methodology which consist the following steps.

Selecting Organizations
Selection of samples
Data collection
Analyzing and presenting data


1.5.1 Selecting an organization organizations are selected on both production oriented and
service oriented basis. A brief description about the organizations which have been selected for
this research appears below:
Production Oriented organization Dong Young Company
This is a rice mill manufacturing company located in Kurunegala area. This is a small scale
organization. Mother company of this firm is located in South Korea. Importing Single Phase
rise mills, assembling them and distributing and selling them island wide are the major
operations of this company. Currently more than 30 employees are working in this company.
Service oriented organization Sampath Bank PLC
This is one of the most reputed commercial banks in private sector of Sri Lanka. There are more
than 200 branches in island wide and more than 2000 work force. But for this project I have
selected a sample of more than 25 people from 4 branches in area 7 located in western province
due to the difficulties in collecting data in a large sample.
1.5.2 Selection of samples
Dong Young Company
Total population = all the permanent employees working in Dong Young company
(more than 30)
Sample size = Number of people who given the questioner (at least 20 people)
Sampath bank PLC -
Total population = all the permanent employees working in Sampath bank (more than
2000)
Sample size = Number of people who given the questioner (at least 20 people from
Minuwangoda, Gampaha ,Ja ela , Mirigama branches )


These samples will include all the operational level staff including staff assistant, executive
officers, branch managers, assistant managers, labors, technicians in both organizations.
1.5.3 Data collection
The relevant data for the purpose of study were collected through the both primary and secondary
sources.
1.5.3.1 Primary data: The research was used following methods for collecting the data. In this
research primary data were collected through the questionnaire. To collect the relevant data
questionnaire was designed as follows.
Questionnaires are the most common data collection method for any research. In this research, survey
questionnaires have been formulated by consisting 18 questions and it has been categorized in to tow
sections as follows
Seven questions for personal characteristics
Eleven questions for employee training and development related data.

Section One- Personal Profile
The personal characteristics of employees are requested in the first section of the questionnaire and it is
included five question items, they are
1. Age
2. Gender
3. Civil Status
4. Education Level
5. Designation
In this section, it was given the range of answers and respondents were requested to mark the relevant
cage that was extremely matched with their personal characteristics. Responses from the questionnaire
were analyzed to form of the studys sample
Section two

in this section question designedwith the pupose of gatherin data related to training methods of both
organizations.

1.5.3.2 Secondary data
Following sources use for research as secondary data.
1. Using Bank of Ceylon annual report, central bank report and other magazines
2. News papers
3. Using internet
4. Using various books that related to the topic

1.5.4 Data presentation and analysis
Presenting of data- following methods use for presenting the data.
Figures- Figure is one of data present method in this research. It was used this method to
present the collected analyzed data, because this method is very simple and easy to understand

Tables- Table is other method for presentation of analyzed data. It also easy to understand and
very simple method in this research. There columns, under relevant data column, number of
employees and percentage columns.

Chart- Chart is most popular method for presenting the data. In this study it was used bar charts
& Pie charts to present the data illustrated by relevant table.


1.6 Importance of the study
As Schuler& Youngblood, 1996 the need of training and development is determined by the
employees performance deficiency and it is computed as follows.

T & D need = Standard Performance Actual Performance
So from this definition we can understand that the T & D has a very strong relationship with the
performance of the employees.
With the achieving above mentioned objectives I believe this kind of befits can get to the
organization.
Most important thing is can have a clear idea about what different kind of training
methods is suitable for service oriented organizations and production oriented
organizations.
So both kind of organizations can direct their employees to get training more effectively
If any kind of modification needs is discovered in training process using currently on this
organizations, they can change the process and move in to a better training method.
So the both kind of organizations can give most suitable training to their employees to the
point and enhance their job related knowledge. By giving a good training employees can
have following benefits.
Increase the quality of products
Increase the productivity
Reducing unnecessary wastage
Improve employees moral & motivation.
Create a better demand on employees in the job market by having proper T & D
Increase efficiency and effectiveness
Employees can have more self confidence and reduce the degree of supervision
Increase salaries, promotion opportunities, rewards and job security.

When all of the above mentioned matters are considered T & D is advantageous for the
organization as well as individual employees.
`1.6.1 IMPORTANCE OF TRAINING OBJECTIVES
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 counterargument 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.

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.

Training As Consultancy
Training consultancy provides industry professional to work with an organization in achieving its
training and development objectives.

Estimation of Training Outsourcing
It has been estimated that 58% of the emerging market in training outsourcing is in customer
education, while only 42 percent of the market is in employee education.

The Training Consultancies Offer Various Benefits Such As:

Training Courses that Consultancies Offer
The various courses that consultancies offer are:
Business Training Courses

o Management Development

Conflict Management
Managing Diversity
Project Management
Stress Management
Time Management
Senior Management Workshops
o Sales
Negotiation Skills
Sales Technique
o Customer Care
Customer Care Training
Managing Customers
o Human Resource
HR Administration
Induction Training
Recruitment & Selection
Successful Appraising
Personal Development Courses
o Workshops on:
Assertive Skills
Building Confidence
Coping with Change
Interview Techniques
Maximize Potential
o One to One Coaching
Focused entirely on personal objectives
Move forward at individual pace
Material used in tailor made to specific development Need
A strict code of confidentiality


Importance of Training Consultancies
It helps in enhancing companys image
It helps in strengthening the team spirit
It helps in applying knowledge, developing core competencies, and reducing work load
It helps in improving the work relations
It helps in developing focused and inspired staff
It leads to greater chances of success

Consultants can provide help on following areas:
Management Development
Team Building Leadership
Health & Safety Training
Interpersonal Skills
Sales Training
Example: T.V. Rao Learning Systems is a popular training consultancy in India.

Identifying training and development needs
I can do that...
Fundamental to the delivery of any path project is the development of the team and the
professional development of all individuals. At all levels there is an expectation that the skills,
attitudes and knowledge required to deliver successful projects will be gained while these
projects develop.

This section looks at how project managers can identify the skills and knowledge required to
successfully deliver a competent project as well as provide the training and development
required for both themselves and the project team. The intention here is to give an overview, as
there are training and development texts that cover this subject in much more detail.
You should start with an analysis of the training and development that is required. The starting
point and the subsequent steps can be represented in The Training Cycle or The Systematic
approach to Training and Development. This is a widely recognised and used model of the

processes involved in professional development.

This is a good place to point out that when setting any objectives for training we should be using
the standard management practice of using SMART objectives.
SMART
You will notice that the above objectives are specific in that they explain a number of
individual tasks.
They are measurable in that you can determine if the tasks have been completed by checking
against the targets, e.g. 2000 words, four bridges, grid reference, and so on.
They are achievable in that resources are available to complete the project. For example, is
there sufficient time for completion and does the candidate have access to a computer?
They should be realistic. Clearly projects have to be set at an appropriate level and be relevant
to the development of the individual. We have to ask whether the person presently has the skills
to carry out the project, does he/she need training or can they learn by completing the project?
Finally, the project should be time-bound in that you have to set time targets for completion,
and possibly for reviewing progress.
If you are able to set SMART objectives it makes the job of evaluation and review much easier.
IDENTIFY THE NEED
The need for staff training can be idenitifed in a number of ways, such as during interviews,
through feedback from colleagues, by competence or knowledge tests, by observing work taking
place, or from appraisal documents or CVs. Skills and knowledge audits and a SWOT analyses
are well-known techniques that can be used for self-assessment as well as for identifying the
needs of individuals and groups.
SKILLS AND KNOWLEDGE AUDIT
A brainstorming session will identify the skills, knowledge and understanding required to carry
out a particular task. Skills that the project team leader might suggest are listed in the table
below. By comparing the exisiting skills and knowledge of the team members with the
recommended ones, you can determine what training is required.
Such an audit might produce the following conclusions:



THE PROJECT TEAM LEADER

SKILLS Level required Current level Development needs
Project design Degree or HNC level management and review SVQ level 4 Supervisory
management plus some specific project training A more advanced course in management skills
Planning and reviewing Management Level 4 S/NVQ Management Level 4 S/NVQ As above
Staff management Management Level 4 S/NVQ Management Level 4 S/NVQ None required
Team briefing Management Level 4 S/NVQ Management Level 4 S/NVQ As above
Effective presentation Ability to present projects to community groups Not confident in
presenting to groups There is a need for a specific course followed up with exposure to group
presentations
Report writing Professional quality reports Already presents high quality reports None required
Assessment skills Vocational Assessor Award Holds Skills Assessor Award To work towards the
D33
Team skills Management Level 4 S/NVQ Management Level 4 S/NVQ None required
Training of trainers 3- to 4-day course Already holds three relevant training units None required

KNOWLEDGE
Level required Current level Development needs
Management of Health and Safety NEBOSH level Already holds Management Level 4 S/NVQ
and has attended specific training None required
Safety in construction legislation NEBOSH level As above As above
Employment legislation Management Level 4 S/NVQ Management Level 4 S/NVQ Updating
courses when available
Appraisal system and how it works Specific knowledge and use of the system Has carried out
appraisals in other organisations Specific coaching only required
Environmental legislation Full knowledge of relevant environmental legislation Has full
knowledge through personal research None required

Do not be over specific about each and every aspect of the job, and do not use vague
expressions: communication skills, for example, may cover questioning, listening and talking to

a group. You should attempt to be as clear and concise as possible about the skill or knowledge
required.
SWOT
Another simple self-assessment tool is the SWOT analysis or analysis of STRENGTHS,
WEAKNESSES, OPPORTUNITIES and THREATS.
This can be used on its own or with the skills and knowledge analysis. It is a good technique for
helping staff identify their own training needs with or without support.

THE PROJECT TEAM LEADER
Strengths Weaknesses
I have a strong background in management techniques. I have not worked to any degree with
groups of manual workers.
I have used a pc competently in previous jobs. I am unfamiliar with project management
software.
I have a NEBOSH Certificate. Health and safety training did not cover construction
regulations.
Opportunities Threats
There will be a number of candidates selected for a higher level qualification in Project
Management. Lack of project management skills can hamper progress.
Growth in the path industry may mean that there are more higher level jobs available. Other
candidates may have worked with manual workers I need to improve my leadership skills.

Whatever technique is used, it is best to include this in a personal development plan (PDP). This
is very often carried out as a part of an appraisal process.

AN EXAMPLE OF A PERSONAL DEVELOPMENT PLAN
Development issue Reason for Development Method and date for achieving objective Review
date and comments
1. Training and assessment skills To fulfil role in training and developing my team to meet the
required job standards. Attend training course leading to the Certificate for Skills Trainers and
assessors by August 2002.

2. Report writing To improve my knowledge of standard report writing techniques. Attend a
short course when available by September 2002.
3. Project management To enable me to fully understand and manage projects. To attend an
introductory course by June 2002 with a view to commencing a certificate course in early 2003.

The above techniques can lead to individual development plans. It is standard practice to compile
these individual plans and to produce composite plans for a department or specific group. These,
in turn, can then be combined with plans from other groups to form an organisational training
needs analysis.

WE CAN ALL DO THAT
The department, organisational or team training needs analysis should be set out in a similar
way to the PDP. However, simply compiling a list of team members training needs may result in
a list of individually identified needs and not a plan that suits the organisation or the project
team. Sometimes, individuals may push for expensive training that is not a priority for the team
as a whole, or inappropriate or costly training may be prioritised badly.

It is the role of the manager or team leader to analyse the identified needs in order to determine
the priorities for the team as a whole and to decide in which order these needs can be met, given
that there are always budgetary constraints.

In order to do this the manager or team leader has to understand a basic principle of team
working:

None of us works in isolation, although we sometimes would like to think we can, every action
we take, every thing we say has possible consequences for others in the organisation or in the
team.

Focusing on getting the job done may be detrimental to other team members and affect how the
team works. Pushing others to achieve difficult targets is well known to have a demotivating
effect on all.


Focusing on individuals, through favouritism for example, may be detrimental to the team
spirit and affect how the task is carried out.

Focusing on keeping the whole team happy may be detrimental to individual team members
and affect teamwork.

It is the aim of everyone in an organisation to achieve a balance and to encourage and support
individuals so that a strong team can be built while ensuring that the task is being carried out.

It is up to the team leader or manager to ensure that there is a maximum overlap so that
individuals work well within the team and that the team works well together to complete the
task.

Team leaders have a major role in facilitating this through their management and
communication skills. Individual training needs must be analysed and prioritised to benefit the
team. It could be beneficial in the long term to allow individuals to undertake a costly MBA, but
it could be more productive to fund an in-house programme leading to six or seven members of
staff achieving an N/SVQ in an appropriate skills area.

Once a list of needs have been determined a timescale for achieving them has to be set down.
An example of a team training needs analysis is shown below.

NORTH HIGHLAND PATH TEAM TRAINING NEEDS PROGRAMME
IMMEDIATE PRIORITIES
Need Who? Why? Target date
Risk assessment Full team To comply with law ASAP
Basic H and S J Kerr
I Smith Team targets //
SHORT TERM Next month
Survey techniques J Kerr

P Weir Identified gap through analysis //
MEDIUM TERM 23 months
Interpersonal skills I Smith
D Stewart Identified through appraisal
Team development Full team Identified through team discussion //
LONGER TERM
SVQ In Administration Admin team To support training and identify further gaps //
If the manager or team leader does this, then the team development plan is more specific to the
needs of the team, more cost-effective and more likely to take the team forward in its task. The
next stage is to deliver the training.


1.7 TRAINING CONSULTING AND TRAINING & DEVELOPMENT SERVICES


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

Training needs analysis and development needs analysis

Designing a training strategy to underpin corporate strategy

Audit of the training function

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

Evaluating the effectiveness of training programmes

Prioritizing of the training budget

Surveys in the area of corporate training


TRAINING
AND HUMAN RESOURCE MANAGEMENT

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

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

Role of HRD Professionals in Training
This is the era of cut-throat competition and with this changing scenario of business; the role of
HR professionals in training has been widened. HR role now is:
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

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

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


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


THE 3 MODELS OF TRAINING ARE:


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

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

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

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

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

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




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



1.7 Limitations
The research exercise will be conduct in a limited duration. Hence a detailed
study could not be made
The sample of selected employees is limited only to kurunegala and western
province.
The finding conclusions are based on the knowledge and experience of the
respondents, sometimes may subject bias.
Primary data is collected only through a questioner.
The production oriented organization is a small scale organization when
considering with the service oriented organization.







CHAPTER 2
Literature review

2.0 Introduction

The chapter describes the review of the literature, concerned the concept of training and development
with relevant theories, definitions, concept and models.


2.1 Human Resource Management
Introduction to HRM
Every organization irrespective of its nature and size has four resources namely men,
material, and machinery. Of this men I. e., people are the most vital resources and they only
make all the differences in an organization. In this connection L.F. Urwick says that Business
houses are made? Broken in the long run note by the markets or capital, patents, or equipments,
but by men. Peter F. ducker says that, man, of all the resources available to name can grow and
develop. This gives geneses to the concept of HRM, the sub system. HR is the central sub-
system of an organization. As the central sub- system, it controls the functions of each sub
system and the whole organization.

Concept
Human resource management is concerned with the human beings in an organization.
It reflects a now philosophy, a new outlook, approach and strategy, which views an
organizations manpower as its resources and assets.
Human resource management is a managerial function which facilitates the effective
utilization of people (manpower) in achieving the organizational and individual goals.
Simply, HRM is a management function that helps the managers to recruit, select, train
and develop the organizational members for the purpose of achieving the stated organizational
goals.


Definition
HRM is defined as follows,
The part of management which is concerned with the people at work and with their
relationship within an enterprise. It aims to bring together and develop into and effective
organization of the men and women who make up an enterprise and having regard for the well-
being of the individuals and of working groups, to enable them to make their best contribution to
its success
-National institute of personnel management, India.

Human resource management is a series of decisions that affect the
relationship between employees and employers; it affects many constituencies and is intended to
influence the effectiveness of employees and employers.
-Milkovich l boudreau.
So finally they can say HRM is the efficient and effective utilization of human resources to
achieve goals of an organization. There is a series of functions to be followed order to
accomplish the goals and the objectives of the HRM. This series of functions includes:

Human resource planning
Recruitment, selection, and placement
Orientation, training and development
Job analysis and design
Role analysis and role development
Career planning and communication
Performance appraisal
Human relation
Safety and health
Wage and salary administration

Compensation and reward
Grievance handling
Quality of work life and employee welfare
Organizational change and development
Industrial relation
From this series of functions training and development takes most important place and it
is defined as the HRM function that formally and systematically provides new learning to
increase employees capabilities so as to increase their current job performance and future job
performance as well.
Training and Development is a vital function of Human Resource Management. Training
and Development act as the core factor which deals with maintaining and improving efficiency
and effectiveness of the human resources at work in the organization. It is concerned with
enhancing individual employee job performances as well as collective / group performances.
Thus it will assist ultimately to improve organizational performances. Therefore it is clear that
Training and Development plays a crucial role in the organization.


2.2 Training and development
Definition
Training and development is a formal process of changing employee behavior and motivation in
the way that will enhance employee job performance and then ornisatonal overall performance.
Employee Training is distinct from management or Executive Development. While the
former refers, training is given to employees in areas of operations, techniques and allied areas,
while the latter refers to developing an employee in areas of important techniques of the
Management Administration, Organization and allied areas.

Training means to continuously nurture the employees or workers towards better
performance in a systematic way. This can be either at the work spot or at the workshops. This is
mainly to improve the technical skills of the employees or workers.
Development means bringing out the actual potentialities and thus willing to high
motivation and commitment standards towards work. This will be generally with regard to
improvement in the behavioral skills.
Training and development will increase employee job related abilities through the
following three primary ways.
By imparting job related knowledge.
By creating job related skills.
By generating positive attitudes for proper organizational functioning.
In the HRM literature clear distinctions about knowledge and skills are hardly available. But
following definitions can found bout above terms and they will help to get an idea about these
three factors.
Know means to learn or to have information about something and knowledge means what is
known.
- English business dictionary (1986)
Skills is the ability to do something because of training
- Dictionary of personal management, 1988
So knowledge is for having information and understanding that information. Skills are for doing
and applying the obtained knowledge.
And also the terms education and training are highly interrelated. But there are some differences
among these terms. They can make a distinction among training, education and development.
Such distinction enables us to acquire a better perspective about the meaning of the terms.
Training - Refers to the process of imparting specific skills

Development - refers to the learning opportunities designed to help employees grow
Education - is theoretical learning in classroom

Though training and education differ in nature and orientation, they are complementary. An
employee for example who undergoes training is presumed to have had some formal education.
Furthermore, no training programme is complete without an element of education. In fact the
distinction between training and education is getting increasingly blurred nowadays. As more
and more employees are called upon to exercise judgments and to choose alternative solutions to
the job problems, training programmes seek to broaden and develop the individual through
education. For instance, employees in well-paid jobs and/or employees in the service industry
may be required to make independent decision regarding their work and their relationship with
their clients. Hence, organization must consider elements of both education and
training while planning their training programmes.
Development refers to those learning opportunities designed to help employees grow.
Development is not primarily skill-oriented. Instead it provides general knowledge and attitudes
will be helpful for employees in higher positions. Efforts towards development often depend on
personal drive and ambition. Development activities, such as those supplied by management
developmental programs, are generally voluntary.
Training and development encompasses three main activities: training, education, and
development
Training: This activity is both focused upon, and evaluated against, the job that an
individual currently holds.
Education: This activity focuses upon the jobs that an individual may potentially hold in
the future, and is evaluated against those jobs
Development: This activity focuses upon the activities that the organization employing
the individual, or that the individual is part of, may partake in the future, and is almost
impossible to evaluate

The "stakeholders" in training and development are categorized into several classes. The
sponsors of training and development are senior managers. The clients of training and
development are business planners. Line managers are responsible for coaching, resources, and
performance. The participants are those who actually undergo the processes. The facilitators are
Human Resource Management staff. And the providers are specialists in the field. Each of these
groups has its own agenda and motivations, which sometimes conflict with the agendas and
motivations of the others.
The conflicts that are the best part of career consequences are those that take place between
employees and their bosses. The number one reason people leave their jobs is conflict with their
bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John
Hoover points out, "Tempting as it is, nobody ever enhanced his or her career by making the
boss look stupid." Training an employee to get along well with authority and with people who
entertain diverse points of view is one of the best guarantees of long-term success. Talent,
knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or
customer.
Typical roles in the field include executive and supervisory/management development, new-
employee orientation, professional-skills training, technical/job training, customer-service
training, sales-and-marketing training, and health-and-safety training. Job titles may include
vice-president of organizational effectiveness, training manager or director, management
development specialist, blended-learning designer, training-needs analyst, chief learning officer,
and individual career-development advisor.
Talent development is the process of changing an organization, its employees, its stakeholders,
and groups of people within it, using planned and unplanned learning, in order to achieve and
maintain a competitive advantage for the organization. Rothwell notes that the name may well be
a term in search of a meaning, like so much in management, and suggests that it be thought of as
selective attention paid to the top 10% of employees, either by potential or performance.
[7][8]

While talent development is reserved for the top management it is becoming increasingly clear
that career development is necessary for the retention of any employee, no matter what their

level in the company. Research has shown that some type of career path is necessary for job
satisfaction and hence job retention. Perhaps organizations need to include this area in their
overview of employee satisfaction.
The term talent development is becoming increasingly popular in several organizations, as
companies are now moving from the traditional term training and development. Talent
development encompasses a variety of components such as training, career development, career
management, and organizational development, and training and development. It is expected that
during the 21st century more companies will begin to use more integrated terms such as talent
development.
Washington Group International, in their paper "The Nuclear Renaissance, A Life Cycle
Perspective"
[9]
defined two logical laws of talent development:
First law of talent development: "The beginnings of any technology-rich business are all
characterized by a shortage of large numbers of technically trained people needed to
support ultimate growth"
Second law of talent development: "The resources will come when the business becomes
attractive to the best-and brightest who adapt skills to become part of an exciting
opportunity"
Talent development refers to an organization's ability to align strategic training and career
opportunities for employees. Training can some times also referred to as a tool for change
management and improved organizational culture. Referring to a study conducted in India title
"TO IDENTIFY THE TRAINING AND DEVELOPMENT PRACTICES FOLLOWED IN
ORGANIZATION: A case study of Birla Cement Work, Rajasthan", it was found that trainees
(employees) are aware of the training and development practices followed in the organization
and they very well know that the training programs are the tools for their overall development in
organization. Using the training, they also share their knowledge among their colleagues which
is improving the work culture among the organization.
2.3 Purpose of the training and development

The fundamental aim of the training is to help the organization achieve its purpose by adding
value to its key recourse people- employees. In here it is defined like this,
Training helps the organization, the individual, and the human relations of the work group.
- Werther and Davis , 1989
As this definition training means investing in the people to enable them to perform better and to
empower them to make the best use of their natural abilities. And that investment pays dividend
to employee, organization and other employees.

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 human
intellect and an overall personality of the employees
Productivity Training and Development helps in increasing the productivity of the employees
that helps the organization further to achieve its long-term goal

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


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


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

Quality Training and Development helps in improving upon the quality of work and work-
life.

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.


2.3 Climate for Training
With all these things organization must have a climate or suitable environment for deliver a
successful training programme.so to create a necessary environment, fulfill the following
requirements may helpful.
Incentives that encourage employees to participate.
Managers who make it easy for employees to attend T& D programs.
Employees who encourage each other.
Rewards for the use of new competencies.
No hidden punishments for participating.
Rewards for managers who are effective trainers
With this kind of proper environment, an organization can develop and implement an effective
training and development program. There are short term and long term effects for both
employees and organization.
2.4 Effects of training and development

2.4.1 Short-term effects
Reactions to T & D activity
Learning
Changes in behavior & attitudes
Performans on a task
2.4.2 Long-Term effects For the organization
Improved productivity
Lower cost
Improved customer services
Pool of competent global leaders
Improved retention rates
Applicant pool increases
2.4.3 Long-term effects For the Employees.
Greater self confidence
Increased job satisfaction
Career advancement
Employability
Ability to resist unethical influence


2.5 Principles of the training

The principles, which have been evolved, can be followed as guidelines to trainees. Clear
objectives about the Training Program are:
Training policy for designing and implementing the training programme.
Acquisition of knowledge and new skills through motivation.
Reinforcement to trainees by means of awards and punishments.
Organized material should be properly prepared and provided to the trainees.

Learning periods has to be fixed as it takes time to learn.
Preparing he instructor who is both good at subject and job.
Feedback regarding the performance of the trainees in the jobs.
Practicing the skills taught by the trainee.
Appropriate techniques related to the needs and objectives of the organization.

2.6 Roles and responsibilities in Training and Development

In the subject of training and development, there are many roles in an organization hierarchy
contributes up to various limits. And also they have deferent responsibilities relevant to T & D

2.6.1 Line managers
Cooperate with HR professionals in identifying the implications of business plans for T &
D
Work with the employees to determine their individual training and development needs.
Participate on the delivery of T & D programs.
Support employees participation in T & d opportunities and reinforce the transfer of
newly learned behaviors to the job.
Do much of the on-the-job socialization and training.
Participate in efforts to assess the effectiveness of T & D activities.

2.6.2 HR Professionals
Identify training and development needs in cooperation with the line managers.
Assist employees in identifying their individual T & D needs
Communication with employees regarding training and development opportunities and
the consequences of participating in them.
Develop and administer T & D activities.
Train the line managers and employees in how to socialize; train and develop employees.
Evaluate the effectiveness of the training.

2.6.3 Employees

Seek to understand the objectives of training and development opportunities and accept
responsibility for lifelong learning.
Identify own T & D needs with HR Professionals and line managers.
Consider employment opportunities that will contribute to your own personal
development opportunities.
Assist with the socialization, training, and development of co-workers.


2.7 Systematic training and Training process

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.
There is a formal order of doing the training. If isnt, the trainee will have to learn everything in
his own, he will take long period to perform as organizations expectations. But if he has a
opportunity to get a well designed training , it will be easy to learn how to perform well in the
organization. So through a systematic training process trainee will learn appropriate methods of
doing the duties resulting in achieving organizations goals.
In here the steps of systematic training process is listed

1. Identify training needs
2. Prioritize training needs
3. Establish training objectives
4. Determine training evaluation criteria
5. Make other related training decisions
6. Implementation
7. Evaluation the success of training



2.7.1 Identifying training needs.
Training activities must be related to the specific needs of the organization and the individual
employees. A Training Program should be launched only after the training needs are assessed
clearly and specifically.
The effectiveness of a Training Program can be judged only with the help of training needs
identified in advance. In order to identify the training needs, a gap between the existing and
required levels of knowledge, skills, performance and aptitudes should be specific. The problem
areas that can be resolved through training should also be identified.
Without training need identifying any kind of training effort may not be done. In training process
tow major errors are possible. One is training for a wrong training need. In this cause because of
the wrong identification of training needs of the employees of the organization, a real training
program may implement but for a worthless training need.
Second major error is training owing to wrong performance diagnosis. There must be genuine
need of training. Generally training need is arise when there is a gap between expected job
performance level and actual job performance level. But they cannot say the gap is created only
because of the need of training, but there will many factors influence that job performance level.
When considering about identifying training needs there are three types of analysis, organization
analysis, and job needs analysis, person needs analysis.

Organizational needs analysis
Organizational needs analysis refers to identifying training needs in the organizational level. It
can define like this,

organizational needs analysis tries to answer the question of where the training emphasis should
be placed in the organization and what factors may affect the training

-Bernardin and Russell-

In the organizational level there are three factors affecting to decide organizational needs. They
are Human recourse analysis, climate indexes and efficiency indexes. Human recourse analysis
conceder translating strategic plans, demand for products, customer requirements etc. The

climate indexes are acting as indicators of the quality of the working life of the organization.
They includes employee turnover, absenteeism , grievances , productivity etc. efficiency indexes
are measures or indicators of the current efficiency of work groups and the organization. They
includes cost of labour, wastage, gap between input and output, late delivers etc.
Job needs analysis
The specific content of present or anticipated jobs is examined through job analysis. For existing
jobs, information on the tasks to be performed (contained in job descriptions), the skills
necessary to perform those tasks (drawn from job qualifications), and the minimum acceptable
standards (obtained from performance appraisals) are gathered. This information can then be
used to ensure that training programs are job specific and useful.
The process of collecting information for use in developing training programs is often referred to
as job needs analysis. In this situation, the analysis method used should include questions
specifically designed to assess the competencies needed to perform the job.
Job needs analysis can be defined as below
Job needs analysis tries to answer the question of what would be taught in training so that the
trainee can perform the job satisfactory.
- Bernardin and Russell-
By finding answers for these three questions below mentioned, may give a clear idea of job need
analysis.
What are the tasks, duties and responsibilities of the job?
What types of abilities, qualifications and experience are needed to perform the job?
What are the minimum acceptable performance standards?
So deretmined training needs by job analysis can be used to train employees.

Person need analysis


After information about the job has been collected, the analysis shifts to the person. A person
needs analysis identifies gaps between a person's current capabilities and those identified as
necessary or desirable. Person needs analysis can be either broad or narrow in scope. The broader
approach compares actual performance with the minimum acceptable standards of performance.
The narrower approach compares an evaluation of employee proficiency on each required skill
dimension with the proficiency level required for each skill. The first method is based on the
actual, current job performance of an employee; therefore, it can be used to determine training
needs for the current job. The second method, on the other hand, can be used to identify
development needs for future jobs.
Person need analysis can be defined as below,

Person need analysis tries to answer the question of who needs the training in the firm and
specific types of training needs.

- Bernardin and Russell-

2.7.2 Prioritize training needs

Identifying training needs is possible but identifying or prioritize training needs is difficult. And
also meeting all kind of training needs with training programs is difficult due to many reasons.
Main reasons are limited recourses especially financial recourses and limited time. Any kind of
organization cannot spend too much for training as investment than their day to day functions.
And also if there available financial support, finding enough time is also difficult.
Here are some factors influence prioritizing training needs,
1. Time to be spent
2. Budget essential for training
3. Desires of top management
4. Possibility of measuring the results of the training
5. Trade union influence

6. Competencies and interests of the trainers
Considering these factors the need of special process or technique to prioritize training needs is
arise. So there is a special technique can be used to prioritize training needs. It is called Nominal
Group Technique.
Nominal Group Technique
Nominal Group Technique (NGT) is designed to encourage every member of a group to
contribute, and prevents the more vocal group members from dominating the discussion.
Simply we can say, NGT method is group method that drawing out ideas from people on a
specific topic. NGT facilitates discussion, stimulates creative contributions, increases group
productivity, uncovers divergent viewpoints, and leaves group members feeling satisfied that
they have contributed and that their voices have been heard. NGT is especially effective when
difficult decisions must be made with input from every person, and when discussion has become
heated and/or when group members are attempting to influence other members of the group.
NGT requires a facilitator. A step-by-step process to implement NGT follows. If the group is
small (15 or fewer members), the steps can be accomplished working as a whole. If the group is
large (more than 15 or so), you may find it easier to organize members into groups of six or eight
and let these small groups work together. In step 3, for example, each table would take a turn
contributing an idea.
So it can be used in second step in systematic training process like prioritizing training methods.

From the viewpoint of Human Recourse Management NGT can defined as technique that uses a
group of seven to fifteen people who are competent for the purpose do identifying training needs
of the organization.

Nominal Group Technique process

1. Generating Ideas: The moderator presents the question or problem to the group in written
form and reads the question to the group. The moderator directs everyone to write ideas in
brief phrases or statements and to work silently and independently. Each person silently
generates ideas and writes them down.

2. Recording Ideas: Group members engage in a round-robin feedback session to concisely
record each idea (without debate at this point). The moderator writes an idea from a group
member on a flip chart that is visible to the entire group, and proceeds to ask for another idea
from the next group member, and so on. There is no need to repeat ideas; however, if group
members believe that an idea provides a different emphasis or variation, feel free to include
it. Proceed until all members ideas have been documented.
3. Discussing Ideas: Each recorded idea is then discussed to determine clarity and importance.
For each idea, the moderator asks, Are there any questions or comments group members
would like to make about the item? This step provides an opportunity for members to
express their understanding of the logic and the relative importance of the item. The creator
of the idea need not feel obliged to clarify or explain the item; any member of the group can
play that role.
4. Voting on Ideas: Individuals vote privately to prioritize the ideas. The votes are tallied to
identify the ideas that are rated highest by the group as a whole. The moderator establishes
what criteria are used to prioritize the ideas. To start, each group member selects the five
most important items from the group list and writes one idea on each index card. Next, each
member ranks the five ideas selected, with the most important receiving a rank of 5, and the
least important receiving a rank of 1.
After members rank their responses in order of priority, the moderator creates a tally sheet on
the flip chart with numbers down the left-hand side of the chart, which correspond to the
ideas from the round-robin. The moderator collects all the cards from the participants and
asks one group member to read the idea number and number of points allocated to each one,
while the moderator records and then adds the scores on the tally sheet. The ideas that are the
most highly rated by the group are the most favored group actions or ideas in response to the
question posed by the moderator.

Advantages of NGT
Generates a greater number of ideas than traditional group discussions.
Balances the influence of individuals by limiting the power of opinion makers
(particularly Advantageous for use with teenagers, where peer leaders may have an

exaggerated effect over group decisions, or in meetings of collaborative, where
established leaders tend to dominate the discussion).
Diminishes competition and pressure to conform, based on status within the group.
Encourages participants to confront issues through constructive problem solving.
Allows the group to prioritize ideas democratically.
Typically provides a greater sense of closure than can be obtained through group
discussion.


Disadvantages of NGT

Requires preparation.
Is regimented and lends itself only to a single-purpose, single-topic meeting.
Minimizes discussion, and thus does not allow for the full development of ideas, and
therefore can be a less stimulating group process than other techniques.


According to the ranking of training needs, organization or the authorities can select most
important training needs for their organization and deliver the rest steps of systematic training
process.

2.7.3 Establish Training Objectives.

Objectives can be defined as criterion behavior, i.e. the standards or changes of behavior on
the job to be achieved if training is to be regarded as successful. This should be definition of
what the trainee will be able to do when he or she goes back to work on completing the course:
in other words, terminal behavior. Transfer of training is what counts: behavior on the job is what
matters.

-Armstrong (1992 p. 433)-


Objectives are established based on training needs, in other words after completing training
program there should no lack of training or performance in relevant field. Establishing objectives
in time related is very important. And also success of the program can be measured by checking
whether pre established objectives are completed or not.
There are several proposes of establishing training objectives.

1. When a trainer deciding contents of the training program the objectives are very much
helpful.
2. Objectives are essential for formulate criteria and standards in order to measure success
of the training program
3. By noticing objectives of training program , participants will know whats going to be
happen
4. Establishing training objectives related to organizational goals may helpful to achieve
them

2.7.4 Determine Training evaluation Criteria


Training evaluation refers to the process of collecting the outcomes needed to determine if
training is effective. Training evaluation criteria provides the data needed to demonstrate that
training does provide benefits to the company.

There are two types of evaluating training program,


Formative evaluation evaluation conducted to improve the training process

Helps to ensure that:
o the training program is well organized and runs smoothly
o trainees learn and are satisfied with the program
Provides information about how to make the program better



Summative evaluation evaluation conducted to determine the extent to which trainees
have changed as a result of participating in the training program

May also measure the return on investment (ROI) that the company receives from the
training program

Why Should A Training Program Be Evaluated?

To identify the programs strengths and weaknesses
To assess whether content, organization, and administration of the program contribute to
learning and the use of training content on the job
To identify which trainees benefited most or least from the program
To gather data to assist in marketing training programs
To determine the financial benefits and costs of the programs
To compare the costs and benefits of training versus non-training investments
To compare the costs and benefits of different training programs to choose


2.7.5 Make other related decisions
2.7.4.1 Training contents
Training contents refers to all the things trainees going to learn in training program. Training
contents are decided after the analyzing of training needs and training objectives. In training
contents there are 3 parts regarding any kind of training objective or training need. They are
Knowledge, Attitude and Skills.
E.g.: Training objective - After the training program accidents and health issues in the
organization should minimize by 15%.

Training contents The participants should gather knowledge about what are the
accidents and health issues, how to prevent them, how to identify them before arise, what are the
steps to be followed if an occupational accident happen and basic first aid knowledge.
Attitudes attitudes refers to believing positively, feeling positively and tending to behave
positively about the knowledge gathered by the training program.
Skills Skills are ability to do things that learned by the training program, in this cause skills
related to first aid and preventing occupational accidents is important.

2.7.4.2 Trainers
When they choose trainers to the training program there are some factors should be consider
about them. Their educational background, their knowledge about relevant subject, previous
experience in training and skills in delivering a effective training program. Managers,
supervisors or peers (senior) can utilize in-house training programs. Because they are already
know about organization and its culture. Training specialists or consultants or university
professors, tutors can be utilized to in-house but off the job training. And also when they select
lecturers should careful that they are able to train educated people and non educated employees
like drivers, technicians at the same time. Because when the university lecturer delivers the
training program , non educated people may not affected by the program because the their
education level not sufficient for understand the important thing in the training program.
2.7.4.3 Training methods
The most suitable training method should select considering training objectives and training
contents. Not only the objectives and contents, but also should consider about training budget,
availability of trainers, number of trainees availability of time and other relevant factors.
Sometimes more than one method have to be used when consider about these kind of factors.
2.7.4.4Training budget
This refers to hoe much can spend to this kind of training program. Normally organizations are
allocating funds for their training and development activities from their annual budget.

Allowances to the trainers, expenses to meals and refreshments, rental and travelling fees,
expenses on training materials are some expenditures that taking place in a training program. If
the training program effective for the employees and their knowledge, attitudes and skills are
developed as expected ROI will be high.
2.7.4.5 Training time
In a proper training program specific time table or time schedule must prepared. When preparing
a time table training programmers should consider about availability of trainers, holidays,
availability of trainees. If the training program is held in outside the organization, organizers
should care about availability of lecture hall and other facilities. In time table it is necessary to
mention about starting time, ending time, intervals, and how many days training will continue.
And also organizers are responsible for continue training program as time table. When the
program is running as the time table it will motivate participants at the same time trainers also
will satisfy with the program and will give maximum output for trainees.
2.7.4.6Training place
Training place refers to where the training to be conducted. There are three kinds of places to
held training program. When conducting on-the-job training the training place will be office
room or site, other employees also working. And when a training program conducting in the
organization premises but not in the working site or office room , can be identified as second
method. Third one is off-the-site. That means the training program will be conduct in a lecture
hall, university or conference hall. Some organizations have their own lecture halls for training
programs.
2.7.4.7 Meals and refreshments
This is a most important factor that influences a success of a training program. Sometimes
organizers may ask from participants supply meals for themselves. In addition a some payment
can be done to get meals. But commonly organization is provides meals and refreshments to the
participants. If financial ability is not sufficient to provide meals for everyone, organizers can
provide meals for trainers..
2.7.6 Implementation

In this step the pre planned training program will implement. All kind of dictions taken in above
steps will be taken in to action under this step. When a training program implementing it should
supervise by organizers whether the program is running as the schedule. Before implementation
of the training program trainees should evaluate. It will be making easy to evaluate trainees and
measuring what kind of knowledge gathered by trainees after the training program.
2.7.7 Evaluate the success of training
Training evaluation defined as,

Any attempt to obtain information (feedback) on the effects of a training program, and to assess
the value of the training in the light of that information. Evaluation leads to control, which
means deciding whether or not the training was worthwhile (preferably in cost/benefit terms) and
what improvements are required to make it even more cost-effective.

- Hamblin (1974)-Evaluation
is an integral feature of learning activities. In its crudest form, it is the Comparison of objectives
(criterion behavior) with outcomes (terminal behavior) to answer the question of how far the
event has achieved its purpose. The setting of objectives and the establishment of methods of
measuring results are, or should be, an essential part of the planning stage of any learning and
development program.




Levels of evaluation

1
st
level - Reaction

At this level, evaluation measures how those who participated in the training have reacted to it.
In a sense, it is a measure of immediate customer satisfaction.


Determine what you want to find out.
Design a form that will quantify reactions.
Encourage written comments and suggestions.
Get 100 present immediate responses.

2
nd
Level - Evaluating learning

This level obtains information on the extent to which learning objectives have been attained. It
will aim to find how much knowledge was acquired, what skills were developed or improved,
and the extent to which attitudes have changed in the desired direction. So far as possible, the
evaluation of learning should involve the use of tests before and after the program paper and
pencil, oral or performance tests.

3
rd
Level - Evaluating behavior

This level evaluates the extent to which behavior has changed as required when people attending
the program have returned to their jobs. The question to be answered is the extent to which
knowledge, skills and attitudes have been transferred from the classroom to the workplace.
Ideally, the evaluation should take place both before and after the training. Time should be
allowed for the change in behavior to take place. The evaluation needs to assess the extent to
which specific learning objectives relating to changes in behavior and the application of
knowledge and skills have been achieved.


4
th
Level - Evaluating results

This is the ultimate level of evaluation and provides the basis for assessing the benefits of the
training against its costs. The objective is to determine the added value of learning and
development programs how they contribute to raising organizational performance significantly
above its previous level. The evaluation has to be based on before and after measures and has to
determine the extent to which the fundamental objectives of the training have been achieved in

areas such as increasing sales, raising productivity, reducing accidents or increasing customer
satisfaction.
2.8 Issues on Training and Development
When an organization tries to deliver a training program there are many kind of issues that
influence the training program. Trainers and organizers are often forced to deal with a wide
variety of important issues that arise from inside of the organization and outside of the
organization.
External environmental pressures influence training practices:
Legal issues related to training practices
Cross-cultural preparation
Diversity training
School-to-work programs
Hardcore-unemployed training programs

Internal environment pressures which influence training practices
The need to train managerial talent
Training and development opportunities for all employees (regardless of their
personal characteristics)
Use of the companys compensation system to motivate employees to learn

In here some of issues are described briefly.
Legal issues related to training practices

There are some legal issues that can be arising during the training sessions. These legal issues
can be due to external and internal influences.
Employee injury during a training activity
Employees or others injured outside the training session
Breach of confidentiality or defamation
Reproducing and using copyrighted material in training classes without
permission
Excluding women, minorities, and older Americans from training programs
Not ensuring equal treatment while in training
Requiring employees to attend training programs they find offensive
Revealing discriminatory information during a training session
Not accommodating trainees with disabilities

Cross-cultural preparation
To successfully conduct business in the global market place, employees must understand the
business practices and the cultural norms of different countries. So organization may had to sent
their employees to foreign countries and let them gather knowledge about global market place
and new trends in market. Cross-cultural preparation involves educating employees and their
families who are to be sent to a foreign country.

Diversity training
Diversity training refers to training designed to change employee attitudes about diversity and/or
developing skills needed to work with a diverse work force. When talking about attitude, this
will focus on increasing employees awareness of differences in cultural and ethnic backgrounds,
physical characteristics, and personal characteristics that influence behavior toward others. The
assumption is that by increasing their awareness of stereotypes and beliefs, employees will be
able to avoid negative stereotypes. At the same time in behavioral changing it will focus on
changing the organizational policies and individual behaviors that inhibit employees personal

growth and productivity. One approach is to identify incidents that discourage employees from
working up to their potential. Another approach is to teach managers and employees basic rules
of behavior in the workplace.
Here are some important characteristics related to Successful Diversity Efforts
Top management provides resources, personally intervenes, and publicly
advocates diversity.
The program is structured.
Capitalizing on a diverse work force is defined as a business objective.
Capitalizing on a diverse work force is seen necessary to generate revenue and
profits.
The program is evaluated
Manager involvement is mandatory.
The program is seen as a culture change, not a one-shot program.
Managers and demographic groups are not blamed for problems.
Behaviors and skills needed to successfully interact with others are taught.

School-to-work programs
Combine classroom experiences with work experiences to prepare high school students for
employment. This is a common activity in most of high schools and universities in today. These
training opportunities will a huge advantage to students.
Training and development opportunities for all employees
In an organization, all employees have a right to participate relevant training and development
programs. So if only selected employees only gets chance to participate training programs rest of
other employees will take actions against training programs because the selected employees only
gets high demand for their skills and knowledge than other workers.

2.9 Training methods
In practical usage there are many training methods available for organizations for the
purpose of the training their employees. In this section some of training methods are briefly
described. Mainly training methods can classified as on-the-job training and off the-job
training. In below there is a brief description on commonly using training methods.

2.9.1 On the job training
This is most popular job training method and it is also known as Job Instruction
Training (JIT). Under this method, the individual is placed on a regular job and taught
the skills necessary to perform the job. The trainee learns under the supervision and
guidance of a qualified worker instructor. On-the-job training has advantage of giving firsthand
knowledge and experience under actual working conditions. While the trainee learns how to
perform the job, he is also a regulars worker rendering the serve for which his paid. The problem
of transfer of the trainee is also minimized as the person learns on the job. The emphasis is
placed on rendering the services in the effective manner rather than learning. This method
is using commonly both service sector companies and production oriented companies because of
following advantages
Most simple and low cost method
Allowed to the trainee to be active
Allow trainee to repeat
Allow trainee to participate
On-the-job training, sometimes called direct instruction, is one of the earliest
forms of training (observational learning is probably the earliest). It is a one-on-
one training located at the job site, where someone who knows how to do a task
shows another how to perform it. In antiquity, the kind of work that people did
was mainly unskilled or semiskilled work that did not require specialized
knowledge. Parents or other community members, who knew how to do a job

necessary for survival, passed their knowledge on to the children through direct
instruction.
OJT is still widely in use today. In fact, it is probably the most popular method of
training because it requires only a person who knows how to do the task, and the
tools the person uses to do the task. It may not be the most effective or the most
efficient method at times, but it is normally the easiest to arrange and manage.
Because the training takes place on the job, it can be highly realistic and no
transfer of learning is required. It is often inexpensive because no special
equipment is needed other than what is normally used on the job. The other side is
that OJT takes the trainer and materials out of production for the duration of the
training time. In addition, due to safety or other production factors, it is
prohibitive in some environments.

2.9.2 Job rotation
This trainee involves the movement of trainee form one job to another. The trainee
receives job knowledge and gains experience from his supervisor or trainer in each of the
different job assignments. Though this method of trainings common in training managers
for general management position, trainees can also be rotated from hob to ob in workshop
jobs. This method gives an opportunity to the trainee to understand the problems of
employees of other jobs and respect them.
2.9.3 Coaching
The trainee is placed under a particular supervisor functions as a coach in training the
individual. The supervisor provides the feedback to the trainee on his performance and
offers his some suggestions for improvement. Often the trainee shares some of the duties
and responsibilities of the coach and relieves his of his burden. A limitation of this
method of training is that the trainee may not have the freedom or opportunity to ex press
his own ideas.



2.9.4 Committee assignments
Under the committee assignment, group of trainees are given an asked to solve an
organizational problem. The trainee solves the problem jointly. It develops teamwork.


2.9.5 Cause study
Is a written description of an actual situation in business which provokes, in the reader,
the need to decide what is going on, what the situation really is or what the problems are,
and what can and should be done. Taken from the actual experiences of organizations,
these cases represent to describe, as accurately as possible, real problems that managers
have faced.
Trainee studies the cases to determine problems, analyses causes, develop
alternativesolutions, select the best one, and implement it. Case study can provide stimula
tingdiscussions among participants as well as excellent opportunities for individuals to
defend their analytical and judgment abilities. It appears to be an ideal method
to promote decision-making abilities within the constraints of limited data.



2.9.6 Vestibule training
Utilizes equipment which closely resembles the actual ones used on the job. However,
training takes place away from the work environment. A special area or a room is set
aside from the main production area and is equipped with furnishings similar to those
found in the actual production area. The trainee is
thenpermittedto learn under simulated conditions, without disrupting ongoing operations.
A primaryadvantage of vestibule training it relieves the employee from the pressure of
having to produce while learning. The emphasis is on learning skills required by the job.
Of course, the cost of duplicate facilities and a special trainer is an obvious disadvantage.
The advantage of simulation is the opportunity to 'create an environment' similar to real
situations the manager incurs, but without the high costs involved should the actions
prove undesirable. This method using mostly to train pilots in aircraft industry. in pilot

training airlines use flight simulations for safety, learning efficiency, and cost savings,
including savings on maintenance, pilot cost, fuel and cost of not having a aircraft in
regular service. And also this method is using to train astronomers. It is huge advantage
for trainers because there is no place to give training to astronomers in the world other
then vestibule training.
And also there are some disadvantages of this method,
i) It is difficult to duplicate the pressures and realities of actual decision-
making none the job and (ii) individuals often act differently in real-lifesituations than
they do in acting out a simulated exercise.

2.9.7 Role playing
Generally focuses on emotional (mainly human relations) issues rather than actual
ones. The essence of role playing is to create a realistic situation, as in case study, and
then have the trainee assume the parts of specific personalities in the situation. For example,
a male worker may assume the role of a female supervisor, and the supervisor may assume
the role of a male worker. Then, both may be given a typical work situation and asked to
responds they expect others to do. The consequences are a better understanding among
individuals. Role playing helps promote interpersonal relation. Attitude change is another
result of role playing. Case study and role playing are used in MDP s.
2.9.8 Apprentice training
Training is given to people who are new to the jobs which are craft jobs such as
plumber, machinist, carpenter, printer, electrician and tool and die maker. This
training is for new employees. It is designed to give employees an understanding of the
rules and procedures they must follow in carrying this job in future. This type of training has
high levels of participation, practice, relevance and transferability. Most suitable method for
production oriented organizations.


2.9.9 Sensitivity training
Sensitivity training uses small numbers of trainees, usually fewer than12 in a Group.
They meet with a passive trainer and gain insight into their own and others' behavior.
Meeting have no agenda, are held away from workplaces, and questions deal with the
'here and now' of the group process.
Discussions focus on 'why participants behave as they do, how they perceive one
another, and the feelings and emotions generated in the interaction process.
Specific results soughtincludeincreased ability to empathize with other, improved listenin
g skills, greater openness,increased tolerance of individual difference and
increased conflict-resolution skills. The drawback of this method is that once the training
is over, the participants are themselves again and they resort to their old habits.
The objectives of sensitivity training are to provide the participants with increased
awareness of their own behavior and how others perceive them-greater sensitivity to the
behavior of others, and increased understanding of groups process.


2.9.10 Programmed instruction

This is a method where training is offered without theintervention of a trainer.
Information is provided to the trainee in blocks, either in a book of thought a teaching
machine. After reading each block of material, the learner must answer question about it.
Feedback in the form of correct answers is provided after each response.
Thus, programmed instruction (PI) involves: 1.Presenting questions, facts, or problems to
the learner 2.Allowing the person to respond3.Providing feedback on the accuracy of his
or her answers4.If the answers are correct, the learner proceeds to the next block. If not,
he or she repeats the same. The main advantage of PI is that it is self-paced-trainees can
progress through the program meet their own speed. Strong motivation is provided to the
learner to repeat learning. Material is also structured and self-contained, offering much
scope for practice. The disadvantages are not to be ignored. The scope for learning is less,
compared to other methods of training. Cost of preparing books, manuals and machinery
is considerably high.


2.9.11 Skill builders
A skill builder is an assignment or an exercise that aims at allowing the trainee to
develop a certain skill or certain skills rather than his/ her knowledge. The learner is
given the skill builder and is required to do it. Later trainer will gives a right feedback.

2.9.12 In-basket method
The trainee is given a special box that includes a number of business papers such as
memoranda, reports, letters, emails and telephone messages that would typically come across
managers desk, and it required to act on the information contained in these business papers.
This training most suitable for managers and it more practical training that has realism,
high participation, high relevance, high transference and built-in motivation.
2.9.13 Lecture method
Lecture method is most frequently used method for training and development.
Lectures are verbal presentations that deliver subject knowledge to participants by
expert on relevant subject. To increase effectiveness of the method lectures can use
presentations, hand outs and other extras. This method can use to a large number of
participants in a one time. It is one of huge advantage of this method. And also cost per
trainee is very low. This method can use both service oriented and production oriented
organizations.

2.9.14 Conference
It is a method obtaining the clerical, professional and supervisory personnel. This
method involves a group of people who pose ideas, examine a those facts, ideas and
data, test assumptions and draw concussions, all of which contribute to the improvement
of job performance.


It is possible to classify the above discussed methods in training and development according to
these bases.
1. On-the-job method
An on-the-job method gives training to the trainee while he/ she is performing the duties of the
job
2. Off-the-job method
Under the 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 and place his entire concentration on learning the job
rather than speeding in performing it.

On-the-job training Off-the-job training
Job instruction training method
Job rotation
Vestibule training
Coaching

Skill builder
Role playing
Sensitivity training
In-basket training
Lecture method
Programmed instructions








Training and development methods also can classify according to the type of job
Service oriented jobs Production oriented jobs
On the job training
Lecture method
Skill builders
Vestibule training
Apprentice training

Lecture method
On the job training
Off the job training
In-basket training
Sensitivity training
Role plying


2.10 Using technology in training programs and E Learning
In today technology is growing very fast than ever, it is changing day by day and to take a
competitive advantage organizations should update frequently. Technology is having a major
impact on the delivery of training programs. So to deliver an effective and success training
program trainers and persons who organize a training program may use new technology.
In this new technology, this term includes
Multimedia
Distance learning
Expert systems
Electronic support systems
Training software applications
Because of this new technology there are some advantages for both trainers and trainees. They
are listed below in briefly.

Employees can gain control over when and where they receive training.

Employees can access knowledge and expert systems on an as-needed basis.
Employees can choose the type of media (print, sound, video) they want to use in a
training program
Course enrollment, testing, and training records can be handled electronically,
reducing the paperwork and time needed for administrative activities.
Employees accomplishments in training in progress can be monitored
Reduce the costs associated with delivering training
Increase the effectiveness of the learning environment
Help training contribute to business goals

Multimedia training
Multimedia training combines audiovisual training methods with computer-based training. These
programs integrate text, graphics, animation, audio, and video. Because this training is computer-
based, the trainee can interact with the content. Can be delivered using the Internet or intranets.
This method is recognized as very important and effective method to deliver any kind of training
program. With multimedia facilities trainers can give a large area of subject by visuals and
audios to the trainees. And also it makes some diversification of learning culture and makes some
extra interesting on learning process.
In here table No displays advantages and disadvantages of multimedia training.

Advantages

Disadvantages
Self-paced
Interactive
Consistency of content
Expensive to develop
Ineffective for certain training
content

Consistency of delivery
Unlimited geographic accessibility
Immediate feedback
Built-in guidance system
Appeals to multiple senses
Can test and certify mastery
Privacy

Trainee anxiety with using
technology
Difficult to quickly update
Lack of agreement on effectiveness


E learning
E-learning or online learning refers to instruction and delivery of training by computer online
through the Internet or the Web. This is most popular learning method in today. Because any one
in any corner of the world can access internet and search relevant subjects and study. There is
also webinars, chat rooms and discussions to participate and gather knowledge. Most of these
services are can get free of charge. It is a huge advantage for all kind of learners.
E-learning method can include:
Task-based support
Simulation-based training
Distance learning
Learning portals
E-learning is an inclusive term that describes educational technology that electronically or
technologically supports learning and teaching. Bernard Luskin, a pioneer of e-learning,
advocates that the "e" should be interpreted to mean "exciting, energetic, enthusiastic, emotional,
extended, excellent, and educational" in addition to "electronic." This broad interpretation
focuses on new applications and developments, and also brings learning and media psychology
into consideration. Parks suggested that the "e" should refer to "everything, everyone, engaging,
easy".

Depending on whether a particular aspect, component or delivery method is given emphasis, a
wide array of similar or overlapping terms has been used. As such, e-learning encompasses
multimedia learning, technology-enhanced learning (TEL), computer-based training (CBT),
computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT),
online education, virtual education, virtual learning environments (VLE) which are also called
learning platforms, m-learning, digital educational collaboration, distributed learning, computer-
mediated communication, cyber-learning, and multi-modal instruction. Every one of these
numerous terms has had its advocates, who point up particular potential distinctions. In practice,
as technology has advanced, the particular "narrowly defined" aspect that was initially
emphasized has blended into "e-learning." As an example, "virtual learning" in a narrowly
defined semantic sense implies entering the environmental simulation within a virtual world, for
example in treating posttraumatic stress disorder (PTSD). In practice, a "virtual education
course" refers to any instructional course in which all, or at least a significant portion, is
delivered by the Internet. "Virtual" is used in that broader way to describe a course that not
taught in a classroom face-to-face but through a substitute mode that can conceptually be
associated "virtually" with classroom teaching, which means that people do not have to go to the
physical classroom to learn. Accordingly, virtual education refers to a form of distance learning
in which course content is delivered by various methods such as course management
applications, multimedia resources, and videoconferencing. Students and instructors
communicate via these technologies.
The worldwide e-learning industry is economically significant, and was estimated in 2000 to be
over $48 billion according to conservative estimates. Developments in internet and multimedia
technologies are the basic enabler of e-learning, with consulting, content, technologies, services
and support being identified as the five key sectors of the e-learning industry. Information and
communication technologies (ICT) are used extensively by young people.
E-learning expenditures differ within and between countries. Finland, Norway, Belgium and
Korea appear to have comparatively effective programs.

Characteristics of e-learning:

Involves electronic networks that enable information and instruction to be delivered,
shared, and updated instantly.
Delivered to the trainee using computers with Internet technology.
Focuses on learning solutions that go beyond traditional training.
Advantages of E learning
It supports companys business strategy and objectives.
Can gather knowledge from any place in the world.
The audience can include employees and managers as well as vendors, customers, and
clients.
Training can be delivered to geographically dispersed employees.
Training can be delivered faster and to more employees in a shorter period of time.
Updating is easy.
Paperwork related to training management can be eliminated.
It can link learners to other content, experts, and peers.
Can give training to very large amount of trainees at one time and it will be cost less than
traditional training methods.




Chapter 3
Introduction to Organization


3.0 Introduction
In this section profiles of selected organizations will display.

3.1 Dong Young Company (PVT) LTD
Dong Young Company is a Korean company which has branches in world wide. It was origin on
70s and grows up slowly to this position in the market. In this company mainly focused on
producing agricultural machinery and equipments. In early 70s in Korea three was a high
demand in agriculture sectorwith the influence of communist political views. So because of this
high demand late Mr. Dong Young started to produce agricultural machineries and equipments to
the market. But most there were number of companies in the market which supplies same
products to farmers in same price. So it was hard to retain in the market by producing
machineries for farmers. It was needed that to find new inventions or products or upgrades of the
current machineries.
In the middle of 80s decade the communist influence was decreased and country was exposed
heavily to the open economy. So there was rapid growth in every sector including agriculture,
industrial, motor vehicles, electronics and other service sectors. So with this development of the
economy the demand for agriculture machinery and equipments also increased.
In this era company noticed there was a demand but not fulfilled in post agricultural / harvesting
activities among farmers. Mostly in rural areas farmers used tractors and other machineries in the
field but after harvesting they used to take their paddy to rice mills and turn their paddy to rice.
This was done by large scale rise mills and the cost that spend to this process is high to small
level farmers who cultivating for their domestic purposes.
After identifying this demand they invented and introduced rice mills and polishing machines to
the market focusing small scale farmers. The main feature of these machines is, these machines
can be operated by single phase (110-220V) main current. It was huge advantage for the farmers
who cultivated paddy for domestic purposes. So this product made a revolution in post
agriculture machineries and equipment supply industry. Most farmers used this not only their

own usage but also as a self employment. So they started small scale rice mills and facilitate
other farmers to rise from their paddy at a low cost.
After few years other competitors also introduced same kind of machines but Dong Young
Company still take the lead. Because of this products unique features made huge competitive
advantage in the market. Because of this success the company decided to reach other
international market. Dong Young Company mainly focused Asian countries such like India, Sri
Lanka, Pakistan Bangladesh and other south Asian countries that agriculture sector taking strong
place in economy. At the same time they focused on small scale farmers in rural areas who can
utilize these machines well.
As a result of this decision in 2002 Dong Yong Company opened a research institute in Sri
Lanka. This was located atThimbirigasyaya, Colombo. At the same year Don Young Company
opened their head office and industrial plant at Kurunrgala.
In this plant they started producing various kin of agricultural machinery and other equipments.
Early 2000s the company was engaged to sell their products in dawn south and Kurunegala,
Anuradhapuara areas. They are unable to sell their products in north and eastern areas due to the
terrorist war.
Mainly Dong Young Company introduced their products focusing farmers who live in rural areas
.the machines are not for large scale agricultural activities. At the beginning they had introduced
single phase rice mills and polishing machines. So most farmers interested on this machine for
domestic usage and also as a self employment. Because of this huge demand Dong Yong
Company was busy with opening new branch at Ambalanthota end of year 2003. After finalizing
terrorist war in north areas in 2008 there was a development in all sectors specially including
agriculture. So Dong Young Company opened a branch at Ampara.
In below table will show what kind of growth achieved by the Dong Young Company. The chart
is displaying no of machines sold per year and service workshops arranged by the company per
year.



Because of this rapid growth Dong Yong company also increased their sales agents from 8 to 24
in island wide.

Products of dong Yong Company

Basically Dong Young Company producing many kind of agricultural machinery and equipments
to the Sri Lankan market but they mainly focusing on Rice mills ( Rubber)
Currently Dong young company introducing four types of rice mills. There are some unique
fetures in these products.
Easy handling and functioning
Can be operated by domestic current supply single phase-
Three rubber mills functioning at one time.
Can be operated without current supply by using a tractor.
0
50
100
150
200
250
300
350
400
450
500
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
No of machines sold
No of service workshops

Minimum cost in electricity.
High mobility
Dong Young Company producing not only rise mills. They also producing,
Fertilizer distributing systems for large scale agricultural fields
Tractor equipments
Harvesting machines

Training and development in Dong Young Company
In Dong Yong company more than 55 people working as permanent staff. This includes
technicians, supervisors and factory managers. They directly involved in producing machines
and repairing. And also company having sales force including more than 75 sales representations
and agents. Most of them are outsourced and not directly responsible for the Dong young
Company. To the permanent staff (this includes all kin of technicians, welders, fitters,
supervisors, plant managers another staff) Dong Young Company offers various kind of training
a\programs.

3.2 Sampath bank
In 1987 Sampath Bank was incorporate with an initial share capital of Rs.175 Mn.
Sampath Bank becomes a truly broad based company with over 18000 share holders island-wide
participating in the I.P.O.
First Sampath team consisted of 60 members all of whom where executives.
The atmosphere and the ambience of its branch offices were unique as air-conditioning, piped
music, interior dcor and A.T.M network was made available at all branches irrespective of its
location. The Banking hours were extended.


Sampath Bank was the first company operating in Sri Lanka who undertook the sponsorship of
nature and environment protection programs on a vast scale.
Several sports events, sports men and sports women were also sponsored by the Bank.
Bank won several prestigious awards in consecutive years for its outstanding performance from
The Banker, Asia Money and Banking Digest.
A.T.M network was followed by Phone Banking, Debit Card, Internet Banking and Vishwa the
Virtual Banking channel.
Sampaths pioneering spirit and the team work continuous to provide the customer superior value
and the share holder high returns, in the same manner its major value innovations the face of the
local Banking industry at the inception.







Vision of Sampath Bank





"The Growing Force
in Sri Lankan Financial Services"



Values of the Sampath bank

Create a learning culture that promotes individual
and organizational development as well as
promoting innovation and value for customers.

Treat all internal and external customers the way
we would like to be treated.

Encourage and promote teamwork in all aspects
of behavior.

Open to feedback and demonstrate an eagerness
for personal development.

Monitor and demonstrate an impressive
commitment to results.

Uncompromising ethical and professional
standards of behavior


Milestones of SAMPATH BANK
1987
The bank was originally incorporated as Investment and Credit Bank Limited.

Whilst Mr. N U Jayewardene became the Chairman of the Bank, Mr. Janaka De Silva was
appointed the General Manager.
The registered office was at No 55, D R Wijewardena Mawatha, Colombo 10, Sri Lanka.
The Bank was ceremonially opened for business, supported by High Technology, on 15th
May 1987 following the soft opening on 25th March 1987.
Bank became popularly known by the name, Sampath and accordingly the name of the
Bank was changed.
By the end of the 1st year, the Bank employed 94 staff members comprising all
executives.
Following are some of the products/innovations that were introduced to the Industry by
the Bank.
o A cheque guarantee card.
o A saving account with checking facilities.
o Extended banking hours till 3.00 p.m. for the first time in the country

1988
ATM (SET) facility was introduced.
o The first Bank in Sri Lanka to operate a multi-point network of automated teller
machines.


1989
MasterCard was introduced to Sri Lanka (under license from MasterCard International
Incorporated in USA).
The new concept of Personal Banking Unit (PBU) was introduced and units were opened
in the busy areas of the capital.
o Chatham Street

o Bambalapitiya
Uni-Banking System was introduced to the country for the fist time in Sri Lanka.
First standalone ATM was installed at Liberty Plaza shopping complex.
1996
Taking full advantage of the IT capabilities, TELEBANKING facility was introduced.
1997
The bank's Head Quarters moved to the new building in the financial district of Colombo.
The new product RANDIRIYA pawn brokering scheme was launched.

1998
The bank was honored with the award BEST COMMERCIAL BANK OF THE YEAR
1998 by Asiamoney for the third year in succession.
The bank ventured into re-engineering of its IT induced banking technology, a massive
revamping project designed to strengthening its product development and diversification
capabilities.
1999
The bank also invested in a new state of the art ATM switch. That too assisted in the
continued efforts of improving products and services offered by the bank.
2000
The Banker bestows the Bank of the year 2000 award on Sampath Bank. This is the first
occasion that The Banker owned and managed by the Financial Times Group of London
presents an award to a Sri Lankan bank.
.

A special fixed deposit account for senior citizens was introduced "Sampath Sanhinda" in
April.
Sampath Thilina gift vouchers were introduced in May.
Sampath Bank launched an Internet banking facility "Sampathnet" in July.



2001





Achieving an excellent performance is one thing. Maintaining it is another. Bank
have completed another eventful year and step into year 2002 with many hopes and
aspirations. Looking back, we could certainly rejoice over our achievements in the
year 2001. Increases in productivity and customer care are the two main challenges
that we had to meet in the last twelve months.




2002
Top award for Human Resource Management Services Sector Large Companies was
awarded to Sampath Bank at the National HRM Award 2002.


Sampath Bank launched the first Visa Platinum Credit Cards in Sri Lanka, which is
considered as one of the most prestigious Credit Cards in the world.



Sampath Bank was appointed as the settlement bank for US Dollar cheque clearing system
in Sri Lanka.


2003
Ten new branches were opened during the year, which is the highest number of branches
opened during a calendar year in the history of the bank.



As the first step towards expanding in the South East Asian Region, the Bank invested in
Vanik Bangladesh Limited, which is introducing a leasing and credit card company in
Bangladesh.




The Bank became the first in Sri Lanka to introduce "One day clearing" for all cheques
drawn on any Sampath Bank branch, collected by any Commercial Bank in the island &
presented through Sri Lanka Automated Clearing House (SLACH).


2004
The first ever Cheque Imaging & Truncating (CIT) site in Sri Lanka was launched by
Sampath Bank on 25th of October.




Was awarded awarded A+(sri) National rating by Fitch Rating (Lanka) Limited.


The Bank won two prestigious awards i.e first runner up in overall category and the award
for best HR practice in the service sector large category at the National HRM Awards 2004.



2005
Sampath Leasing & Factoring Ltd., a fully owned subsidiary of Sampath Bank Limited
engaged in the business of Leasing of Equipment and Factoring of Trade Receivables
commenced its operations on 12th May 2005.

Sampath Bank was placed Second Runner-up in Banking Sector for business
excellence at National Business Excellence Awards 2005 organized by The
National Chamber of Commerce of Sri Lanka











2006
Two fully owned subsidiaries were opened namely, Sampath Trade Services (Hong Kong)
Ltd., and Sampath Information Technology Solutions Ltd.



Credit rating was enhanced to AA- (lka) by Fitch Rating (Lanka) Ltd.

2007
ATM network reached 150 machines across the island.


Created another first in South Asia with the launch of VISA Mini Debit Card.






Eight Branches and one personal banking centre were opened during the year, bringing the
total number of branches to 114.


Placed among The Ten Best Corporate Citizens in Sri Lanka for the 4th consecutive year
at the Best Corporate Citizens Awards organised by The Ceylon Chamber of Commerce.

Sampath Bank was awarded:
- Overall Second Runner-up
- Best Category Award: Community Relations
- First Runner-up Special Projects: Empowerment and
- Entrepreneurship

- Ten Best Corporate Citizens Award 2008



Awarded the Brand Leadership Award at the Asia Brand Congress, Mumbai, India.


2009
Became the third largest private sector Bank in Sri Lanka in terms of total assets.

Silver Award for the Overall Competition for National Business Excellence * First Runner-
Up Award in the Extra Large
Category * Winner of the Banking Sector of Sri Lanka Award





Sampath Bank reached a greater height by clinching the global accolade Bank of the Year
2009 by the highly
acclaimed international magazine The Banker of Financial Times - London.


Placed among The Ten Best Corporate Citizens in Sri Lanka for the 5th consecutive year
at the Best Corporate

Citizens Awards organised by The Ceylon Chamber of Commerce. Sampath Bank was
awarded;


Corporate Social Responsibility Award for 2009 (Best Corporate Citizen 2009)








Training and development in Sampath bank
Training and development takes important palace in Sampath bank functions related to
employees. In today Sampath ban has e learning system in intranet. So gathering knowledge for

employees of the Sampath bank is became easy than the past. But still they delivering training
programs related to banking functions.

3.3 Training and Development methods in Service oriented organizations and Production
oriented organizations.

When considering about an organizations functions mainly we can divide in to tow categories.
They are,
Service oriented organizations
Production oriented organizations
There are some differs on Human Recourse functions related to these organizations. Before
launching into the salient aspects, it is pertinent to note that the human resources are more
critical to the success of the organizations in the service oriented organizations as compared to
their importance in the production oriented organizations. The primary reason for this is that
human resources are considered as an asset and a source of competitive advantage in the service
oriented organizations whereas they are yet another factor of production in the production
oriented organizations. The HRM function in the production oriented organization is often
concerned with payroll, administrative work and mediating between the management and the
workers. Mostly, the production oriented organizations lean on the HRM function in times of
labor unrest and strikes. On the other hand, the HRM function is pivotal to the success of the
service oriented organizations as they are seen as enabling and empowering the employees in the
services sector. The point here is that in the service sector companies, the HRM function plays a
more important role as the chief sources of competitive advantage in these two kind of
organizations are the human resources. In the services oriented organizations like the financial
and technology companies, the brand value is measured according to the level of intellectual
capital which is a derivative of the contribution of the human resources in the company.

Further, the services oriented organizations runs on human resources whereas the production
oriented organizations uses machines and equipment as the key aspect of production. This means
that the HRM function in the services oriented organizations has to ensure that the human
resources are enabled and fulfilled to actualize their potential. Especially with the prevalence of
the RBV or the Resource Based View of the firm that treats human resources as being central to
the functioning of companies, the services sector employs different methods and procedures to
fulfill this aspect. On the other hand, the production oriented organizations are still in the process
of orienting their strategies towards the RBV and in many cases, they might not be able to do so
since the mode of operation is fundamentally different from that of the services sector
Finally, the production oriented organizations have classification of employees into blue collar
and white collar roles which creates a barrier to the way in which they are treated and they in
turn demand their rights. On the other hand, the services oriented organizations has only white
collar roles which mean that labor arbitration and mediating between organized unions and the
management is virtually non-existent. This is an important and crucial distinction which often
determines the differing perceptions of the HRM function in these sectors

3.3.1 Service oriented organizations
Service oriented organizations refer to organizations which supplies various kind of services not
more than physical products. These kinds of organizations deal with human beings/ customers.

e.g.
Telephone operating companies
Banks
Audit firms
Distributors
IT service providers

The most difficult thing is doing business with human beings because the expectations of
people who wish to get a service is differ from one to another from same organization. People
who working at service oriented organizations should develop skills in customer caring and
handling. This subject called CRM (customer relationship management).
CRM is a business strategy directed to understand, anticipate and respond to the needs
of an enterprise's current and potential customers in order to grow the relationship value.

Important steps in CRM
1. Selecting the correct customers from the portfolio.
2. Building relationship with identified important customers
3. Respond before request
4. Maintaining customer base
5. Training employees to the deliver proper CRM



This refers to identifying important customers to the organization from the whole customer
portfolio. In this term important customers can be described like this,
1. Customers who have high life time value (people who dealing with organization
for a long time period and generate maximum profits to the organization.)
2. Customers who deals with organization for a short time period and not making
long time profits but making new sales ideas.
3. Customers who buying maximum services or products in low cost.

Building relationship with identified important customers
In this cause employees or the organization should able to build a close relationship with the
customer. We can use customer data and history to do this task. From the customers buying

history can recognize what kind of products or the services he expects from the organization.
And also customer complaints and suggestions are also taking important place when maintaining
good customer relationship. Analyzing all the data about customer we can get an idea about what
are his or her favorites, what are rejects and other interests of the customer.

Respond before request
In the subject of CRM it is very important that the respod before customers request. If the
organization maintains a proper customer data base they can analyze and identify what are the
needs of the customer before his or her request and present the service or product. This will
pleased customer more than satisfies him. So it helps to retain customer with the organization
and develop customer loyalty.

Maintaining customer base
This is most important this in CRM considering long term basis. Identifying and building
customer relationship is may easy but maintaining the customer base is too difficult. Always
competitors in the market are waiting to grab important customers to their organization by
supplying same services at low cost. To avoid this situation developing customer loyalty is most
important. By respond before request, maintaining proper customer data base, trying to pleased
customer than satisfy him are important factors in maintaining customer base.

Training employees to the deliver proper CRM
In an organization it is worthless if the employees fail to deliver a proper customer service if they
maintain a good customer base. So employees must train well to maintain customer relationships
well.
So when we consider about service oriented organizations, employees who working those
organizations should well trained and gather skills about above mentioned areas. For these kinds

of organizations it is not much important about production related knowledge or technical related
skills. When planning a training program for these organizations it is important to focus about
developing skills on customer relations and maintaining customer base.


3.3.2 Production Oriented Organizations

Organization whose primary function is production. A production-oriented organization can
either perform the production itself or contract for the production.for example auto mobile
company is a production oriented company.




Product Orientation
Business with a product orientation emphasizes on the product itself rather than on the
consumers' need. The typical mentality is that a good product will sell itself. For a product-
oriented firm, the focus is first on the production of goods or services, then look for people who
will buy them. Such strategy is very limiting. It often runs into trouble when the producers rates
and values of his products are not same as that of the market. The production-oriented era of
marketing management dominated the first half of the 20th century. During this time, companies
were focused upon production efficiency, with little regard to differences in customer needs or
preferences..

The Production Oriented Era of marketing management is exemplied by Henry Ford's famous
comment, "Customers can have any color they want so long as it's black." Although the
production-orientation approach is no longer dominant, there are still successful production-

oriented companies today. Can you think of good examples? What types of products do these
companies sell? How would you characterize their business environment?
A small business can decide whether to become product-oriented or market-oriented. A product-
oriented business focuses its efforts on products as its strength. A market-oriented business uses
market statistics to determine what customers want to buy and then focuses on that data. Both
method have advantages and disadvantages. Small businesses tend to use the product-oriented
business model because of its focus on quality and design.
Quality
One advantage of a product-oriented business model is that it allows the business to focus on
product quality. With the product-oriented method, the small business is not worried about what
the customer wants to buy or what the market says will sell in a certain economy. Instead, the
sole focus is on creating a perfect product. The small business can focus all its money and efforts
on the design of the product so it works to specifics.
Technological Investment
Another advantage to the product-oriented business model is that allows for a technology to be
developed that can then be used for a wider range of products. An example of a product-oriented
business was Sony's creation of the Walkman. This device was created as a product to be sold
and not based on what customers wanted at that time. The product proved successful and the
technology was then used by Sony to create additional music listening devices.
Economies of Scale
A third advantage is that economies of scale can develop more easily for this business method.
Economies of scale involve factors that can reduce the cost of producing an item as the number
of items produced increases. With product-oriented businesses, the focus is on a certain product.
Since the focus is specifically directed, this enables the company to create this product efficiently
and in mass quantities. More quantities can be made at a lower price, which will increase the
number produced.
Outsourcing
A final advantage is that a product-oriented business is easier to adapt for outsourcing its
product. A small business can focus solely on creating one product and making it the best
product possible. Once the design is created, this design can be sent to another factory for

production. This can also save on costs. The small company may be able to find another
company that can produce the product on a mass level at a lower price.


Product orientation.
When a business is product orientated, it will base its products or services on what it perceives as
its internal organizational strengths. Firms with a product orientated approach to selling, try to
sell whatever they can make, without trying to find out if it's what the customers want. Sony
grew hugely successful using this policy, and became famous for this approach. The clearest
example was the Walkman, launched in the late 70s, marketing professionals said it would not
sell because it had no recording facilitya generation of teenagers proved them wrong. A more
up to date example is Apple, the iPhone being the latest in a long line of product led launches

Market orientated- market led
When a business is market led, the business's activities will be dictated by the market, it will at
all times attempt to meet the needs of the market with little if any reference to internal strengths
of the business. An organization with a market orientation thinks that its most important asset is
its customers. The firm believes that, as long as it is able to identify potential customers, find out
what they want, and then produce that for them, it will remain successful
This market orientation does have advantages. These advantages include:
The business should be flexible to changes in demand patterns
The business, through market research, will have a strong understanding of the needs of
the customer
New products should have a greater chance of success

But there can be disadvantages to being market led. These disadvantages include:
High cost of market research to understand the market
Constant internal change as needs of the market are met











Chapter 4
Data Analysis and Presentation
4.0 Introduction
This chapter describes the analysis of the collected data through the questionnaire and evaluated
those data through the various statistical tools and techniques. Further tables, pie charts, and bar
charts were used to present the analyzed data.
4.1 Analysis of Variable
4.1.1 Personal information analysis
The following tables and graphs were illustrated the profile of the respondents by age, gender,
civil status, level of education and working experience. In this part data collected by both
organizations are displayed in same chart.
4.1.1: 1 Employee by age
Age is an important factor in classifying respondents. In this research the sample were divided in
to five groups by using the age of both samples of Sampath bank employees and Don Young
company employees. The following table no(04.01) illustrates the range of age group of

respondents in the sample and the data was presented by using bar chart in order to clearly
illustrate those data.
Age Category Respondents Percentage (%)
Bellow 25 6 10
25 to 35 9 25
35 to 45 8 19
45 to 55 15 37
Above 55 4 40
Total 40 100




0
20
40
60
80
100
120
Bellow 25 25 to 35 35 to 45 45 to 55 Above 55 Total
Percentage (%)
Table No-04.01


4.1.1:2 Employee by gender group
Gender is an important factor in classifying respondents. In this research the sample of
employees were divided in to two groups by using the sex of the both samples of Sampath bank
and Dong Young Company. The following table No (04.02) illustrates the gender group of
respondents in the sample and the data was presented by using pie chart to clearly illustrate those
data.
Gender Respondents Percentage (%)
Male 30 80
Female 10 20
Total 40 100



Figure No-04.02

Employee by gender group
Male
Female

4.1.1:3 Employees by Civil Status
Civil status is an important factor in classifying respondents. The following table no (04.03)
illustrates the civil status of respondents in the sample and the data was presented by using pie
chart to clearly illustrate those data.

Civil Status Respondents Percentage (%)
Single 28 70
Married 12 30
Total 40 100
Table No-04.03

Figure No-04.03
4.1.1:4 Employees by Educational Background
Sales
single
married

Educational background is an important factor in classifying respondents. The following table no
(04.04) illustrates the educational background of the respondents in the sample and the data was
presented by using bar chart to clearly illustrate those data. Table No- 04.04
Educational Qualifications Respondents Percentage (%)
Below G.C.E(O/L) 1 3
Passed G.C.E(O/L) 3 7
Passed G.C.E(A/L) 24 60
Degree 6 15
Postgraduate Degree 2 5
Other 4 10
Total 40 100

Figure No-04.04
4.1.2 Training and development analysis
0
20
40
60
80
100
120
Percentage (%)
Column1
Column2

In this section data and analysis will display separately both Sampath Bank and Dong Young
Company. so it would be more understandable.

4.1.2.1 Is Training and Development given adequate importance in your organization?

S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 To a great
extent
6 30 3 15
2 To a
reasonable
extent
12 60 15 75
3 To a small
extent
2 10 2 10
4 Not at all
total 20 100 20 100

Table no 4.1.2.1


Figure no 4.1.2.1
It was found through the response of a major number of employees that in both organizations,
Training was given a reasonable importance in the organization followed by many to a great
extent and some to a small extent




4.1.2.2 Do you think the Training Programs are relevant to your work environment?

S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 To a great
extent
8 40 7 35
0
10
20
30
40
50
60
70
80
To a great
extent
To a
reasonable
extent
To a small
extent
Percentage SB
Percentage DYC
Column1

2 To a
reasonable
extent
10 50 11 55
3 To a small
extent
2 10 2 10
4 Not at all
total 20 100 20 100
Table no 4.1.2.2
Figure NO 4.1.2.2

It was found from the response that major number of respondents felt that the Training Programs
were relevant to the work environment to a reasonable extent followed by some to a great extent
and very little respondents to a small extent and some even felt that the Training Programs were
not at all relevant to the work environment In both organizations.

4.1.2.3 Have you experienced any improvement in your self-confidence levels after attending the
Training Programs?
0
10
20
30
40
50
60
To a great
extent
To a
reasonable
extent
To a small
extent
Not at all
Percentage SB
Percentage

S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 To a great
extent
12 60 9 45
2 To a
reasonable
extent
5 25 7 35
3 To a small
extent
3 15 3 1
4 Not at all
total 20 100 20 100
Table no 4.1.2.3 figure no 4.1.2.3

It was found from the response that major number of respondents experienced improvement in
their self-confidence levels to a reasonable extent followed by many to a great extent and some
to a small extent. It was even found that a little number of respondents did not find any
improvement in their self-confidence levels in both organizations.

4.1.2.4 Are training needs regularly assessed at your company?
0
10
20
30
40
50
60
70
To a great
extent
To a
reasonable
extent
To a small
extent
Not at all
Percentage
Percentage2

S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 To a great
extent
6 30 7 35
2 To a
reasonable
extent
9 45 11 25
3 To a small
extent
4 20 2 20
4 Not at all 1 5 2 10
total 20 100 20 100

Table no 4.1.2.4


Figure no 4.1.2.4
0
5
10
15
20
25
30
35
40
45
50
To a great
extent
To a
reasonable
extent
To a small
extent
Not at all
Sampath Bank
DYC

It was found from the response that major number of respondents experienced training needs
regularly assessed to a reasonable extent followed by many to a great extent and some to a small
extent. It was even found that a little number of respondents did not find any improvement in
their self-confidence levels in both organizations. And also there are some responds saying that
the training needs are not assessing not at all in both organizations.

4.1.2.5 Is employees permitted time-off from work to attend training?

S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 No 7 35 3 15
2 Yes with pay 6 30 2 10
3 Yes without
pay
7 35 9 45
4 No only
after
working
hours
3 15
5 No, only in
special
causes
2 3 15
Total 20 100 20 100
Table no 4.1.2.5


Figure no 4.1.2.5
In this table explain that the dong young company gives less attention on giving training with
payments. It will dissatisfy the employees. And also in Sampath bank, they are giving training
with payments and without pauments.
4.1.2.6 Is in-house training provided for employees?
S
NO
Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 no 0 0 0 0
2 Yes , with training
director
6 45 7 35
3 Yes, conducted by
supervisors
9 20 11 55
4 Yes
conducted
by
outsiders
5 25 2 10
0
5
10
15
20
25
30
35
40
45
50
no Yes , with
training
director
Yes,
conducted
by
supervisors
Yes
conducted
by outsiders
total
Sampath bank
DYC

total 20 100 20 100
Table no 4.1.2.6


Figure no 4.1.2.6
In this figure both employees in organizations are saying that they having in house training. and
most of them delivered by training director in Sampath bank and by supervisors in DYC .





4.1.2.7 What is the minimum hour per year in which employees must participate in training?
0
10
20
30
40
50
60
no Yes , with
training
director
Yes, conducted
by supervisors
Yes conducted
by outsiders
Sampath Bank
DYC

S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 No
minimum
0 0 3 15
2 Up to8
hours
1 5 2 10
3 9 to 24 2 10 9 45
4 25 to 40 15 75 3 15
5 40 and
above
2 10 3 15
Total 20 100 20 100

Table no 4.1.2.7



Figure no 4.1.2.7
0
10
20
30
40
50
60
70
80
No
minimum
Up to8
hours
9 to 24 25 to 40 40 and
above
Percentage
Percentage2
Column1

In this figure shows that the time giving to employee to training is mostly 25-40 hours in both
organizations.

4.1.2.8 What methods of training using in your organization?
S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 On the job
training
4 20 6 30
2 Lecture
method
3 15 3 15
3 Skill builder 2 10 3 15
4 Vestibule
training
0 0 3 15
5 Apprentice
training
0 0 2 10
6 Off the job
training
3 15 2 10
7 In basket
training
2 10 1 5
8 Sensitivity
training
3 15
9 Role plying 3 15
Total 20 100 20 100
Table no 4.1.2.8



Figure no 4.1.2.8
This is most important figures in the research. In Sampath bank they have given priority to role
plying, sensitivity training, and off the job training more than DYG. And also Sampath bank has
given same level priority to lecture method and on the job training when comparing with DYC.
In other hand DYC has given priority to vestibule and apprentice training methods.

4.1.2.9 Are there any changes occurred in the pattern of Training Programs conducted to you in
past five years?

S NO Opinion Respondents
SB
Percentage Respondents
DYC
Percentage
1 To a great
extent
11 55 9 45
2 To a
reasonable
6 30 7 35
0
5
10
15
20
25
30
35
sampath Bank
DYC

extent
3 To a small
extent
3 15 4 20
4 Not at all 0 0 0 0
total 20 100 20 100

Table no 4.1.2.9


Figure no 4.1.2.9
It was found from a major number of respondents that changes occurred in the pattern of
Training Programs conducted in past 5 years to a great extent followed by some to a small extent
and some to a reasonable extent. There are less number of respondents who said that there were
no changes in the Training Programs from long time. Some employees did not respond, as their
service in the organization is only a few months. This si also important figure that displays how
much attention given to the update the contents and method of training and development in both
organizations.
0
10
20
30
40
50
60
To a great
extent
To a reasonable
extent
To a small
extent
Not at all
Percentage
Percentage2
Column1







Chapter 5
Conclusions
Findings
1. Training programs provided by both Sampath bank and DYC almost good.
2. Organization should focus on the benefits that are aimed towards self improvement
since of the employees satisfied.
3. There are 15% and 20% in Sampath bank and DYC employees are not satisfied with
changing pattern of the training programs. Authorities of both organizations
should give attention more than now.
4. Organization should provides training programs on the basis of employee
performance
5. Most effective training for both kinds of organizations is on the job training method.
6. In organization employee almost depend on HR department for
Training programs.

Suggestions
1. Along with training programs organization should provide some other motivational programs

2. Implement training institutions at near the organizations
3. Evaluate cost of training and its result of training.
4. Frame the training programs chart and proper care should be taken while conducting the training.
5. A proper performance appraisal system should be adopted.
6. in my opinion if the above suggestions are followed total training program.
7. Feedback must be collected from the entire trainer
8. Organization should provide immediate supervisor solving employees problem
















Annexure


Personal information
1. Age
Bellow 25 25-35 35-45

45-55 Over 55


2. Gender
Male Female


3. Civil Status
Single Married


4. Education
Bellow G.C.E (O/L) Passed G.C.E (O/L)


Passed G.C.E (A/L) Degree

Postgraduate Degree Other ..

5. Designation

Office Assistant Staff Assistant Junior Exe. Officer

Senior Exe. Officer Assistant Manager Branch Manager

Technician Supervisor
Other .



Professional Information

6. How many years have you been worked in banking industry?

<5 5-15 15-25 25<


7. Briefly describe your work responsibilities/ assign duties?
....................................................................................................................

Training and development

1. Is Training and Development given adequate importance in your organization?
a) To a great extent
b) To a reasonable extent
c) To a small extent
d) Not at all

2. Have you experienced any improvement in your self-confidence levels after attending the
Training Programmes?
a) To a great extent
b) To a reasonable extent
c) To a small extent
d) Not at all

3. Do you think the Training Programmes are relevant to your work environment?
a) To a great extent
b) To a reasonable extent
c) To a small extent
d) Not at all

4. Are training needs regularly assessed at your company?

a) Yes, by Human Resources


b) Yes, by outside consultants

c) Yes, by department heads

d) No



5. Is employees permitted time-off from work to attend training?

a) No

b) Yes, with pay

c) Yes, without pay

d) No, only after work hours

e) No, only in special cases






6. Is in-house training provided for employees?

a) No

b) Yes, with training director


c) Yes, conducted by supervisors and human resources department

d) Yes, conducted by outside professionals



7. What is the minimum hour per year in which employees must participate in training?

a) No minimum

b) Up to 8 hours

c) 9 to 24 hours

d) 25 to 40 hours

e) Over 40 hours

8. What methods of training using in your organization?

a) On the job training
b) Lecture method
c) Skill builders
d) Vestibule training
e) Apprentice training
f) Off the job training
g) In-basket training
h) Sensitivity training
i) Role plying
j) Other methods
..

9. Are there any changes occurred in the pattern of Training Programmes conducted to you
in past five years?
a) To a great extent
b) To a reasonable extent
c) To a small extent
d) Not at all
e)
10. How is the feedback collected?
a) Questionnaire
b) Interviews
c) Tests
11. Is your feedback considered for further Training Programmes organized?
a) Yes
b) No
c) Not aware








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

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


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

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

Moral here is localization is a key to success.

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

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

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

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


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

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

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

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

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

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

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

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

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

Percentage of the people speaking their first language

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

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





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

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.


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.



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

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.

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.

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.

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.

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

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



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

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

OVERVIEW

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

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

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

Quality of content
Certification of training course
Effective Training evaluation
Training and Development Programs are available for the following areas:
Food Production
Food and Beverage Service
Front Office
Housekeeping
TRAINING IN HOSPITALITY SECTOR

Training Providers

TheTrainingMarket.com
Training Partners
Hospitality Handbooks
Air Hostess Academy (AHA)
British Institute of Air Hostess Training
Frankfinn Air Hostess Academy
Hi-Fly Aviation Academy
Chetna Consultancy Services
Skill Tree India
Hi-Fly Aviation Academy
Sierra Training Ltd
Finesse Savvy
Icon Consultancy & Education Ltd
Hospitality Training Topics
Food, Restaurants, Hotels and Hospitality
Bar Tending
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 Skills
Beverage Service
Basic Skills for the guest services
Accommodation Services (Laundry, Housekeeping, self-catering )
Career for Trainers in Hospitality Sector
Preferred Educational Qualification

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
Dedication and Tolerance
Should know to deal with people & good interpersonal and public relation skills
Should be presentable
Proficiency in English and Hindi
Must have effective vendor management, negotiation and relationship management skills
Proficiency in computer applications
Excellent networking skills, with the ability to build rapport
Ability to work well under pressure
Ability to think out of the box and drive change and innovation
Variation of Salary with Experience

Salary offered to the trainers according to the relevant experience fall in the range of:




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.

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
Mentoring
Coaching
Job Rotation

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

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

Nature of Work
Training need Analysis: A Protocol to gather and review the inputs on the performance of the
hires serving the initial months of the employment. To design different Technical training
modules based on the need for the same
Advanced Training: Content designing and Session Scheduling to be done
Work with technical managers to gauge current technical levels and align courses to deliver set

target levels
Propose budget and spending plan for technical and soft skill
Ensure ROI for training
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

Emerging Scenario in IT Industry


With the rapid expansion in IT/ITES sector, now there is enough scope of IT training courses
and institutes. IT sector is soon going to face a huge shortfall of skilled employees, if the growth
in the software industry goes by as expected. According to recent report of NASSCOM (The
National Association of Software and Services Companies) on software industry, the IT services
sector will see a shortfall of 2,35,000 people by 2008. IT spending in the global business world is
expected to grow by 6 to 7 % in the next 3 years, which will be enough to give boost to the IT
training sector.

This huge IT spending is largely because of uptake in IT recruitment.
According to a recent IDC report, India alone spends $216 million, i.e. 21% of the total spending
of IT training in the region, and is expected to be one of the largest contributors in the coming
years. This is largely because India alone accounts for 60 % of the total Asia-Pacific demand for
IT professionals.

Currently, the IT training market is valued at Rs 100 crore, and is expected to reach Rs 500 crore
over the next 3 years.



The major factor that is responsible for growth in IT sector is the e-governance initiatives
introduced by central government and various other state governments.


Now there is a notable shift from long-term course to short-term training certifications. Due to
this, the focus is now on hiring professionals with expertise in particular domains. The demand
has largely for JAVA and .NET professionals. And on the NETWORKING end, network storage
and Linux demand is taking a toll.

Variation Of Salary with Experience in IT Industry

The following tables describes the salary offered to the trainers according to the experience &
variation of Salary with Experience in Software Services Industry




In Software Services Industry
Salary offered to the trainers according to the relevant experience fall in the range of:

Variation of Salary with Experience in BPO/KPO/ITES Sector
Salary offered to the trainers according to the relevant experience fall in the range of:



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.

CAREER OPPORTUNITIES IN BPO SECTOR

PLAYERS IN BPO Training Programs in BPO
Training Programs In BPO. Areas Covered in Training Programs

The specific areas where training is given in BPO sector are:

Customer Care
Technical Support
Payroll Maintenance
Publishing
Sales and Telemarketing
Finance and Accounting
Human Resources
Intellectual Property Research and Documentation.

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
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.


Importance of 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

Trainers Skills

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



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



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


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

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


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.

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.

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%
Top 20 Training Providers


The Top 20 Training Providers list includes those leaders in the outsourcing industry that have
recognized knowledge, skill, know-how and quality in providing educational services to a range
of clients.

The List is shown below:
S.NO.
COMPANY NAME

1. Accenture Learning
2. RWD Technologies
3. Geo Learning
4. General Physics - GP
5. NIIT, Ltd.
5. Element K
6. Adayana
7. IBM Learning Solutions
8. Delta College
9 Raytheon Professional Services
10. Affiliated Computer Services, Inc. (ACS

11. Aptech Worldwide Corporation
12. Convergys
13. Global Knowledge
14. Intrepid Learning Solution
15. Innovatia
16. Skill Soft
17. Lionbridge
18. Expertus
19. Knowledge Pool
20. Development Dimensions International

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).

The objective of GALLOP was to develop a newcomer into a professional by giving him or her
exposure to various departments and inculcate in him or her, a sense of belonging.

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.

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...

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...

CRITICISMS
One criticism against the training and development programs at Godrej was that there were no
measurement techniques to judge the effectiveness of the programs. For example, no specific
measures were developed to determine the extent to which the interpersonal and negotiation
skills training aided the employees to develop a more robust business concept...

EXHIBITS
Key Benefits of EVA
CASE STUDY 2

Training and Development - The GE Way
"Great people build great companies. Talent development is not a slogan at GE, it is a way of
life."1

- Jack Welch, Chief Executive Officer (1981-2001), General Electric Co. in 2005.
"Developing leaders, developing people takes three things. It takes leadership commitment, it
takes disciplined processes and it takes commitment to people. It works for us." 2

- Bob Corcoran, Chief Learning Officer, General Electric Co. in 2004.
"There is reason to believe that they are a better training ground than we are."3

- Nitin Nohria, Professor, Harvard Business School in 2003, commenting on GE's ability to
develop managerial talent.

INTRODUCTION
In 2005, General Electric Company4 (GE) was one of the world's biggest conglomerates with a
presence across 160 countries, 11 varied businesses and employee strength of around 307,000.
Some of its businesses were large enough to make it to the Fortune 500 list on their own. GE had
not only survived successfully for 133 years5 but had also consistently generated great value for
its shareholders, despite its size. GE was the only company with a continuous listing in the Dow
Jones Industrial Average6 since the original index was constructed in 1896. GE had won many
accolades as the world's most respected company7 in appreciation of its people management and
sustained profitability.

One of the factors that contributed to the company's success was its ability to train and develop
its multinational, diverse workforce in a successful manner. GE was one of the first companies to
establish a management development center to train and develop its employees. During the
1980s, this center put the company on a growth trajectory that very few corporations could
match. It inspired many other renowned companies like Boeing Co., Home Depot and Toyota
Motors to model their training centers on the one at GE.

In the media, GE has been referred to as a "captain-of-industry university" or "the leadership
factory" in recognition of its ability to produce exceptional leaders who went on to became CEOs
at other Fortune 500 companies. Analysts acknowledged the fact that GE went far beyond
imparting traditional training. It 'nurtured talent' to bring out the latent potential in its employees
through proper grooming.

The Work-Out Program that GE developed to train its employees created such an impact that
later other companies began to approach GE to try and develop similar programs for their
employees. GE businesses like GE Consumer and Industrial were certified by professional

associations as authorized providers of education and training for their respective areas of
expertise. GE spent around $1 billion on in-house Training and Development (T&D) every year.
In addition, GE invested over $38 million annually for reimbursement of tuition fees for
employees who enrolled for outside degree programs.

GE was chosen as the best company for executive development in a survey conducted by
Executive Development Associates8 for the year 2005 (Refer Exhibit II).

T&D Initiatives at GE
World's First Corporate University
Although on-the-job-training had been used at GE since the 1920s, formal corporate training
took shape during Ralph Cordiner9 (Cordiner)'s tenure as CEO. On taking up this position in
1950, Cordiner started restructuring the company, decentralizing it by breaking it up into various
departments.

He felt decentralization would make the company more manageable in times of rapid growth. As
a result of decentralization, GE had more than 100 divisions where earlier there were just eight
major units. A general manager was appointed for each division, to oversee the division's overall
working.

As a result of the decentralized structure, the company faced another challenge. The new breed
of managers needed to be trained to enable them to handle their divisions successfully.
Therefore, establishment of a corporate training center for GE executives became the logical next
step.

Cordiner had envisioned a radically new approach to train executives for complex management
responsibilities. To make this a reality, he sent a team of executives to look at business schools
and universities around the world. However, the team found that none of these schools would be
able to meet their requirements.

So, finally, Cordiner decided that GE would establish its own facility. The management
development center was set up in the year 1956, at Crotonville10, in the village of Ossining,
New York. It was the world's first corporate university and a major milestone in the area of T&D
for the company...

EXCERPTS
FOCUS ON E-LEARNING
GE had started implementing on-line training way back in the year 1998. While it was analyzing
the return on investment for one of its courses at GE Aircraft Engineering , the company
discovered that the three-day course cost the company $47 an hour in terms of productivity loss

per customer and $1,500 for travel and living expenses incurred on participants who had to be
flown in from various locations to GE Transportation's Cincinnati headquarters.

The existing training facility also needed a revamp and was estimated to cost $4.5 million. It was
at this point that the company decided to implement an online course instead.

Later, when the company assessed the effectiveness of the online program, it turned out that
employees were able to absorb nearly the same learning in a three hour online course.

It saved the time employees spent away from work. In addition, the company did not have to
incur any additional costs for travel and related expenses...

The Impact
GE was recognized for its ability to maximize the value of the enterprise's intellectual capital by
producing exceptional leaders.

Analysts observed that GE never experienced any dearth of good leaders to take over the reins as
and when the need arose.

Experts pointed out that another key benefit of GE's focus on training was that it brought global
consistency to all its businesses. As Rick Kennedy, manager, media relations, GE Aircraft
Engines, remarked, "Despite the company's size, everyone has a common set of objectives to
work from and it's very effective." GE had been able to use its diversity to transform itself into a
learning organization where employees could develop themselves continuously. The on-the-job
rotational assignments that the company offered enabled employees to get tremendous exposure
across its varied business segments and divisions and gave them unmatched practical exposure to
sharpen their managerial capabilities...

Exhibits
Exhibit I: GE's Distinguished Alumni
Exhibit II: Top Companies for Executive Development
Exhibit III: Crotonville's Mission
Exhibit IV: Various T&D Programs at Major Businesses of GE
Exhibit V: Financial Management Program
Exhibit VI: Information Management Leadership Program
Exhibit VII: Edison Engineering Development Program
Exhibit VIII: Operations Management Leadership Program
Exhibit IX: Distinguished FMP Graduates
Exhibit X: Experienced Commercial Leadership Program
Exhibit XI: Human Resource Leadership Program


CASE STUDY 3

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.

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.

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...

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


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.

Before we let you go, we want you to spend another two to three hours working with the HRM
assessment tool we introduced in Unit 1 Session 4 (Task 2) and reflecting on the key challenges
we face in human resources in South Africa specifically, but also in other African countries
today. We recently wrote an overview article for the South African Health Review, which talks
to these challenges. The article focuses on Human Resource Development in general, but you
will see that most topics relate directly to HR Management.



BIBLIOGRAPHY

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5) Lewin, D. (1995). Preventive medicine at work. Nations Business, 83, 33.
6) Marmion, D. (1998). Facing the challenge: Technology training in libraries. Information
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