A STUDY ON THE EFFECTIVNESS OF TRAINING AT TI

CYCLES WITH REFERENCE TO NMS STAFF

A PROJECT REPORT

Submitted in partial fulfillment of the requirements for the award of

the degree
MASTER OF BUSSINESS ADMINISTRATION
2004

BY
NISHA DAMODARAN .K.
Reg.no X2PBA 23012

Under the guidance of

DR.S.K.MOHANDAS
Professor
Anna Institute Of Management

INSTITUTE OF DISTANCE EDUCATION

UNIVERSITY OF MADRAS
CHEAPUK, CHENNAI – 600 005
 BONAFIDE CERTIFICATE

INSTITUTE OFCORRESPONDANCE EDUCATION

UNIVERSITY OF MADRAS

Certified that this is the bonafide Project work done by

NishaDamodaran K

With the Enrolment no XPBA 23012 of the III year M.B.A

Degree Course

In the Institute of Distance Education , University of

Madras ,

Chennai 600 005 during the year 2004.

Darte Coordinator

Examiner Guide
 ATTENDANCE CERTIFICATE

Certified that MS/ NishaDamodaran K with the Enrolment no

XPBA 23012 of the III year M.B.A Degree Course in the
Institute of Distance Education , University of Madras , has
done the project work in the organization from 1st Dec 2004 to
31st Jan 2005

During this period of study and observation in our organization her

conduct was good

Date : Signature

Name of the :
Head

Name of the organization

Office Seal
 ACKNOWLEDGEMENT

I would like to express my profound sense of gratitude and heartful of

thanks to my research Guide Dr.S.K.Mohandas , Professor of Finance ,
Anna Institute of Management , Chennai – 600028 for his keen
interest , valuable suggestions , sustained encouragement and
inspiring support throughout the course of the project .

I am extremely thankful to Mr. Sasi Kumar , Manager- HR , TI Cycles

and the Authorities , Executives and Management of the
Organization , for extending their help towards collection of data ,
suggestions and also supervising towards completion of the Project .

I would like to express my sincere thanks to the Madras University for

giving me the opportunity to do the Project .

I thank My Family , Friends and Relatives who have been my moral

support to complete this Project successfully

CONTENTS PG NO

I INTRODUCTION
II ROLE OF TRAINING IN ENHANCING
ORGANISATION EFFECTIVENESS

III ORGANISATION OF TRAINING

IV MEASURING TRAINING EFFECTIVENESS

V TI CYCLES A CORPORATE PROFILE

VI TRAINING SCENARIO IN TI CYCLES

VIII TRAINING EFFECTIVENESS

IX CONCLUSION

I INTRODUCTION
Success of an enterprise depends on the having the right kind of
people working for it which in turn depends upon helping these people
develop to their full capacity .They are waiting and wanting to
contribute to the Development of an employee is a continuous task
with growth and development of the Organisation, employees through
their self development. Rapid expansion of business and industry, both
Training and Development have received greater attention and
Managements have become well aware the significant role they have
come to play in improving the efficiency and job satisfaction.

Employee training attempts to improve skills, add to the existing level

of knowledge so that the employee is better equipped to do his present
job, prepare him for a higher position with increased responsibility.
Organisations need to provide opportunities for the continuous
development of employees not only in their present job, but also
develop their capabilities for other jobs for which they might later be
considered

Training has been described to have a realistic and clear perception

and under standing it is an act of increasing the knowledge and skill of
an employee for doing a specified job.

Beach has defined as “the organized procedure by which people learn

knowledge and / skill for a definite purpose.”

Mathis and Jackson it is “as a learning process whereby people acquire

skills, concepts, attitudes or knowledge to aid in achievement of goal”

Saint defines it as “Training includes any efforts within the

Organisation to teach, instruct, coach, and develops employees in
technical skill, knowledge, principles and techniques and to provide
insight into and attitudes towards the Organisation”.

According to the present day practice, providing opportunities for

training and learning in employment is a widely recognized major
responsibility of the employer. That responsibility is shared by all the
executives and managers. In bigger companies avail the services of
the training specialists by establishing a training section in their
personal department.

Training serves to improve employee’s skill and knowledge and

enables them to develop within the Organisation, which goes a long
way in raising their moral values and help to mould their attitude and
behaviour, whereby they tend to be increasingly cooperative and loyal
to the company, they serve. Dedicated and a satisfied work force
becomes more effective and productive – increasing the output both in
its quantitative and qualitative aspects , and richly contributes to the
well being and achievement of the goals of the Organisation and
ultimately securing better for both the gains the employers and the
employees. Training ensures efficient and economical use of both the
equipment and materials in the plant through the efficiency of the
trained employees in their Job performance .Training helps engaging
managerial attention more towards planning and encouraging the
trained and expert employees instead of their valuable time otherwise
taken away in correcting the mistake of the deficient employees.

With better job satisfaction as training provides it reflects in lower

turnover, reduced incidence of absenteeism and little scope of
complaints and grievances. It is through training that the employees
develop abilities to meet the challenges as posed by Organisational,
social and technological changes .Beyond any doubt, effective training
is a good investment in human resources of an Organisation with both
immediate and long term returns.
Progressive companies, for bringing about Organisational improvement
and efficiency, while meeting the challenges as posed by technological
changes-new equipments, new knowledge, new jobs, new work
methods, new procedures, always rely on regular training programmes
involving systematic and continuous performance appraisals-formal
and informal and counseling even of the long –service employees
through their superiors.

Training In India : In spite of the fact that rapid strides have been
made in the industrialization of the country in the post independence
era 1950 – 1960 , more particularly being marked by industrial
development training hardly received any attention . After 1964,
training and development under the gradual technological change
emerged as a separate function.

As time passed more sophisticated technological development in

business and industry made their appearance, gained popularity and
has been recognized as a very important function. Numerous
autonomous institutions are engaged in the training and development.
Government Organisation like the Training division Department of
Personal and Training ,Government of India National Productivity
council and professional Organisation like the Indian society for
Training and development and Indian Management Association leading
Management Institutes and Consultants take all efforts to promote the
training profession and give a fillip to the training and development
programme. Government has recognized training and development as
an important economic activity and makes specific provisions for the
same.

Thus it is a systematic process of aiding employees to gain

effectiveness in their present and future job performance. – So
essential for the effectiveness prosperity and the well being and
achievement of goals and objectives of the Organisation

The present day practice is that, the working and maintenance of the
opportunities for training and learning in employment it is a widely
recognized major responsibility of the employees, shared by all
executives and Managers. Some large companies avail the services of
training specialists by establishing a training section in their personal
department.

GENERAL PRINCIPLES OF TRAINING

With the experience gained as result of training programmes of
employees, coupled with the intensive research on training problems
in employment over a period, some general principles of Training came
to be evolved that have rapidly gained wide acceptance and
application.
These are:
 Individuals do not have their aptitudes, background, education,
experience intellect, capability of understanding and interests all
alike.
 Job analysis and its derivatives, the job
descriptions/specifications will help indicating the strengths and
weaknesses of individuals in terms of their efficiency in
knowledge and skills.
 Motivation and willingness to do on the part of the individuals
play a vital role in their learning and development. Therefore
motivation and willingness to do factors must be given due
attention in all training programmes.
 Most of the Training Programmes are organized with a view to
enlist the participation of the employees in discussion, through
 formal course, meetings, committees, projects and special
assignments.

Selection of Trainees, the selection of trainees will depend on the

individual trainee’s needs, depending on his interest and aptitude. Job
training is essential and it may be imparted to all individual new
employees... Identifying training need will facilitate scheduling training,
the training techniques and the trainees.

Selection of the methods and technique of training: It is of utmost

importance that these must be appropriate and suitable to the type of
training given. They must be used with discretion in accordance with
the need of the job, the individual or the group, as the case may be
.Lectures serve a quite a useful purpose in case of fresh college
recruits who have to b e taught about the principles and practices in
business but these may prove to be more in effective in case of
training to persons in the handling of grievances.

Group Discussions , conferences , role plays , project demonstration –

all these methods and techniques hold good in their own place , but
cannot be adopted or made applicable in all situation and everywhere
However , trainees must be given as much “real life” practice as
possible . Visual aids like charts, graphs, printed materials blackboards,
slides and movies, just to name a few, are found quite useful for the
purpose of training. Some companies, to suit their own training needs,
do sometimes develop good movies and slides.
Induction Training it is primary concerned with the process of
placement, leading into or introducing the new employees to the
Organisation, its policies, systems and its people and also introducing
them to their assigned jobs.

Technical Training: The employees are trained to update the new

technology in the technical side of their work. Some staff are also
imparted the technical aspect of the work to enhance the efficiency of
the work and knowledge.

General Training: This training is imparted to all staff for the

Organisational development and to reduce conflict and accidents. This
benefits the overall development of the individual, Organisation and
also the country

Evaluating training and development is fundamentally concerned

with the extent of achievement of the objectives as set out in the
training and developmental plan , stated more explicitly , with the
measurement of the effectiveness of the performance after training
and collecting gainful feedback for future training and development .
 Judging and measuring reactions of participants
 Assessing and measuring how far the learning has been gainful
and effective.
 Evaluating new and different attitudinal and behavioural changes
in the performance of the participants
 Measuring results or changes in terms of costs, grievances,
quality and production.
Evaluation has two purposes, to consider whether the training has
achieved its desired result and to see if there is a behavioural change
which contributes in achieving Organisational goals. Hence, this study
is an attempt to understand the pattern of effective training with
special reference to TI Cycle Ltd, Ambattur, and Chennai.

OBJECTIVES
1. To understand the training scenario in the Organisation.
2. To Study the Training process followed.
3. To analyze the Training techniques specific reference to Non
Management Staff
4. To estimate the effectiveness of Training – Non Management
Staff
SCOPE
The Organisation where the study is conducted belongs to the one of
the largest Group of Companies in India, The Murugappa Group,
where TI Cycles which is a unit of the group and the second largest
Cycle manufactures in the country its sub units are situated at Chennai
, Nasik and Noida . The Chennai – Ambattur, division holds staff
strength of 170 Management, 254 Non Managements staff, company
apprentices, average of 400 contract labours The study covers the
different methods of training in the Organisation and the key function
of the training department. The importance of training and
development in the Organisation. The study concentrates over the
effectives of the training with reference to the Non Management staff
of TI Cycles Ambattur Chennai.

LIMITATIONS OF THE STUDY:

 The study does not cover all the NMS staff who had attended the
training programmes .All the training programme were not
attended by all the NMS staff.
  The data collection methodology used was through interviews
and questionnaire and no other techniques were used.
 Evaluation after each training programme using pre and post
test were only possible for technical training.

METHODOLOGY
The primary data is the information generated to meet the specific
requirements of the investigation , thus for studying the effectiveness
of Training is conducted through literature survey by studying from the
Hand Books , Manuals , Other Research studies and recommendations ,
Management books , survey etc.

The data are collected through Interviews and suggestions from the
Executives and NMS. Under the observation method the information is
sought by the way of observing the actions and reactions of the
respondent. A sample size of 50 Non Management Staff is used to
collect information which can be analyzed to produce conclusion.

The study tool used to evaluate the effectiveness of training with

reference to Non Management staff is conducted through
questionnaire ( Encl No 1 ) and interviews .As questionnaire consumes
more time the questionnaire converted to a schedule as response rate
is high they are filled by enumerators who are able to get answers to
all questions and also more economical. The respondents are totally
free to express his views and attitudes in an unbiased manner. The
interview method helps to recognize answers that are incomplete.

The data collected were analyzed and were tabulated and studied
using various types of charts like bar, pie chart etc.
CHAPTER SCHEME

Chapter scheme deals with the importance of training, the training

methods, the training practices in TI Cycles and the finding of the
study are presented in the following chapter
II Role of training in enhancing Organisation Effectiveness this
chapter deals with the improvement of the skill, knowledge and
attitude of the employees which helps in the Organisational growth
which is meshed with individual growth.
III Organisation of Training in this chapter deals with the training
process like identifying training needs, training methods and
techniques , evaluation of the training process which are followed in
Organisations are explained .
IV Measuring Training Effectiveness the chapter explains the
detailed study on the effectiveness of the training and evaluation of
the training process followed at Organisations.
V TI Cycles a Corporate Profile this explains the structure of the
Organisation for studying their corporate structure including their
training functions.
VI Training Scenario in TI Cycles this chapter discusses the
training procedure followed in the Organisation by the department of
HRD.
VIII Training Effectiveness: This chapter attempts to study to
evaluate the effectiveness of training in TI cycles to measure the
effectiveness of training and to improve its effectiveness in future.
IX The broad finding and the summary of the study are presented in
this chapter.

`
II Role of Training in enhancing Organisation Effectiveness.

The Primary purpose of training is to establish a sound relationship

between the worker and his job – the optimum man – task
relationship . Such a relationship is at its best when the worker ‘s
attitude to the job is right , when the workers attitude of the job is
adequate and has developed the necessary skills .

Training activities in an industrial Organisation aim at making desired

modification in skill , attitudes and knowledge of the employees so
that they perform their jobs most efficiently and effectively .

When moving to a team-based structure, organizations must invest in

training and team development in order to make the change
successfully. There may be short-term costs for the start-up training
needed for such basic skills as running effective meetings, problem-
solving, giving and receiving feedback, and decision-making, among
other skills. The short-term costs, however, will produce long-term
gains in effectiveness and efficiency.
KNOWLEDGE : Training aimed at imparting knowledge to employees
in the Organisation provides for understanding of all the problems of
modern industry. This knowledge for a worker is specific to his job, and
related broadly to plant machinery, material product and quality and
standard of product.. Knowledge for managerial personnel may be
related to complexity of problems in organizing, planning , staffing ,
directing and controlling . Knowledge is considered as three aspects .

 Knowledge in general about the factory and work environment –

job context
 Specific knowledge related to the job – job context
 Knowledge related to quality and standards of product or
quality of work .

SKILLS There has been a trend toward defining teamwork

behaviorally, as a set of teamwork skills. Training activities nowadays
encompasses activities ranging from the aquacition of a simple motor
skill to a complex administrative one . Training an employee for a
particular skill is undertaken to unable him to be more effective on
job . New workers can be trained to achieve levels of output attained
by experienced older workers . Similarly existing workers whose level
of output are below par can be attained .

ATTITUDES through Orientation ( induction ) programmes ,

Organisations develop attitudes in new employees which are favorable
towards the achievement of the Organisational goal . Training industry
are aimed at moulding employee attitudes to achieve support for the
company activities , and obtain better cooperation and greater
loyalty .NAWC defines "attitude" as "an internal state that influences
an individual's choices or decisions to act in a certain way under
particular circumstances." Several attitudes are unique to the team
context and have a direct bearing on the team's interaction processes.
Such attitudes can be nurtured and developed.

The effective functioning of any Organisation requires the employees

to perform their jobs at a satisfactory level of proficiency. Organisation
goals have to be meshed with the individual growth. Training
programmes are assets in helping managers to learn correct job
methods. The Organisation needs to provide opportunities for
continuous development of employee not only in their present job but
also to develop their capabilities for other jobs for which they might be
considered.

Training and Development Strategies. Training and developing

individuals separately in the knowledge, skills, and attitudes listed
above will not be as effective as training the team as a group. In fact,
addressing such issues as task interdependence, team member
turnover, and task variety is most effective when intact teams are
trained using task simulation, role playing, and guided task practice.
The training technique used will depend on the knowledge or skill to be
learned or attitude to be developed, but stressing group approaches
rather than individual training is the key to building successful teams.

Change in technology means a total change of skills and knowledge

within the Organisation itself. There should be continous re-
assessment of Managerial caliber and skills to cope with the
environmental change. The Training Wheel, which rotates in an
Organisation, is a continous process for its development and survival in
the Industry, wherein training forms the core. Human Resource,
Economy and Organisation goals around them. As technology
advances training needs increase and new methods prevail to identify
them, which helps the Manager to compete within and outside the
Organisation. Training focuses on enrichment of Manager skills and
attitude

Primary concern of the Organisation is its viability and efficiency, if

Organisation does not respond to this continuous environmental
pressure, it may find itself rapidly losing whatever share of the market
it has and to survive in an uncertain world where Change is
everywhere. Because of the sweeping effects of change and
competition, a great deal of interest has been placed on higher
education and lifelong learning. An enterprise depends to a
considerable extent on the different skills of the employees , to relate
to the environment and to organize the enterprise accordingly . This
would be conditioned by internal constraints in the enterprise, views of
other colleagues and the Organisation structure. Consequently,
business is turning to training in order to cut costs and increase
productivity among employees in order that they can contribute to
Organisation’s efficiency . In fact, according to Fulmer (1988) and
Eurick (1985), in 1985 the United States corporate training and
education efforts were estimated to cost 40 to 60 billion dollars
annually, which is close to the amount spent on post-secondary
education.

Training and development of employees in an Organisation is very

important. Training is needed to keep the employees' skills current.
Also insofar as it serves as a foundation for career advancement, it
plays an important role in the retention of employees. Organisation
growth needs to be meshed with the individual’s growth.
Organisation’s viability should adapt itself to a changing environment.
Effective functioning of an Organisation requires that employees learn
to perform their jobs at a satisfactory level of proficiency and accept
increasing responsibility .
Training is defined as learning that is provided in order to improve
performance on the present job. Although learning can be incidental,
training is concerned with the worker learning clear and concise
standards of performance or objectives. Objectives are the tools for
guiding Managers, learners, and trainers. Managers need objectives so
that they know what kind of return they are receiving from their
training investment., trainers need them to plan and conduct the
learning environment so that they may achieve the desired results
Training is to acquire new horizons, technologies, or viewpoints. It
enables leaders to guide their Organisations onto new expectations by
being proactive rather than reactive. It enables workers to create
better products, faster services, and more competitive Organisations. It
is learning for growth of the individual, but not related to a specific
present or future job. Unlike training and education, which can be
completely evaluated, development cannot always be fully evaluated.
This does not mean that we should abandon development programs,
as helping people to grow and develop is what keeps an Organisation
in the cutting edge of competitive environments. Development can be
considered the forefront of what many now call the Learning
Organisation.

C.Argyris contents that an Organisation Effectiveness is dependent on

its ability to accomplish their objectives :

• Achieve its Goals

• Maintain itself internally
• Adapt to its environment

Organisation development is a useful intervention, it tries to deal with

changes in an Organisation, accomplishes dispersed improvement.
Improves motivation, productivity, quality of work life, job satisfaction,
team wok and resolution of conflict, reduces absence and turnover. If
Training is to be effective, it is extremely important that the criteria
used in the classroom situation resembles as closely as possible the
criteria relevant in the working environment. Manager development
requires a situational approach in which training objectives ,
techniques and methods should be sufficiently congruent with the
values , norms and characteristics of the environment .Organisation
development attempts to improve Organisation effectiveness by
planned diagnosis and intervention rather than addressing itself to
individual growth, as in Management development , Organisation
development focuses on the goals , processes and resources of the
total Organisational renewal through the use of behavioural science
concepts and methods . An organized learning experience, conducted
in a definite time period, to increase the possibility of improving job
performance and growth.

Economic changes are also having and will continue to have an impact
on adult learning and training. Many experts, such as Naisbitt and
Aburdene (1990), contend that the economies of the world are now
interdependent. Consequently, major companies are allowing,
encouraging, and sometimes subsidizing their employees' education in
order to become more competitive and to increase their chances for
survival in a world economy. Another critical economic change is the
shift from a manufacturing economy to a service economy, which has
produced a change in the job market and has affected the kind of
training that employees need. Moreover, changes in the composition of
the U.S. work force itself are influencing training. For example, since
World War II women have become an integral part of American
Organisations.
The implication of technological advancements is that learning is a
lifelong proposition. Not only will there be a demand for training to
keep up with technological advancements, but there also will be a
demand to retrain the employees who will be displaced because of
such advancements. Computers have revolutionized every aspect of
corporate education, allowing people to produce, analyze, and
manipulate data with greater ease than before. By some accounts (for
example, Apps, 1988), every seven years the amount of information
generated in the world doubles. Furthermore, about half of the
information that most professionals learn will be outdated in about five
years. Thus performance is improved by showing how to master a
new or established technology. The technology may be a piece of
heavy machinery, a computer, a procedure for creating a product, or a
method of providing a service

Training contributes to employee stability , after undergoing training

employee becomes efficient and they contribute to the Organisation
growth, which renders stability in the workforce. They become
versatile in their operations , flexibility can be ensured as they can be
transferred / promoted to new job thus increasing the profitability of
the Organisation. Accidents , scrap and damage to machinery and
equipment can be avoided or minimized through training. Company’s
training and development pays dividends to the employees and the
Organisation. Training enhances human capabilities and strengthens
competitive edge .

Continued effectiveness and efficiency of an Organisation is to some

extent dependent on the ability of its employees to produce at a high
level of efficiency and keep abreast with the changing job role
demand s. Training will provide for an output in this direction . Several
positive benefits of training are that :
 Training helps employees to learn their jobs and attain desired
levels of performance thus cutting costs to better utilization of
materials and machines .
 Training reduces cost of raw materials reducing loss due to
waste , poor quality products and damage of machinery .
 Employee motivation is improved where employee knows that
the Organisation provide learning opportunity to increase skill
and knowledge thus , enabling them to develop the qualify for
a higher post . Such practices creates favourable change in
attitudes towards the Organisation , thus, reducing employee
turnover , absenteeism , accidents , dissatisfaction and
grievances .
 Training aids in the development of individual skills , better
methods , new equipments , and sometimes new work place
relationship . Such a relationship would facilitate technological
change by updating the versatility of the employees .
III Organisation of Training
Technical Training is instrument in the acquisition of technology which
enables employees to perform their present job to standards. It
improves human performance on the job the employee is presently
doing or is being hired to do. Also, it is given when new technology is
introduced into the workplace. Training is provided to increase the
possibility of improving job performance and growth, is basically the
definition of training , it means that although a Organisation can
provide tools to help the learner succeed, such as education and
training specialists, counselors, coaches, and state-of-the-art training
materials, the ultimate responsibility for success belongs to the learner
.

A training and development plan is designed specifically to meet the

particular needs – present and future , of an Organisation . A human
resource department is concerned with all aspects of the employees,
such as pay, benefits, equal opportunity, and of course training. HRD is
concerned with training, development, and education. The
advancements in technology will continue to shape and define training
process.

Identifying Training Needs

Training needs have to be related to both in terms of Organisation
demands and that of individual Training, it strives to assist people to
cope with new duties new machines, producers and new means of
achieving goals bring about change in training needs. Trainees are
selected on the basis of
a. Requirement of the Job
b. Capabilities of the employee
Capabilities of the employee include his /her educational background
relative to the skill to be taught , his personality and psychological
needs and his potential for promotion .There is a basic linkage
between training input and performance output which helps to carry
out the process.
A MODEL OF A SYSTEMATIC APPROACH TO TRAINING
IDENTIFICATION OF KEY RISKS IN THE WORK PLACE

DETERMINATION OF BEST PRACTICE AND DEVIATION FROM BEST PRACTICE

DEVELOPMENT OF PERFORMANCED BASED LEARNING OBJECTIVE

CURRENT CAPABILITY DESIGNING THE

OF THE TARGERT POPULATION METHOD OF
ASSSESMENT

PREPARING FOR TRAINING

DESIGNING OF FORMAL
TRAINING

TRAINING OF INSTRUCTORS PLANNING FOR

REINFORCEMENT
IN WORK PLACE
SELECTION OF TRAINEES TRAINING IMPLEMENTATION

MEASUREMENT OF SUCCESS

A survey conducted by A.D.Sinha, listed in rank order the following

methods of identifying training needs .
1. Views of the line Manager
2. Performance Appraisal
3. Company and departmental Plans
4. View of training manager
5. Analysis of Job difficulties
MODEL – IDENTIFING TRAINING NEED
Recognistion that a problem exists

Identification of the real problem

Consideration of possible solution

Non training solution Training

solution

Discuss as appropriate commitment of

management action

Thayer and McGhee Model

 A. Organisational Analysis
It is a systematic effort to understand exactly where training efforts
need to be emphasized in an Organisation . Detailed analysis of the
Organisation structure ,objectives and human resources and future
plans. Long term and Short term goals are to be analyzed There are
three requirements
1. Adequate personnel available to ensure fulfillment of a business
operation
2.Personnel performance is up to the required standard.
3.The working environment the units / departments is conducive to
fulfillment of tasks
Data regarding positions qualifications , vacancies , replacements and
training time required for replacement have to be worked out . Job
standards must also be worked out. Various efficiency and productivity
indexes or ratios can be worked out to determine not only efficiency
but also adequacy, in terms of under manning or overmanning of the
workforce.
In analyzing the Organisation climate , both direct and indirect
methods could be utilized .

B. Task Analysis
Job has an expected standard of performance are unless such
standards are attained , not only will interrelated job will suffer , but
Organisation viability will be affected, and so will the expectations that
have been set for that particular job itself. If the standard set for the
job is known, then it is possible to know whether the job is being
performed at the desired level of output. Task analysis entails not
merely a simple listing of the various job components ,but also of the
relatively critical nature of the various sub tasks. Conventional
methods of Job analysis are usually suitable for task analysis . They are
1. Literature review regarding the job
 2. Job Performance
3. Job observation
4. Data collection regarding job interviews
Analysis of the job is but one part of task analysis. Other areas are the
skill required, either in terms of education or training , to perform the
job , knowledge and finally attitudinal predisposition – for instance , the
attitude towards safety or interpersonal competences.

C. Man Analysis
The focus of man analysis is on the individual employee , his abilities ,
hiss skill and the inputs required for job performance, individual growth
and development in terms of career planning . It helps to identify
whether the individual employees require training and so what kind
.Job knowledge tests , work sampling and diagnostic psychological
tests also provide information about employees Training need comes
from the clues of individual or group behaviour. Sources of such
information are :-
1. Observation at place of work , examination of job schedules,
quantum of spoilage , wastage and clues about interpersonal
relation of employees
2. Interviews with supervisors and employees
3. Comparative studies of good vs bad employees , to identify
differences , skills and training gaps
4. Personnel Records
5. Production Reports
6. Review of literature regarding the job and machines used
The employee behaviour in the desired situation is analyzed to
determine what skill and knowledge gaps the employee has which can
be improved by training inputs. Main feature of this method is that of
indirect data gathering process, by either supervisors or third person .
These methods are check-list ,merit rating , forced choice rating ,
employee performance record , diaries , interviews ,questionnaire and
critical incidents .Observations are made over a period of time and
from one point of time regarding employee behaviour, thus the then
data analyzed are clues for training .

Establishing Training Policies

Company’s training policy represents the commitment of its top
management to training and is expressed in the rules and procedures
which govern or influence the standard and scope of training in the
Organisation . Training policy should reflect the primary and secondary
objective of the Organisation , also provides suitable opportunities to
the employees. Training policies are necessary for the following :-
 Highlight the firm’s approach to the training function , provide
guidance for design and execution , and to provide information
regarding programmes to all employees.
 Formulation of policy helps in identification of priority areas in
training and since resources are scare , they are prioritized
according to the felt needs.
 Training policy document help to communicate the firm’s intent
regarding an employees career development and also gives the
employee the opportunity to better his prospectus through
training.

Setting Goals – Objectives of Training

Training objectives are designed according to the company’s goals .It
helps employees to improve performance of their present job.
Objectives of any training programme are :-
 Inculcate basic knowledge and skill to the new entrants and
enable them to perform their job well.
  Enables the employee to meet the changing requirements of the
job and the Organisation .
 Demonstrate the employee the new techniques and ways of
performing the job performance .
 Prepare the employee for higher task and build up a second line
of competent manager.

Preparation of Training Budgets

Training budget for each internal programme has to be prepared ,
which would include cost of facilities like training room, food
,transport , guest faculty and cost of teaching materials . In fact, the
cost of the Organisation should also include the wages and salaries of
the employees participants who would be temporally pulled out of the
their regular job and sent for training . Organisational requirements
would necessitate their jobs being done by someone else, either by
temporary transfer, or by placing an addition burden on someone else.
The reason for costing the trainee employee ‘s salary would be that
they would not be making any contribution to the company during the
training period , and that this is an additional burden on the
company’s finances.

Venue for Training

Training and Development venue depends invariable on the type of
training given . If it is a On-Job-Training , then venue is the plant or the
company’s precincts. In case of Off – Job Training, training through
external university, colleges, business and professional meetings
,conventions , conferences, seminars etc. Thus availing the services of
the external agencies and with the available budget the HRD
department decides the venue for the training programme .
Techniques for deploying Training and Development Numerous
training methodologies and techniques have been developed over the
years to meet certain specific needs. Choice of a method depends on a
wide variety of factors, such as competences of instructors , relevance
to the participants, etc Each method has structured procedures for
conduct which offer certain advantages in developing certain limited
facets of a trainee and suffer from some limitation. Using particular
method , one should know its strengths and weaknesses given the
situation , and analyze its relevance , its purpose and if it is useful, how
to get the most out of it .This would provide the rationale of the various
training methods . The trainer should know the rationale before
attempting to use any of them.
Factors that matter in selection of Training Method :
Depth of knowledge ,nature of skill called for in particular job to be
filled.
Background of the trainees (qualification ) of the trainees for assessing
their capabilities and potential and ascertaining their aptitude.
Various kinds of operative problems confronted by the Organisation or
for the achievement of any other specific Organisation objectives
which compell them to bring in use particular methods and
techniques .
Consideration of facilities by way of cost, time, material, equipments
etc., as available for particular training and for particular situation.
Number of persons to be trained and developed.

The changes in training methods appear to have been caused by

changes in the kind of work being done. These changes in work
involved the kind of goods produced (concrete or abstract), the kind
of skills the job required (unskilled, semiskilled, or skilled), and the
size of the demand for the goods. The changes in work were caused
by advances in technology, or by other changes in societies.

Those in charge of workers are always looking for ways to speed up

training, ways to make it more economical, efficient and effective,
ways to minimize the need for it. Just as many scientific discoveries
can be used constructively or destructively, so new methods of
training can be helpful or destructive. Frederick Taylor's Scientific
Management concept and the Gilbreths' time and motion studies
helped simplify and
speed up work, but they also dehumanized the workplace and the
worker by doing so.

OFF THE JOB TRAINING

Under this method, training will be given in company classroom, an
outside place owned by the Organisation , an education institution
or association , which is not a part of a company. The following are
the methods :

Lecture : These are classroom lectures given by an instructor on

specific topic , formally. This method is useful when philosophy ,
concepts, attitudes , theories and problem solving have to be
discussed. These are essential when technical or special
information of a complex nature is to be imparted.

Conference : In conferences participants are divided into small

groups of four or five for intensive discussion. Members of the group
come to teach and learn together . Helps in developing conceptual
knowledge , reducing dogmatism and modifying attitudes. This
method is ideally suited for analyzing problems and issues and
examining them from different view point.

Team Discussion : A team constitute a group discussion Group

learns through discussion of a paper on a selected subject . Paper
is written by one or more trainees but document is prepared by an
expert. Material to be analyzed is distributed in advance in the
form of required reading.

Case Discussion : Business problem or situation demanding

solution , is presented to the group and members are trained to
identify problems present , they suggest various alternatives for
tackling them , analyze each of these, find out their comparative
suitability and decide for the best solution. Trainer guides for the
best solution . Trainees to become increasingly aware of obscurities,
contradictions and uncertainties encountered in a business .

Audio Visual Aids : Use of audio and visual aids help in capturing
the attention of more than one sense facilitating listening and
remembering. Require considerable planning and imagination in
order to obtain the desired impact.

Role Planning: They are also called as ‘role –reversal’ , ‘social –

reversal’, or psycho- drama' trainees act out a given role as they
would in a stage play . There are no written lines to be said , no
rehearsals ,players required to quickly respond to the situation that
is ever changing and reacts to real one .This involves employee –
employer relationship , hiring ,firing , discussion grievance
problems , conducting a post appraisal , interview, disciplining a
subordinate , or a salesman making presentation to a customer.
Programmed Instruction: Its main elements are (a) step by step
series o bits of knowledge, each building upon what has gone before
(b) Mechanism for presenting the series and checking on the
trainees knowledge. Questions are asked in proper sequences and
indication given promptly whether the answerers are correct
.Primary used for teaching faculty knowledge such as mathematics
and physics etc. Coaching and instruction is done by skilled
workers, by supervisors or by special training instructors .

ON THE JOB TRAINING

Learning the job itself by a variety of methods. Development is
through performance of the job , where Organisational strengths
and constraints , human behaviour and technological systems have
full and free play . The different are as follows :-

Vestibule Training : Practical training is conduced on the

production line . Used to train clerks , bank tellers , inspectors
,machine operators , typist etc .

Simulation : Trainee works in closely duplicated to real job

methods .Actual on the job training is expensive , might result in
serious injury .

Demonstration : Performs the activity himself , going through step

by step explanation of why , what and how of what he is doing .

Job Rotation : Termed as ‘Position Rotation’ , is a procedure for

imparting diversified training to managers through their
performance .Transferring of their supervisors , middle
management and junior executives from job to job and plant to
plant on some planned basics for purpose of educational learning
and is practiced in large companies .

Apprenticeship : The apprentice will be given a programme of

assignments according to a predetermined schedule which provides
for efficient training in trade skills .This method is appropriate for
training for crafts , trades and technical areas , specially when
proficiency in a job is a result of a relatively long training period.

Job Instruction Training ( JIT ) : It is a four step instruction

process involving preparation , presentation ,performance try out
and follow up primarily to teach workers how to do their jobs . The
trainee is given an overview of the job , the trainer demonstrates
the job ,the employee is permitted to copy the trainer and the
employee does the job independently without supervision.

Management Games :Games are built according to the business

situation , trainees are divided into teams representing the
management of competing companies Decisions taken are analyzed
by the computer and a series of decisions are feed back .

In Basket Exercise : The participant is required to assume the role

of a hypothetical Organisation ,presented with an assortment of
problems. Problems are presented as memos , letters .
memorandum in a tray and then the participants are required to
take appropriate action within a limited time .

Syndicate Method : Working in a small group to achieve a

particular purpose is described as a syndicate method The
participants are in small groups of ten they learn from each other
and contribute their own experiences.
 Sensitivity Training : It is to change the behaviour of the people
through unstructured group interaction. Members are brought to
free and open environment, creates opportunity for participants to
express their ideals , beliefs and attitudes provides managers with
increased awareness to the behaviour with others.

Transactional Analysis People will have three basic ‘ state of

being’ These states or traits are shown in the transaction with
others – through words , manners , appearance and gestures .Helps
to eradicate or minimize dysfunctional aspect of our personality.

Is this always the case with new training methods and technology, that
they are more economical and effective because they reduce the
reliance on human brains and skill, If so, what will be the likely result of
such a progress.

Evaluation of Training
Although for many years trainers have attempted to evaluate their
programs, until quite recently, there has not been a bona fide effort to
use valid and reliable methods to conduct such evaluations.
Furthermore, some trainers gather data for evaluation but do not
analyze those data for trends or use them to improve existing training
programs. Such an oversight can be costly, especially in light of the
millions of rupees that have been spent and will continue to be spent
annually on training efforts as a result of the demographic, economic
and technological changes.

The effectiveness of an investment in training to be appraised.

Management need to be assured about the effectiveness of a
particular method of instruction , the relation between training costs
and improved productivity and general efficiency and effectiveness of
a course It is important to remember that effective evaluation is
multifaceted. All of the literature recognizes the importance of
evaluation in terms of client orientation and economic return. In other
words, most researchers in the field understand that clients, whether
they are those who have hired the trainer or those who have
participated in the training, must be satisfied with that training. If
clients do not perceive a return on their investment, whether
measured in terms of time or money , they may not be willing to
continue to invest in training.

IV Measuring Training Effectiveness.

However, in the rush to train and educate people, many Organisations
have failed to treat the evaluation of such training as a priority. At
best, the evaluation of training has been a perfunctory task with little
analysis and usefulness. Yet evaluating the effectiveness of costly
training efforts is paramount to the success of any program. This
article reviews the current HRD literature addressing the evaluation of
adult and workplace training programs, based on Donald Kirkpatrick's
(1979) evaluation steps. The following diagram shows the sequence of
Training activities .

Organisational Potential Task / Data

Deficiencies Training Analysis
Identified Need

Reporting Training
Results Objectives
 Evaluation Training
Activities Planning

Information
Evaluating Breakdown
The Training Staff

Learning
outlines
Evaluatiing The
Training
Programee
Selection /
Design
of Evaluation
Doing The Method
Evaluatiing the Training
Learners Scheduling
Training

Training is done with specific objectives , hence , evaluation is a must

it is necessary to determine
a. The developmental objective is achieved .
b. The effectiveness of the method of instruction .
c. The best and the most economical training
activities were conducted.

LEVELS OF EVALUATION

There are several components to an effective evaluation program. One

of the most comprehensive and widely referenced models of
evaluation is Donald Kirkpatrick's (1979). The four levels of this model
are as follows:

Level 1: Reaction Evaluation

Reaction is the term that Kirkpatrick uses to refer to how well the
participants liked a particular training program. Evaluation of
participants' reactions consists of measuring their feelings; it does not
include a measure of actual learning. Kirkpatrick contends that
although the evaluation of reactions is an easy measurement, many
trainers do not follow these five essential steps for accurate
measurement:

2. Determine what information is desired.

3. Devise a written "comment sheet" that includes items
determined in the previous step.
4. Design the sheet so that reactions can be easily tabulated
and manipulated by tatistical means.
5. Make the sheets anonymous.
6. Encourage the participants to make additional comments
not elicited by questions on the sheet.

Although Kirkpatrick suggests that participants should feel free and be

encouraged to make additional comments, he also contends that this
type of qualitative data is extremely difficult to analyze. Thus, it is
difficult to discern any patterns or trends in order to revise the training
program.

Other researchers have different perspectives regarding the evaluation

of participants' reactions. For instance, Antheil and Casper (1986) state
that participant reaction is a measure of "customer satisfaction"
indicating the level of effectiveness and usefulness of the training
program at the time the participants are experiencing it and
sometimes weeks or even months afterward. However, they are careful
to stress that data collected regarding participant reactions reflect
participant opinions and should not be considered proof of learning.
To determine what training-evaluation tools were being used by
industry, Fisher and Weinberg (1988) of Bell Communications
Research, Incorporated (Bellcore) conducted a phone survey in March
of 1986. The data indicated that the typical instrument to gather
information regarding reactions was a "short, quickly constructed,
open-ended questionnaire" This "happy sheet" as Fisher and
Weinberg refer to it, provided subjective impressions and no data that
could withstand statistical analysis or measures for reliability. Because
there was no adequate tool for evaluation, the Bellcore System
developed a new instrument with items addressing the trainer's
behaviour, the participant's experience, and other issues phrased as
open-ended questions.

This questionnaire, like most such instruments, focuses on participant

reactions-not learning or the transfer of learning. For instance, one
item on the questionnaire reads, "The-e course presented useful
information" . The participants are then asked to rate the statement on
a Likert scale. Fisher and Weinberg (1988) warn that while this
questionnaire does provide a "general estimate of a particular course's
success based upon the views of the participants" , the data may be
somewhat inaccurate because participants have a tendency to report
what a trainer wants to hear. Also, some questionnaires have poorly
constructed questions or items that predispose participants to respond
in predicted ways.

Some trainers and researchers feel that measurements of participant

reactions are inaccurate and counterproductive. For instance, Conway
and Ross (1984) found that participants have a tendency to
underestimate their pretraining skills and overestimate their
posttraining skills in an attempt to justify participating in the training.
Their research is consistent with research in the field of social
psychology indicating that people have a strong need to justify their
behaviour and actions and consequently may alter their opinions and
their interpretation of past events. Therefor-e, if trainers continue to
use participant reactions as the sole means of evaluation-and
management continues to allow such use-the outcome can be
misleading and extremely costly.

Carnevale and Schulz (1990) go a step further. They claim that

"participant reactions are easy to collect but provide little substantive
information about training's worth" (p. s-15). They also claim that
because data concerning participant reactions do not reveal the actual
learning that has taken place, those data do not accurately indicate
the return on investment for training efforts. They state that because
of such unreliable data, many trainers have stopped using reaction
sheets. However, Carnevale and Schulz go on to say that most trainers
believe participants' favorable reactions are crucial to a program's
success and that participants whose reactions are favorable tend to be
more receptive to the material and consequently more likely to use it
on the job.

Dixon (1987, p.108) claims that "the use of participant reaction forms
can cause more problems than benefits for the training function of an
Organisation". This statement is especially true when participant
reactions are the only evaluation method used. Dixon contends that
three major problems result from the use of reaction forms:

1. The expectation that training must be entertaining. Because

reaction sheets measure how the participants felt about the training,
the trainer may tend to emphasize participant enjoyment during the
training rather than substantive information. As a trainer is often
rewarded with high marks when the participants enjoy themselves, this
relationship between evaluation and participant enjoyment can
become a vicious cycle. The trainer's ratings are also a major factor in
the rewards that the trainer receives from management or the client
Organisation: renewal of a contract or a promotion. Obviously, under
these circumstances the use of a reaction sheet can lead to a conflict
of interest.

2. Faulty instructional design. The term "faulty instructional design"

refers to a questionnaire design that asks for information that
participants cannot legitimately provide. As Dixon (1987) states, the
art of questionnaire design is to ask questions for which a participant
can give informed responses.

3. The perception that learning is passive rather than active. This

perception refers to the common belief that it is the trainer's
responsibility to ensure that participant learning occurs. Measuring
how well this responsibility has been met with a reaction sheet is
problematic, as a reaction sheet asks questions about the trainer's
performance and the course design without asking about the
participants' efforts to learn. Dixon emphasizes that evaluation and
learning are not complete unless both functions have been measured.
Ultimately, it is the responsibility of the trainer to provide information
and the responsibility of the participant and the trainer to process the
information. Reaction sheets rarely take into account the participant's
role as part of the training program.

Level 2: Learning Evaluation

According to Kirkpatrick (1979), the second level of analysis in the

evaluation process is that of learning. Kirkpatrick defines learning as
the "principles, facts and techniques that were understood and
absorbed by the participants" (p. 82) and identifies the following
guidelines or standards for evaluation in terms of learning:
Each participant's learning should be measured by quantitative means.
A pretest and posttest should be administered so that any learning can
be attributed to the training program. The learning should be
measured by objective means. When feasible, a control group should
be used so that comparisons can be made with the actual training
group. When feasible, the evaluation results should undergo statistical
analysis so that learning can be viewed in terms of correlation and/or
levels of confidence.

Obviously, evaluation of learning is much more difficult to measure

than reaction. According to Kirkpatrick's guidelines, a knowledge of
statistical procedures is essential for accurate and meaningful
measurement.

Endres and Kleiner (1990) state that pre and post tests are necessary
when evaluating the amount of learning that has taken place. Without
a point of comparison, the measurement of learning at the end of the
training program will not reveal exactly how much knowledge has been
obtained from the training experience. Although paper-and-pencil tests
are the most frequently used tools to measure knowledge, there are
other means for gathering this kind of data.

For instance, when simulations, role plays, or demonstrations are used

to measure knowledge, the trainer can use before-and-after situations
in which participants can demonstrate or perform the knowledge and
techniques that they have learned. This information is consistent with
Kirkpatrick's research on the measurement of learning. In fact, like
Endres and Kleiner, Kirkpatrick maintains that simulations and
demonstrations can closely approximate the participants' work
environment and can help them relate the learning in meaningful
ways, especially when specific job skills are the focus of the training.
According to Carnevale and Schulz (1990), the measurement tools
used to evaluate learning should reflect each training program's
particular objectives. Also, measures of learning changes may be taken
during or at the end of a training session. Carnevale and Schulz warn
that such a measure of learning changes "may indicate that a
program's instructional methods are effective, but it doesn't show
whether or how participants' new learning will be applied on the job"
(p. s-16).

A useful process for reviewing items on a measurement tool that

evaluates learning has been suggested by Cantor (1990):

1. Determine the acceptable task level by objective.

2. Determine whether each objective is adequate.

3. Identify the items associated with each objective.

4. Determine whether the items match the objectives.

These steps are consistent with the instructional systems design

method and will help ensure that items will be reliable and valid means
for determining whether learning has occurred.

Research by Antheil and Casper (1986, p. 58) indicates that

"evaluation of learning at this level closely resembles testing" and
most often takes the form of paper-and-pencil tests. They suggest that
the typical measurement tool includes gathering pretest and posttest
data to determine the amount of learning that has been acquired. They
also stress that skill demonstrations in a learning situation merely
indicate whether a participant can use the skills.

Level 3: Transfer-of-Learning Evaluation

Kirkpatrick's third level in the evaluation model is transfer of learning.
In the HRD literature there are relatively few examples of studies that
have specifically attempted to assess the transfer of training skills or
knowledge to the job. Even Kirkpatrick (1979, p. 86) warns that
"evaluation of training programs in terms of on the job behaviour is
more difficult than the reaction and learning evaluations...... As a
result, much training is delivered without a plan for measuring the
transfer of training. Kirkpatrick goes on to suggest a framework for
evaluating training programs in terms of behavioural changes:

1. A systematic appraisal should be made of on-the-job performance

on a before-and-after basis.

2. The appraisal of performance should be made by one or more of the

following parties (the more the better): The participant: The
participant's superior(s); The participant's subordinates; and/or The
participant's peers or other people who are familiar with the
participant's performance.

3. A statistical analysis should be made to compare before-and-after

performance and to relate changes to the training program.

4. The post-training appraisal should be made three months or more

after the training so that the participants have an opportunity to
practice what they have learned. Subsequent appraisals may add
validity to the study.

5. A control group (of people who did not receive the training) should
be used.

Antheil and Casper (1986) propose a comprehensive evaluation model

based on Kirkpatrick's four levels, which they call "program effects
levels." Their three-step procedure for implementing the model is as
follows:

1. Discuss the focus and goals of the evaluation study with the
identified evaluation audience.

2. Design and implement data-collection strategies aimed at tapping

one or more levels of program effects. These strategies should reflect
the audience's expressed needs for information.

3. Communicate evaluation results to the audience through a process

that incorporates various user needs and abilities to learn from and use
results. Encourage joint interpretation of the data.

Antheil and Casper (1986) emphasize the importance of collecting and

presenting the information in a way that will be meaningful and
relevant for the specific audience involved. This level of evaluation not
only assesses the performance of the person who receives the training,
but also provides valuable feedback to those involved in redesigning
existing training programs or in designing programs to meet future
needs. This information is also useful to those who will be evaluating
the effectiveness of the overall training program. The collection of
qualitative as well as quantitative data is encouraged by Antheil and
Casper. They suggest logs, diaries, and observer narratives, for
example.

Endres and Kleiner (1990) use Kirkpatrick's model in suggesting an

approach to evaluating the effectiveness of management training.
They caution against relying on in-house performance-appraisal
systems as the primary measure of transfer of learning, as it is difficult
to separate the effects of training efforts from those of other factors.
Instead, they suggest setting initial performance objectives and
monitoring accomplishment of those objectives after training. They
offer an example in which participants write personal and professional
objectives at the end of the training experience. These objectives are
then sent to the participants approximately a week after the training.
Two months later they are sent again, and the participants are asked
to comment on their performance against these objectives. A
certificate of completion for the training is issued only after each
participant's feedback is secured.

Like Kirkpatrick, Endres and Kleiner suggest multidimensional on-the-

job evaluations, including feedback from the participant, his or her
subordinates, and peers. "By using all three forms of feedback," they
say, "the built-in biases of the evaluator can be reduced as the number
of evaluators having different perspectives is increased" (p. 6).

Finally, they remind evaluators that other factors can impact the
effectiveness of management training and development, including the
manager, the trainer, the Organisation, and the environment. As they
state, "All four are complex creatures" (p. 7).

Nanda (1988) also looked at the transference of supervisory skills

following training programs and found that most supervisory-training
programs are knowledge based. However, to be of value to the trainee
and the Organisation, that knowledge must result in a change of
attitude, followed by a change in the supervisor's behaviour.
Unfortunately, the impact of most supervisory-training programs does
not go beyond knowledge and awareness. One factor that often
inhibits transfer of learning is the Organisational climate, which may be
inconsistent with what is taught in the training program. This
inconsistency often renders such training programs entirely ineffective.
As Nanda (p. 28) says, "perhaps changes in attitude among top
managers are key to the skill development of supervisors."
The instrumental impact of the on-the-job environment is consistent
with Bandura's findings in the studies that led to the development of
Social Learning Theory. Bandura (1965) found that any learning that
may have been gained by observing the behaviour of models was
completely wiped out by the subsequent incentives received for the
performance of a specific response, leading him to conclude that
"mere exposure to modeling stimuli does not provide sufficient
conditions for imitative or observational learning" (p. 593).

Kelly (1982) starts with the assumption that typically only 10 percent
of a company's training transfers skills to the job. What happens to the
other 90 percent of training? She suggests that 40 percent is lost
because the training function is often isolated or peripheral:
"Therefore, management, who views anyone paid to do a peripheral
job as a peripheral person, will not bring that person's ideas into the
workplace" (p. 102). An additional 40 percent, she suggests, is lost
because most trainers or management educators do not build transfer
into the training programs. Finally, 10 percent may be lost when the
course designer does not deliver the training.

For skills to be transferred to the job, Kelly believes that they must be
built into the training "before the first specific behavioural objective is
chosen, before the first course activity is imagined or before a
packaged product is selected" (p. 104). In other words, the course
should be designed with the specific intent of transfer to the actual job
situation.

Kelly's comment stresses an important point. In order to study whether

skill transfer related to training has in fact occurred, one must
establish a baseline of current skills or knowledge before the training
occurs. For example, six months after a two-day workshop on
supervisory skills, Swierczek and Carmichael (1985) conducted a
survey in which they attempted to measure whether participants in the
workshop actually used the learned skills. They found that they were
hampered by the lack of baseline information: "Therefore the results
cannot be linked definitively to the workshop" (p. 97). Of course,
following a good process for instructional system design would suggest
pretesting, both to establish such a baseline as well as to determine
the need for training in the first place.

Mahoney (1980) suggests that management training be evaluated

using three criteria: Targets - working on relevant issues; Time -
working efficiently; and Transfer - producing results on the job.

To optimize transfer of management training, Mahoney suggests that

a manager who wishes to train subordinates in supervisory skills
should conduct a series of working meetings on specific issues. The
issues selected should be ones that have been identified by the
subordinates (thus meeting the "targets" criterion). Next, Mahoney
suggests that the training be divided into a series of half-day
segments. One criticism of training is that it takes too much time both
for the participant and for the manager/trainer. However, if the
working meetings are limited to four to eight times per year, they
represent only a 1- to 2- percent investment of each subordinate's time
(thus meeting the "time" criterion). Finally, Mahoney suggests that
training be designed with an "action research" process in mind. With
proper selection of training topics and content, the manager's
subordinates will actually take their jobs with them to each training
session. Thus, "the job and the training are separated only by the
training setting, not by process and not by content" (p. 29) (thus
meeting the "transfer" criterion).

A synthesis of the literature reviewed here suggests the following ten

guidelines for designing training that ensures transfer:
1. Build a plan for transfer into the training program from the outset.

2. Make sure that the work environment provides positive incentives to

apply the skills gained in training.

3. Consider the audience-the people who will use the evaluation

results. Collect data and report results with the audience in mind.

4. Set initial performance targets based on the training needs

identified in the assessment phase.

5. Use specific topics that are relevant and job related.

6. Use the work-group manager or supervisor to deliver the training

whenever possible.

7. Keep training sessions short.

8. Ensure that practice during the training sessions clearly matches the
on-the-job situation.

9. Plan for the assessment of skill transfer to be multidimensional,

including the participant as well as the participant's subordinates,
peers, and supervisor(s) whenever possible.

10. Do not consider the training to be complete until transference has

been evaluated.

It is interesting to note that if transfer of learning is considered at all,

this consideration usually occurs after the training has been designed
or even delivered. However, most of the guidelines suggested above
should be followed during the design phase.

Level 4: Results Evaluation

Kirkpatrick's fourth level of evaluation is results or impact on the
Organisation. Attempting to measure results is not for the
fainthearted! Although measuring training programs in terms of results
may be the best way to measure effectiveness, Kirkpatrick himself
(1979, p. 89) points out that "there are ... so many complicating factors
that it is extremely difficult if not impossible to evaluate certain kinds
of programs in terms of results." The separation of variables to
measure how much of the improvement is due to training is extremely
difficult. Instead of offering a specific formula, Kirkpatrick simply
reports anecdotal efforts to measure results. He does applaud
attempts by researchers such as Likert to use qualitative data in
measuring results, but he laments the fact that current research
techniques are essentially inadequate and that progress in this area is
slow.

Zenger and Hargis (1982) recommend experimental-research designs

using pretesting and posttesting of experimentally trained groups with
untrained control groups. However, outside an ideal laboratory
environment, this approach is not without its challenges.

Ban and Faerman (1990) report on their attempt to measure both skill
transference and results following an intensive, twenty-four-day
advanced supervisory-training program. They had hoped to study
impact with an experimental design by surveying a control group of
managers who had not participated in the training program. However,
they had to abandon this part of their study because of logical
problems. They conclude that "the literature on training evaluation
may be too optimistic in recommending experimental or quasi-
experimental design for many field situations" (p. 278).

Similarly, Trapnell (1984, p. 92) remarks that 'impact evaluation is not

a science" because of the number of variables other than training that
may affect long-term results. Despite this comment, though, Trapnell
encourages the use of available secondary data, such as savings
resulting from reductions in downtime, accident rates, absenteeism,
customer returns, assembly-line rejects, staff turnover, and employee
grievances.

In an update to Zenger and Hargis' 1982 article, Kelly, Orgel, and Baer
(1984) recommend quasi-experimental designs based on samples and
groups that exist naturally in the work environment. An example would
be two similar departments, one that receives training and one that
does not. Rather than evaluating performance differences statistically
and presenting those statistics-which, according to them, few people
really understand-they suggest demonstrating results visually through
graphic presentations.

The literature offers an account of at least one attempt to apply an

econometric model to the evaluation of costs and benefits of training.
Schmidt, Hunter, and Pearlman (1982) adapted "linear-regression-
based decision-theoretic equations" to estimate the dollar impact of
"intervention programs designed to improve job performance" (p. 333).
The models they used were originally developed to estimate the dollar
impact of valid selection procedures on work-force productivity. Typical
studies on the value of selection procedures are highly statistical.
However, "in general, Organisational decision makers are less able to
evaluate these statistics than statements made in terms of dollars" (p.
334). The model developed depends on a number of key assumptions,
several of which must be inferred or estimated because they are not
typically available from prior research.

Using their model, Schmidt, Hunter, and Pearlman estimated the value
of a training program for one hundred programmers at more than one
million dollars. In general, they hypothesized that "the economic
impact or intervention programs may be greater than
industrial/Organisational psychologists have realized" (p. 340).

Using Schmidt, Hunter, and Pearlman's procedure, Sheppeck and

Cohen (1985) propose a somewhat less statistical "utility" formula:

UTILITY= YD x NT x PD x V-NT x C, where:

YD = years of duration of effect on performance; NT = number of

employees trained; PD = performance difference between trained and
untrained employees; V = "Value"-the standard deviation of job
performance in Rupees ; and C = cost per trainee.

This formula still depends on estimates for several variables. The most
obscure is the concept of "value," a statistic that is not readily
available for most jobs. Sheppeck and Cohen provide several
suggested estimates of "value" based on the few actual studies
reported in the literature, but they suggest that Schmidt, Hunter, and
Pearlman's range of 40 to 70 percent of annual salary is a reasonable
estimate when actual figures are unknown. They suggest further
studies in a variety of occupational settings to develop more precise,
job-specific estimates for each of these variables.

Given the difficulty of results evaluations and the relative lack of

objective, valid tools to use, are they worth pursuing? McEvoy and
Buller (1990) suggest not only that it would be wise to think twice
about pursuing such evaluations but also that not all training is results
oriented. They describe their attempts to conduct a comprehensive,
four-step evaluation of their training for developing executive
leadership, which is similar to Outward Bound. They found that training
is often used for purposes other than achieving a measurable impact
on the performance of an individual employee or the Organisation. For
example, sometimes training is seen as a perquisite for performance
that has already been judged successful or as a cultural "rite of
passage" that all those hoping to advance must complete. In these
cases the value of the training is more symbolic than technical.

McEvoy and Buller even went so far as to use a utility formula similar
to that described by Sheppeck and Cohen to assess the dollar impact
of their program for one of their clients. Using the most conservative
assumptions for the model, they still estimated a net benefit of over a
half-million dollars! They decided not to share the estimate with the
client-because they did not think the client would believe it. The
formula is not at all intuitive, and they reasoned that sharing the figure
would hurt their credibility rather than help it.

These studies suggest that evaluation training on the basis of results

or Organisational impact may not be the ultimate measure. In the
years since Kirkpatrick proposed his model, little has been added in the
way of specific, valid tools to objectively measure training impact. Most
promising are the quasi-experimental methods suggested by Kelly,
Orgel, and Baer (1984) using graphic representations of hard data.
Unfortunately, we may see few examples of this approach in the
literature, as it lacks the scientific rigor that most journals favor.

It would also be a good idea to conduct further studies in a greater

variety of occupational settings to determine reasonable, more precise
estimates of performance differences between trained and untrained
employees as well as value (that is, the standard deviation of job
performance in dollars between trained and untrained employees).
This research, however, may have some ethical hurdles to cross if it
involves consciously withholding training from some people.
Construct performance measures for each task to be trained and the
critical steps for achieving the performance measures. If your
Organisation has the resources, then all tasks, including the ones that
were not selected for training, should also be included. This
information provides documentation for the correct performance of
tasks.

According to Chalupsky and Kopf (1967), job aids "...can compensate

for lack of training and experience..." (p. iii) and perhaps for basic
aptitude deficiencies. If this is the case, does job support deskill the
work, making it less satisfying to do? Is this always the case with new
training methods and technology, that they are more economical and
effective because they reduce the reliance on human brains and skill?
If so, what will be the likely result of such a progress? Zuboff (1984)
notes that "in diminishing the role of the worker's body in the labor
process, industrial technology has also tended to diminish the
importance of the worker. In creating jobs that require less human
effort, industrial technology has also been used to create jobs that
require less human talent" (p. 22). But this trigger skill based training
as the new technology requires upgraded skills .

Performance support technology seems to present two sides of the

same problem: 1) the potential deskilling of work, and 2) the potential
capability of compensating for basic aptitude deficiencies. Workers
that can do the present form of the job may not like the job if it is less
of a challenge to do. On the other hand, workers that cannot do the
present job, but need work, may be relieved to find work they can do.
With regard to the deskilling of work, Zuboff says that information
technology, by changing work activities to the abstract, can "imply
reconstruction of knowledge of a different sort."
Instead of replacing workers' skill, Carr calls instead to preserve the
workers' core competence. "Neither job aids nor any other form of
training should ever reduce workers' competence in any core functions
of their jobs. Conversely, whenever a firm can reduce the time and
attention that workers have to pay to their inessential duties it should
make every effort to do so (Carr, 1992, p. 179).

Because performance support systems can use expert systems to

make decisions formerly made by humans, there's a real temptation to
use them to replace the skills of workers...If it attempt to substitute
expert system-based performance support systems for essential
employee skills, it will reduce workers' core competence_and thus the
overall core competence of the firm.
On the other hand, if we use these same systems to take over the
often irritating inessential tasks, we'll preserve core competence. We 'll
also make the workers happy" (Carr, 1992, p. 181).

Do not confuse development with change. Change refers to alterations

that occur over time in the learners' internal cogitative or affective
characteristics. This change may be quantitative or qualitative and it
implies no directionality, encompassing both regression and
progression. Development is always progressive.

Measuring Training

Performance measures are the standards for how well a task must be
performed. There are four basic analysis techniques used to ensure
that all performance measures associated with a task are recorded:

Observation Task Analysis: Observe the task under actual

working conditions and record each step for performing the task and
 the standards of performance.
Simulated Task Analysis: observe skilled individuals or groups
performing the task under simulated working conditions. The working
conditions should match the job environment as closely as possible.
Record each step and standards of performance with inputs from the
skilled performers.
Content Analysis: Analyze the operating or technical manual to
determine the steps and standards of performance.
Build Performance Measures The client management must
approve the task performance measures. If possible, the client
supervisors and SME should write them with the training
Organisation's guidance. This does not relieve the trainers'
accountability for this function since they are the masters of this
technology.

The document for recording the performance measure should

describe the conditions, behaviour (task), performance measures,
and critical task steps for the task.. This document will later be used
to build the learning objectives. It is also valuable for documenting
how to perform a task and how well it must be performed in that it
aids management in their evaluations of the job holder.

Performance Management is a process that can facilitate the flow of

information in an Organisation. Performance Management includes the
following:

• A flow-down of goals beginning with the Organisation's strategic

plan, to the annual Organisational goals, to the President's or
CEO's individual performance goals, on down to all employees in
the Organisation. Thus each member of the Organisation can
ultimately tie their individual performance goals to the
Organisational goals
 • A formal feedback system in which individual performance
results can ultimately flow back and influence the Organisation's
strategic plan. Feedback must occur frequently.
• A mutual (between the employee and manager) establishment of
duties and responsibilities and criteria for measuring success.
Also, performance results are mutually determined. The
mutuality is what encourages the feedback.

A recent study by a large consulting firm revealed that Performance

Management makes a big difference. Companies with Performance
Management had significantly higher Return on Equity, Sales Growth,
Sales per Employee, and Income per Employee than those companies
without. Also, the total shareholder return for companies that adopted
Performance Management systems increased an average of 24.8%
after the Performance Management System was installed.

360 Degree Performance Assessments complement the

Performance Management system by providing performance feedback
to individuals. The 360 degree performance assessment has an
advantage over the traditional manager assessment process in that
the individual receives feedback from multiple relevant sources, not
just one. The probability of receiving reliable feedback increases
dramatically as you increase the number of evaluators and evaluation
perspectives. At its best, the 360 degree assessment can encourage an
environment of openness, where employees listen to feedback and
learn to grow. At its worst, the 360 degree assessment can be
distracting and disruptive if it is not done properly. The steps in the
360 degree assessment includes:

• Identify and define the key competencies for Organisational

success based on the Organisation's vision, values, and goals.
 • Express the key competencies as attributes against which
participants can be assessed.
• Select who to conduct the evaluation. Typically a number of
peers, customers, subordinates, if applicable, and the manager
are selected.
• Compile the results. Feedback is kept confidential.
• Provide feedback to the individual.
• Create an action plan to improve the individual's performance.

One important factor for the success of a 360 degree performance

assessment is to ensure that the right people are selected to provide
the feedback. Both critics and supporters of the individual should be
selected. Another key to success avoiding punishment for bad results.
Rather, assessment participants must be positively encouraged to
improve.

The recent trend is to link 360 degree feedback beyond development-

only tools. Commonly companies are linking the results to coaching
and development plans and are using the results in performance
appraisals, promotions and pay increases. The reason for this shift is
the realization the feedback alone does not change behaviour.

The 360 degree forms have become easier and faster to complete. The
questionnaires typically cover only a handful of issues that are
business related, not psychological traits.

Avoid split personality work environments. Communicate

Organisational vision, values, goals, and rules of behaviour frequently.
Employees need to clearly understand what the Organisation stands
for, what kind of behaviour is encouraged, and what kind of behaviour
won't be tolerated. Otherwise, they will spend much more time and
energy discussing, fighting and/or worrying about these issues. The
Organisational vision, goals and values should be communicated at
employee meetings and posted on company bulletin boards, etc.
There's going to be a strong temptation to excuse some "key
contributors" or "prima donna's" in the Organisation from following the
rules, for fear that they will leave if they are forced to follow the rules.
Fight that temptation, otherwise the credibility of the rules will suffer.
Also, if you try to enforce rules of behaviour on some and not others,
then you run the risk of lawsuits.

Interpersonal problems and personality conflicts exist in all

Organisations and they take the employees focus away from the goals
of the Organisation. Several ways to reduce interpersonal conflicts
include:

Diversity training. Diversity training is popular in Organisations and

was designed to foster better relations between the various ethnic
groups and genders. It grew out of the Affirmative Action Plans.

Personality Assessment. Understanding one's own personality style

and behavioural tendencies and those of others in the Organisation,
can help foster interpersonal relations in the Organisation. The best
teams are comprised of members with diverse personality styles.
These are also the teams in which cooperation is most difficult to
manage. Several systems of personality categorizing are used in
Organisations. Two of the more popular ones include Meyers/Briggs,
and Enneagram.

Coaching. Coaching is typically used to help correct a significant

weaknesses in an individual who is otherwise valuable to the
Organisation. Correcting the weakness takes time, effort, follow-up,
and a desire by the subject of the training to improve. Coaches provide
one-on-one counseling to help encourage the development of the
subject. Often the weakness is discovered as a result of feedback from
the 360 degree assessment (see above). Usually a coach is referred by
the individual's manager. Sometimes the use of a coach is kept secret
from the others in the Organisation to avoid possible embarrassment,
and other times not. A coach may remain in contact with the individual
for months or even years.

Educational assistance is offered by most companies. Typically

reimbursable courses must be job related, career related, or required
for the degree. Reimbursement can vary based on grades attained or
tuition cost. Many companies set a maximum reimbursement amount.
Reimbursements typically include books, lab fees, and other required
fees.

A mentor program can be an effective development tool. In a mentor

program, a more experienced employee dedicates time to coach,
counsel, and guide a less experienced employee, or just make
themselves available to answer questions. Counseling and feedback
from a mentor can be less threatening and, therefore, more frequent
and constructive, than from a manager. Usually those receiving the
mentoring are new to the Organisation or new to the field (e.g. new
college graduates). The mentor/mentoree relationship can continue for
a few months or a few years.

Career counseling is another effective developmental tool. Typically

the manager is the best career counselor for the employee since the
manager can impact work assignments which can foster career
development. Employees should be encouraged to explore career
interests to help prevent "burn out" or frustration and surprise from
reaching a dead end in their career, and to enhance the employee's
skills and, therefore, value to the Organisation. However, the employee
needs to understand that he or she is primarily responsible for their
career development, not the manager or anyone else. The steps in
career counseling include:

Evaluating the employee's interests. Books, workbooks and

questionnaires to help evaluate interests are available through
libraries, book stores, and consultants.

• Evaluate the employees strengths and limitations.

• Explore career options and opportunities
• Create a career development plan.

V TI Cycles a Corporate Profile

OVERVIEW OF THE EMPIRE The Murugappa Group, headquartered in

Chennai, India, is a $1.2-billion conglomerate with interests in
Engineering, Abrasives, Sanitaryware, Fertilizers, Finance, Bio-products
and Plantations. It has 29 companies under its umbrella, of which nine
are listed and actively traded on the National Stock Exchange and the
Bombay Stock Exchange. Together, they have over 20,000 employees.

The business has its origins in 1900, when Dewan Bahadur A M

Murugappa Chettiar established a money-lending and banking
business in Burma (now Myanmar), which then spread to Malaysia, Sri
Lanka, Indonesia and Vietnam. A century down the line, it has
withstood enormous vicissitudes (including strategically moving its
assets back to India and restarting from scratch in the '30s ) to become
one of the country's biggest industrial houses. The group turnover
crossed the $ 1 billion mark in 2003-04, with an impressive growth of
25% over Rs 42,060 million in 2002-03. The group clocked a 40 per
cent jump in profit before tax over the previous year.
The group is a market leader in India across a spectrum of products
like Sanitaryware, Fertilizers, Abrasives, Automotive chains, car door
frames and steel tubes. Neemazal, a neem-based organic pesticide, is
the market leader in bio-pesticides. Some of the country's best-known
brands like BSA and Hercules in bicycles, Parryware in sanitaryware,
Parrys Spirulina and Parrys Beta Carotene in nutraceuticals, Ballmaster
and Ajax in abrasives, Gromor and Paramfos in fertilisers, and many
more come from the Murugappa Group.

Its companies have tie-ups with BorgWarner of the USA, Wendt of

Germany, Morgan Crucibles of the UK and Mitsui Sumitomo Insurance
of Japan. It has registered 43 international patents for its research and
development innovations.

Vision
To be one of the top ten most Admired companies in the country.

The group has grown consistently through its decisive and visionary
response to changing times. Its pioneering efforts, steadfast
commitment to ethical business practices and its dogged pursuit of
new areas to extend its business acumen have brought in its wake
several prestigious national and international awards.

Social commitment has always been the cornerstone of the group's

ethos and it has been at the forefront of eco-conservation, public
health, and education in the communities where its companies
operate, since 1957. It runs four schools, a polytechnic college and four
hospitals. Besides, the group runs a research and development centre
for rural development, the Sri AMM Murugappa Chettiar Research
Centre (MCRC), which has been designing simple, cost-effective
technologies for local artisans since 1977.

The group's products are primarily in three categories.

Agri and Allied
Manufacturing Manufacturing
Businesses
Farm Inputs Engineering Financial Services
Plantations Material Sciences IT Enabled Services
Sugar Sanitaryware Marketing Services

 Leading engineering company in India; part of the Murugappa

Group: US $ 880 million Indian conglomerate with diverse
business interests
 Market leader in India for a range of products: Steel Strips, Steel
Tubes, Bicycles, Chains (Auto, Agricultural & Industrial),Cold Roll
Formed Products
 Well-established market presence in USA, Europe, Latin America
and Asia
 Engineering Excellence and Total Quality Management: the two
guiding principles of the Organisation
 Organised into four business divisions for focussed growth; high
degree of vertical integration
 12 manufacturing plants spread across India in: Tamil Nadu,
Andhra Pradesh, Maharashtra, Madhya Pradesh, Haryana and
Punjab.
Tube Investments of India Limited was one of the most important
post-Independence forays of the Murugappa Group into
manufacturing.

It was a niche the group identified as a trump card for a

nascent nation; making the poor man's vehicle, the
bicycle.

It was originally founded as TI Cycles of India, in 1949. Group

companies Tube Products of India and TI Miller – which manufactured
cycle lamps and dynamo sets – were merged with the company in
1959 and 1984, respectively.

TII is the second-largest manufacturer of bicycles in India, marketing

top brands like Hercules, BSA and Philips, and had a market share of
31 per cent in 2003-04. In the value-added special segment, TI is the
leader, with a 50 per cent market share. More recently, the company
entered the promising health conscious 'exercise bicycle' segment in
2002-03.

A subsidiary, Tube Products of India was set up in 1955 in

collaboration with Tube Products (Oldbury) Ltd, UK, to produce electric
resistance welded (ERW), cold drawn welded (CDW) tubes and drawn
over mandrel (DOM) tubes. In 1957, Tube Investments of India started
production of cold-rolled close annealed streel strips, in collaboration
with TI, UK, primarily to meet in-house and group requirements.

Though started as a backward integration project for the manufacture

of bicycles, today, TPI is a major preferred supplier of precision welded
tubes to major automotive companies in India and abroad.

It is the undisputed leader in the Indian market for precision welded

ERW and CDW steel tubes, with the widest variety and range in terms
of size as well as material grades offered. TPI started operations at
Avadi, Chennai, but has expanded with two more plants strategically
located in western and northern India.

Another subsidiary, TI Metal Forming, is a pioneer in cold roll

forming. It manufactures and supplies value-added metal formed
components like car door frames, sash / division channels, door guide
rails, window frames, side impact beams, rail and bar assembly. It has
plants in in Chennai and Bawal (near Gurgaon). Both plants are QS
9000 certified. The Chennai plant is ISO 14001 certified.

A third plant has been set up near Baroda (in Gujarat state, western
India) to manufacture and supply doorframes, impact beam, bar and
rail assembly for General Motors, India. Its client list includes Maruti
Udyog and Hyundai.

TI Diamond Chain Ltd, another associate, was established in 1960 in

collaboration with the Diamond Chain Co, USA. Starting as a maker of
bicycle chains, it now makes over 1,000 varieties of chains – from tiller
chains, leaf chains and conveyor chains to industrial power drive
chains, motorcycle drive chains and engine mechanism chains.
Annually production runs to 45 million ESS feet, and commands 40 per
cent of the domestic market share. The company can meet any
requirement in chains, anywhere in the world.

TII has entered into a joint venture with Borg Warner Morse TEC, USA,
for production of timing and silent chains. It has entered into a
technology agreement with Tsubakimoto Chains Company, Japan, for
engineering class chains. Some of TI Diamond Chain's popular brands
are Diamond and Xtron.

Training & Development

Institution Industry Interaction Centre Training at Tube

investments of India Limited has a history dating back to the 60's.
Initally started as a unit based initiative, it later developed into the
Management Development Centre (MDC) for TII Ltd. The Executive
Director Mr.M.V.Subbahiah has developed a scenario that every
employee of the industry must undergo training for a minimum period
of 6 days in a year It soon became evident that, to meet the demands
and challenges of today's competitive market place, it was imperative
to develop and enhance the competencies of its people.

The MDC thus evolved as Institution Industry Interaction Centre (IIIC), a

magnificient building at Avadi on the outskirts of the city of Madras,
undertaking the overwhelming task of training and educating
executives to deal with increasingly complex workplaces and to
become internationally competitive.

Strategy

• Conduct
o Focused Programs-1 program per business
o 30% programs through Internal facilities
o VP's and above to conduct one module each for two
programs per year
• Introduce
o 'Program Director Concept' for 50% programs
o Merit Certificate for Participants
o Kirkpatrick Model
• Develop "e-learning" as a way of flexible learning

To Support Business and HR strategy

 TI CYCLES

TI is India's second largest cycle manufacturer with a market

share of 30 per cent in 2002-03, which accounted for 41 per cent of the
corporate turnover. In the value-added specials segment, TI is the
market leader with a 50 per cent share. More recently, the company
entered the promising health conscious 'exercise' segment in 2002-03

Vision To be leader World Wide in Cycle and

Cycling solution by instilling the joy of ownership

Mission To be NO 1 player in ‘Value’ terms by

2007 – 2008 in domestic market .

TI Cycles of India, one of the leading bicycle

manufacturers in India. The company started in
1949, has been at the forefront of innovations and is a pioneer in the
market of cycles. TI cycles are the makers of country’s most famous
brand like Hercules BSA and Philips cycles.

The flag ship brand of TI cycles portfolio, this first

launched brand of ours is still as young as ever. Signifying strength
and passion

Another Flagship Brand of TI cycles. BSA standing for

Birmingham Small Arms, signifies the joy of cycling, fun and
excitement go hand in hand with BSA.

TI cycle is the only bicycle manufacturer with a 2 brands- BSA for the
comfort end of the market and Hercules for the rough and tough end of
the market. This is backed up by a strategic outsourcing policy. With a
network of 2500 plus dealers this company has nationwide presence. It
has 3 fully functioning plants across India - Chennai, Nasik and Noida
Through which it serves it dealer network. TI Cycles has 7 regional
offices across the country

Engineering: The group is a major player in the manufacturing sector

in India. It is a leading maker of bicycles, tubes, strips, metal forms and
chains. India is the second largest manufacturer of bicycles in the
world and TI Cycles is the second largest bicycle manufacturer in the
country. TI's engineering products include precision tubes and steel
strips. Steel tubes find application mostly in the automobile industry
and strips in automotive components, bearings, cycles, galvanised
drums, fine blanking, and other engineering aplications. There are two
major players in India in the roll form industry who cater to 80 per cent
of the country's requirements and TI leads the market with a 65-per-
cent market share. TI manufactures model-specific door frames for
automobile manufacturers. TI Diamond Chain is a market leader and
produces more than 1,000 varieties of chains, meeting manufacturing
specifications from anywhere in the world.

Certified with ISO 9001 – 2000 version and ISO 14001, TI Cycles is one
of the most quality and customer centric Organisation.

The company’s vision is to be a worldwide leader in cycling and cycling

solutions by “instilling the pride of ownership in the customers”.

TI Cycles is an exporter to many regions across the global - Europe,

South East Asia and Africa; being some of them.
 Continuously bringing out cutting edge products, product innovation
and passion has been the forte of TI cycles. The list of its “first-ever”
includes –

Regional Office Locations

Chennai Bangalor Noida Noida 2 Mumbai Kolkat Patna
e a
Tamilnadu Karnataka Delhi UP Maharashtra West Bihar
Bengal
Andhra Goa Rajasthan Uttaranchal MP Gujarat Orissa Jharkhand
Pradesh
Kerala Punjab North Chatthisgrah
J&K East
Himachal
Pradesh

First Indian bike designed by Idea house Italy - BSA I Bike

First Alloy bike - BSA Literider

First bike with shock absorbers Hercules Rockshox

First sports bike for ladies - BSA Ladybird Sport

First MTB Hercules MTB

First chainless bike - BSA Radical

First Geared bike Hercules Top Gear

First Bike for ladies - BSA Ladybird

First bike for kids BSA Champ

First SLR – BSA SLR

First BMX – BSA Mongoose

THE HUMAN RESOURSE MANAGEMENT AND DEVELOPMENT OF

TI CYCLES INDIA
The Company values Human Resources as a key asset of the
organisation to drive high performance to meet the challenges in the
market. Apart from the existing essential systems like Performance
Appraisal, Communication, Focus on training development etc., the
critical success factors of HR are in identifying, nurturing talents and
also developing leadership within the organisation to take advantage
of the growing business opportunities.

They , believe Training is an Organisation through planned initiative /

action which is intended to foster learning among employees in a
direction contributing to Organisational effectiveness

 Review existing standards of performance and set challenging

standards
 Identify skill/knowledge/talent gaps and evolve an action plan
to raise the levels to the emerging realities
 Institutionalize counseling and feedback process to improve
and facilitate higher performance
 Build a ‘High Performance’ culture and evolve a Roadmap,
involving business leaders in this process

OBJECTIVES of HRD in TI Cycles

 Improve employee satisfaction index score from 77% to 80%.

 Addressing the people related OFI’s of Business Excellence
Assessment.
 Improving the Competency Level of Non Management Staff as
per the Competency requirement identified.
 Achieve 1.25 suggestions / employee / year
 Facilitates Completion of 75 Small Group Activity Projects and 20
Cross Functional Team projects.
  Achieve 125 lakhs cost saving through Small Group Activities ,
CFT projects and suggestions.
 Co-ordinate need based training programmes for Management
Staff .

HRD programs include different categories: Recruitment, Training &

Development, Welfare, Remuneration, Performance Appraisal
,Promotions; and Industrial Relations. The training programmes for the
Management staff is been carried under a separate division at
Institution Industry Interaction Centre (IIIC), a at Avadi on the outskirts
of the city of Madras, undertaking the overwhelming task of training
and educating executives to deal with increasingly complex
workplaces and to become internationally competitive. The HRD
department at TI Cycles concentrates on Training for the Non
Management Staff.

Recruitment : The Organisation follows its own recruitment policy

and individuals who are qualified as per the departments requirements
are identified and recruited and are sent for the induction training ( list
of employees attended the induction training (copy encl )

Training : The whole department concentrates on Training Wheel ,

which rotates in the Organisation , is a continuous process for the
development and survival in the industry . Where Training forms the
core wheel of the human resource, economy and Organisation goals
are around them . Thus the complete function of the departments
rotates for the development of the employees and the Organisation.

Welfare Remuneration – Performance Appraisal – Promotions :

The department has a systematic and confidential policy for carrying
out the Performance appraisal and promotions of the employees by
their superiors and they are assessed periodically . The employee are
also able to hold a good climate with their superiors. TI provides
medical facility with a full time Doctor , Good subsidized breakfast ,
lunch & tea and snacks.

Industrial Relation : The Organisation do have trade union , they

have a good relationship with the union and all HRD developmental
policies are considered under consultation with the union members .
The Organisation follows the Safety Health & Environment Policy , The
Organisation follows all rules of the Factories Act 1948 , Industrial
Dispute Act 1947 , Trade Union Act 1926 , . Thus, as collective
bargaining and workers participation in management is in practice, the
Organisation has a good environment and climate.

Competency Management

It is always believed that an Organisation’s success depends on the

perceived value of its products and services. There is yet another area
being considered and that is in leveraging its intellectual capital by
building the competency of individuals to achieve strategic goals. TI
has consciously moved away from the conventional methods of
competency management to a better-defined process of managing
competencies. Three main aspects of competency - skill, knowledge
and talent are the ones that the management demands that every
individual of the Organisation demonstrate. To accomplish this a 4-step
process - Attract, Nurture, Retain & Develop talents is practiced by us
to build the competencies of an individual. With an effective HR
management at TI are able to meet challenges and are able to achieve
better performance. And as a result there is an increase in the moral,
fairness and self worth of an individual. Individuals are also able to
identify their own beliefs and are able to achieve their strategic goals
VI : TRAINING TECHNIQUES FOLLOWED AT TI CYCLES FOR NON
MANAGEMENT STAFF
Good Training requires proper planning . Training programmes are
mainly designed by analyzing the trainees job, what knowledge and
skill are required for them and the Organisation to develop. Training is
charted as per the departments policy and objective. The department
organizes training programmes every month for the complete set of
NMS staff / New Staffs like Induction programme , Saftey and First Aid,
Environment Awareness , etc . The Organisation holds a separate
Training center at the site where, off the job training is given to the
staff of TI cycles. The Organisation and department concentrates on
the Total Quality Management principles and it aims to develop these
in the working skills of their staff. The chart (Encl No )describes the
training process in TI Cycles for the Non Management Staff .
.
Identifying Training Needs
Robust process for training NMS exists based on the skills sets gaps
and multi skill requirements are identified by the line Manager. The HR
department closely works with the functional head in formulating ,
administering and implementing training needs . They had the skill
matrix , and at present they follow the competency method ( sample
encl no ) the department calculates the competency every half Yearly
and points out the individual / managements requirements and Thus
the training methods are identified .

Training Schedule : The department with this objective in mind has

planned a detailed training calendar for the year 2004- 2005 (encl :
no ).The training calendar is circulated to all departments heads for
their recommendations. This is periodical updated as per the
requirements.

When the staff are identified by the Heads of the Departments , Pre –
Test is conducted by the training department and they evaluate and
record the performance of the staff before training ( Encl no )

Training Programme :
ON The Job
:Job Induction Training The staff during the induction training, they
are briefed by their superiors on the procedure to carry out the work
and they follow their superiors
Group Discussions The NMS staff of the Shop Floor ( Engineering /
Finishing / Packing ) have a very special 10 – 15 minutes of discussion
session , every day , designed by the HRMD of TI called the SUNRISE
meeting, where every employee gets exposed to the developmental
change in the Organisation , off Job training attend by other staff,
accidents etc, Which acts as a training session for other employees .

Job Rotation : This a global practice followed by many Organisations

for on job training where the staff moves from one chair to the other in
the same department which helps the staff to learn more and also to
increase work efficiency.

OFF JOB Training :

Class Room / Lectures : Faculty are called from outside /inside , the
Non Management staff are given lectures on the relevant topics for
Individual and Organisations development .Audio Visual class is also
presented where in documentary / talk shows etc are filmed to
increase their learning ability. During 2004- 05 year HRD had
conducted about 55 training programmes (encl no ) A graphical
representation shows from the average no of NMS who had attended
the Training .
 PROGRAMMEATTENDEDBYNMS2004-05

50

45 Productivity
Saftey And First Aid
NO OF NMS- STAFF

40
POKA _YOKE

35 ONJob Painting
Change Management
30 Communication Skill
quality of Work life
25
ERP Training
20 Time Management
TQM
15
7QC
10 Powder Coating
Occupational Health
5 EMS

0
1
NAMEOF THEPROGRAMME

The company organizes training periodically. The department

corresponds with other departments for the monthly programme
wherein the other department send their list of staff who are to attend
the programee .hus, a pre test is conducted for the staff who are to
attend the programee . They are evaluated after the programme .
( copy of these test evaluation encl no : )

Small Group Activity: This is the key activity practiced by the NMS
for they participate to give suggestions and recommendation and they
are also delegated to carry out the actions which would enhance
productivity in work. Brainstorming is also practiced which enhances
the relation and improves the quality of work.

Training material are provided for only few programme as staff prefer
to take notes ,during the training programme few programme like TQM
, On-off Job Painting are provided with manual the following diagram
represents utility of the manual
 Study Materil - During Training

not refferd
30%
No
50%

once
20%

No once not refferd

The Training programme scheduled is intimated to the Heads of the

department. They identify the staff who are to attend the training and
informed to the staff who are to attend the programme and also to the
training department . Usually staff are intimated one or two days in
advance . The graph presents the information regarding the intimation
of training programme to their staff .

60
50
40
30
20
10
0
yes 1 day 2 days

informed not informed

The Organisation spends a great deal of money for training where they
organize guest lecture’s / faculty , use Audio Visual aids for training ,
also use training as a motivating tool . The Organisation has a
separate training Center inside the Organisation Compound where
training is held . The staff are generally intimated a day or two before
the training by their departmental heads . Few staff i.e 20% feel they
are intimated only on the same day . The following chart display the
information regarding the training programme intimation .
Evaluation of Training : Evaluation helps to tell us about the
quality of the training on one hand and the effect that it has created
on the learners . Systematic evaluation can point out the weakness in
the programme so that they could be corrected in future programmes ,
indicates the extent to which learners have learned what is taught in
class the extent to which they have transferred this leaning to the work
situation and the results yielded thereafter. Evaluation process
normally starts right from the stage of training . It helps to compare
the laid down objectives and contents of the programme and the
expectations of the trainees. Thus , the department also concentrates
on the evaluation of training , where in a Pre – Test and a Post Test
are conducted before and after the training .respectively . This helps
the department to evaluate how effective the training was for the Non
Management Staff. A feedback form is filled in by the trainees who
attends the programme which helps the department to evaluate the
effect of training over the employees , thus gets concluded at this
stage but this conclusion has been analyzed to study and evaluate
the effectiveness of the training programme by observation and
interviews which forms the main objective of the project. The Return
on Investment is also calculated by the department to find that the
programme has enhanced the efficiency of the staff .
VII A study on the Evaluation of Training At TI Cycles – Non
Management Staff
Evaluation of Training
The output of the training process is to measure the behavioural
change , how far the training has been useful. The department tends to
focus on training content and implement new techniques in the
present business scenario such as TQM , Re Engineering etc After the
training session the staff who had attend the training are evaluated i.e
a post test is conducted and recorded ( Encl no ) and a Filled in feed
back form is duly collected after each programe ( copy of the
feedback form encl no ) Thus with these data the department has
been able to enhance the skills of the staff and also to improve their
training procedure to satisfy the Organisation and the management
need . Thus this process becomes a cycle for the department for each
programme, Evaluation leads to new need for training and also
development of the training programme .

Effective training makes an effort to evaluate all the training activities .

Effective training must pay attention to both the components of the
training potential usefulness and actual use which has been
developed explicitly for this purpose .Appropriate Managers are
involved at the earliest stage of planning .Management plays an active
role in defining the Training and Product Development .

The following were observed from the interviews and discussions

with the department and the NMS who had attend the Training
Programme. The study is conducted by following KIRKPATRICK’S
MODEL as a frame work for evaluation of training to the Non
Management Staff . There are four steps involved in this process .
Step 1 – Reaction Process :
This steps measures how well the trainees had liked the training
session . This also evaluates the kind of trainer i.e the faculty who
conducts the programee. It was observed from the data collected that
the training programme that , the trainees had enjoyed the training
secession and they also found it to be very informative and interesting
. The programmed were able to meet their expectation . Thus the
following bar chart represents the first stage of the evaluation .
45
Ve
ryGood

40

35

30

25

20

1
5

1
0 Good

0
qu
alityofPRG

Someextent
35

30

25

20
Largeextent
15

10

0
ExpectationMet
Step 2- Learning Process
Learning process acts as a next step for evaluation. There is a change
in the and the knowledge, skill level also improves as a result of
training .Attitude learning is difficult to measure , but technical
learning can be measured . It was observed that there was
considerable change in behaviour during the course of learning
process. The following chart describes the attitudinal change and skill
developed by the employees after the training programme . It was
pointed by the trainees that they were able to accept new technology
and learn new methodology .

Interest of the Emp To Attend

Training
12%
46%

42%

Large Extent Some Extent Very little

Emp Learning Experience

6% 10%

84%

Very Good Good Fair

 Training Has Developed Their
:Learning Skills
Large Extent SoMe Extent Very little

10%

42%

48%

Emp are given training in New

Technology

6%
34% Large Extent
SoMe Extent
60% Very little

Step 3 Behaviour Changes :

Change leads to development but it is necessary to observe that if the
change is for the good or the bad. Change for good means the training
programme has been effective for the trainee . Is it proper to always
blame the trainer for any failure, some people refuse to change but
some changes do take place gradually . Therefore , the staff are to be
given the opportunity to change and also the trainee must learn to
accept change . Thus it was observed from the data that, the NMS
were showing a positive change and that each programme had helped
them to change for the good and better quality of living. The chart
depicts the change found in the NMS after the training programme .

Behavioural Change - Evaluation of Training

Emp ShareTraining
Experience
40
35 Change in person

30
25 such prog help Co to
develop
20
Job performance
15
increased after
10 training
5
0
Large
Some
Extent Very little
Extent

Step 4 – RESULT
Evaluation at this level consists of an attempt to measure aspects of
the effect of training . It can be on the productivity, efficiency of the
trainee or the morale of the sub ordinates as expressed by
absenteeism , labour turnover rate or the incidence of dispute . The
objectives are the specific as the reduction of accidents , grievance ,
reduction in cost and work efficiency . Thus it was observed from the
data that the staff were interested in attending training programes for
their development and survival of the Organisation in the market .
They were interested to attend more of training session with better
intervals. Periodical learning enhances development and increases
learning ability . Thus from the following chart indicates the
effectiveness of the training session .

Increase Result - Training Programme

productivity 5 3 12 17 5 8

Workining Skill 11 3 20 16 0

0% 20% 40% 60% 80% 100%

10- 20% 20-30% 30- 40% 40- 50%

50- 60% 60-70%

Thus these were the observation recorded and analyzed for the
training programme attended by the NMS of the Organisation .
IX CONCLUSION
The broad finding and the summary of the study on the effectiveness
of training are presented in detail.

Criteria for evaluation of the training programme vary according to the

objective of the training programme. The evaluation must stress upon
the objective of the programme. It relates to the trainees It is to
evalute the trainees newly acquired skill , knowledge and attitude
Evaluation of the training helps to assess the IMPACT of training , They
get the idea of the draw backs of the training programme and helps to
redesign the future training programme .

The evaluation process identified the areas of training required for the
individuals and the areas to be evaluated and trained . It had helped
to decide on the statergies and methods to be used in collecting the
relevant information. The most useful means of evaluation was
observation, rating , trainee survey and interviews. This has helped in
observing the behavioural change of the people in certain situations .
To enhance the accuracy of evaluation observation can be more
specific , systematic and quantitative. This has helped to identify the
deficiency in programmes.

Money and Time have been invested on training . Management needs

to assess the method of instruction , relation between training cost and
improved productivity , general efficiency and effectiveness of the
course .To study the effectiveness of training Feedback and
suggestions from the staff has helped to evaluate and answer the
management as to the effectiveness of the programmes conducted by
the Organisation for the NMS

The reaction process has helped to identify strengths and weakness of

the programmes. Thus it was found that the programmes were more
informative and such programme must be encouraged , must reach
out to other staff of the Organisation .

The next stage is the Learning process where the NMS find that they
are ready to learn more new technologies and new strategies for
individual development & Organisation development. The
programmes have also helped them to do so. They feel motivated and
acquired job enrichment through learning .

The Behavioural change stage wherein the post training has helped the
individual to change and this change helped in development of the
Organisation and the individuals . Thus the change on the positive side
has proved that the training was effective and such programme would
enhance performance is welcomed by the Organisation for the
development .

The last stage is result, wherein the change had also reflected on the
growth of the individual and the industry. Thus training has enhanced
the attitudinal change and work efficiency of the staff .

As work changed, training changed to support that work. The changes

in training methods appear to have been caused by changes in the
kind of work being done. These changes in work involved the kind of
goods produced (concrete or abstract), the kind of skills the job
required (unskilled, semiskilled, or skilled), and the size of the demand
for the goods. The changes in work were caused by competition , by
advances made in technology, or by other changes in societies.

Those in charge of workers are always looking for ways to speed up

training, ways to make it more economical, efficient and effective,
ways to minimize the need for it. Just as many scientific discoveries
can be used constructively or destructively, so new methods of training
can be helpful or destructive. Frederick Taylor's Scientific Management
concept and the Gilbreths' time and motion studies helped simplify and
speed up work, but they also dehumanized the workplace and the
worker by doing so. Hence there is a continuous need for training to be
humanized for whatever have been dehumanized

HRD programs are divided into three main categories: Training,

Development, and Education. Although some Organisations lump all
learning under "Training" or "Training and Development," dividing it
into three distinct categories makes the desired goals and objects
more meaningful and precise.

As discussed earlier, training is the acquisition of technology which

permits employees to perform their present job to standards. It
improves human performance on the job the employee is presently
doing or is being hired to do. Also, it is given when new technology in
introduced into the workplace.

Using a systems approach to design training, education, and

development programs ensure that an Organisation gets the most
from its resources.

Evaluation is a continual process and should be planned at the same

time as the training programme.The whole process should be carried
out efficiently using tested methods .Each training programme should
have clear-cut objectives, if evaluation is to prove useful. The criteria
used should depend on the objectives of the programme. Just as
Training is a continous process so is the evaluation of Training, which is
a crucial factor if training is to be need based and is to contribute to
Organisational efficiency.

In summary, training and development are essential when establishing

teams. In their book Teaming Up, Darrel Ray and Howard Bronstein
observe that, for teams: "Training is a way of life. Every day holds the
potential for skill development or process improvement."

Thus TI Cycle has been a learning organization for its employees . The
employees of the organization has grown with the organization . The
study has helped to understand that training plays a key role in the
development of the staff and the organization , the staff has also
shown the interest in learning with the organization development .
Change has also been accepted by the staff. The department has
created a bridge between the organization and its staff . The
department has worked and is been working to meet its objectives ,
by which organization peace has been maintained .
 BIBILIOGRAPHY

Sl Author NAME OF THE BOOK Publisher - Year

No of Publishing
1 Robert L Craig Hand Book on Training Mc Graw Hill – III
and Development rd Edition
2 George R Terry Supervisory Management D.B.Taraporewala
& Sons – 1977
3 Pamela A Wade Measuring Impact of Wheeler
Training - Series Publication –
1998
4 Jack Philip Evaluation of Training and Gulf Publication
Development – Hand Book 1997
5 Arun Monappa Personal Management Tata Mc Graw Hill
Mirza S Saiyadain 1996
6 K.Ashwattappa Organization Behaviour Himalayan
Publication
7 Harold Kootz Essentials of Management Tata Mc Graw Hill
Heinz Weihrich
8 John W Newstrom Human Behaviour at Work
9 Stephon Robinson Organization Behaviour Pearson
Education
10 P.N.Singh Training for Management Himalaya
Development Publication

Web Sites

www.murugappa.com
www.tii.com
www.ticycles.com
www.traininganddevelopment.com
www.humanresourseanddevelopment.com
www.humanresoursemanagement.com