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PROJECT REPORT ON TRAINING & DEVELOPMENT PROGRAMS WITH SPECIAL REFERENCE TO IDEA CELLULAR LIMITED, PATNA.
Submitted in partial fulfillment of requirement for the Master Of Business Administration(MBA) [ IIPM, DELHI ]

Prepared by: RICHA PUSHP

Session:2010-12

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Our Mission
WE WILL DELIGHT OUR CUSTOMERS

WHILE MEETING THEIR INDIVIDUAL COMMUNICATION

NEEDS ANYTIME ANYWHERE

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Preface

The project is a part of curriculum of MBA. For this purpose, the student goes through an internship program at various companies/industries. I got this opportunity at Idea Cellular ltd., located at boring road,patna. My project is based on a practical study of training & development. Training & Development is a department which deals with all activities related to training & development of employees. This project report has been made after a practical & through study at Idea cellular ltd., patna. I have taken care of all present difficult ideas in a simple manner.

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Methodology
In order to complete this project report, many data were collected which were helpful in gathering information about the organization, its people & the topic concerned. The methodologies which we used were basically secondary data. Secondary data are those data which are already collected & analyzed by someone before & has already been passed through the statistical processes. All the information about their functioning profile of the company was collected . Collection of the secondary data was done with geat care in order to present the most reliable facts through this report about the training & development programs at idea cellular ltd., patna.

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Acknowledgement
The written words as an unfortunate tendency to degenerate genuine gratitude into stilting formality. However this is an only way, I can record my feelings permanently. No work can be accomplished alone . It needs shades of various people to give a final result. A project is a team effort & it needs the cooperation of many people together, though my name is written there on the front page but in fact it is the contribution of many people who helped me out to complete my project on time. The main idea behind this project is to study about training & development program at IDEA,patna. While working at IDEA,patna, I had a great experience. All the knowledge that I gained through my book got a platform to be applied on to be tested & the people too there were very helpful & took pain to make me understand everything. I convey my gratitude, honor, adoration & love to all great souls who inspired & gave me wonderful ideas complete my project within the given period. First of all I would like to pay my regard & worthier thanks to almighty god for his blessings & the wisdom & strength which he has provided me. Secondly, I would like to pay my gratitude to my parents with the help of whom I have seen the world & who have helped me in each & every sphere of my life. I would like to pay my deep obeisance to Mr. Manoj Kumar Sinha, HR Head who gave me an opportunity to learn the practices of Training that Idea B&J follows. And last but not the least, I would like to thanks Ms. Payal Bose, an integral part of Service Delivery Training Team, Mr Satya Sheel Vatsa, MDF Head and Ms. Ankita Roy for giving their precious time in filling up the questionnaire . Place: PATNA Name: RICHA PUSHP
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Purpose & Objective of the study

To study & understand the basic features of idea cellular ltd., patna. To have an idea of the organizational set-up of the above industry concern & to perceive the structure & its functioning. To study & analyze the concept of training & development program at idea.

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Company Profile
Idea Cellular Ltd (Idea Cellular) is a publicly listed company with BSE and NSE. It was incorporated as Birla Communications Ltd in 1995. In 1997 it obtained licenses to provide GSM-based mobile services in the Gujarat and Maharashtra circles. In 2002, the company launched its Idea brand thus acquiring its current name. In 2006, it became a part of the Aditya Birla Group after the TATA Group sold its stake in the company. Idea Cellular is engaged in providing telecommunication services Idea Cellular is a part of the US $ 28 billion Aditya Birla Group. A leading GSM mobile services operator, Idea Cellular has operates in all 22 service areas of India. The Indian telecommunications market for mobile services is divided into 22 "Service Areas" classified into "Metro", Category "A", Category "B" and Category "C" service areas by the Government of India. These classifications are based principally on a Service Area's revenue generating potential. The telecom service areas have been divided into Established and New Service Areas. The Established Service Areas are Delhi, Andhra Pradesh, Gujarat, Maharashtra, Haryana, Kerala, Madhya Pradesh and Uttar Pradesh (West). The New Service Areas are Uttar Pradesh (East), Rajasthan, Himachal Pradesh, Bihar, Mumbai, Karnataka, Punjab, Orissa, Chennai & Tamil Nadu, Jammu & Kashmir, Kolkata & West Bengal, and Assam & North East. Idea launched its services in Mumbai and Bihar in 2008. The Mumbai launch was the largest Metro City launch in India. In Bihar, Idea acquired 500,000 subscribers in just over 100 days. Brand Idea was launched in Karnataka and Punjab, through the acquisition of Spice Communications. The company has expanded its pan-India presence through service launches in Orissa, Chennai & Tamil Nadu, Jammu & Kashmir, Kolkata & West Bengal, and the North East states in FY10. Idea Cellular is currently placed third (15.13% market share) in the overall subscriber base rankings behind Bharti Airtel (30.25% market share), Vodafone Essar (23.91% market share). Our Values: Integrity - Honesty in every action At Aditya Birla Group, Integrity is defined as: Acting and taking decisions in a manner that is fair, honest, following the highest
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standards of professionalism and also perceived to be so. Integrity for us means not only financial and intellectual integrity, but in all other forms as are commonly understood. Commitment - Deliver on the promise At Aditya Birla Group Commitment is defined as: On the foundation of integrity, doing whatever it takes to deliver value to all stakeholders. In the process, taking ownership of our actions and decisions, those of our team and that part of the organization that we are responsible for. Passion - Energized action At Aditya Birla Group Passion is defined as: A missionary zeal arising out of emotional engagement with the organization that makes work joyful and inspires each one to give his or her best. Relentless pursuit of goals and objectives with the highest level of energy and enthusiasm, that is voluntary and spontaneous. Seamlessness Boundary-less in letter and spirit At Aditya Birla Group, Seamlessness is defined as: Thinking and working together across functional silos, hierarchies, business and geographies. Leveraging the available diversity to garner synergy benefits and promote openness through sharing and collaborative efforts. Idea Cellular Gujarat Circle is one of the high performing circles of the company. One of the primary reasons for this high performance is the circles high quality of qualified and dedicated employees. The circle regularly conducts training sessions to energize their employees and fine tune their skill sets in order that may record even higher levels of performance. One such unique training intervention is the IDEA CHAMPIONS ACADEMY (ICA). The ICA was a 5 month long training intervention beginning from November 2009 and ending in March 2010. Seamlessness - boundryless in letter and spirit At Aditya Birla Group, Seamlessness is defined as:Thinking and working together across functional silos, hierarchies, business and geographies. Leveraging the available diversity to garner synergy benefits and promote openness through sharing and collaborative efforts. Speed - one step ahead always At Aditya Birla Group, Speed is defined as: Responding to internal and external customers with a sense of urgency. Continuously seeking to crash timelines and choosing the right rhythm to optimize organization efficiencies.

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Company History
1995: Incorporated as Birla Communications Limited Obtained licenses for providing GSM-based services in the Gujarat and Maharashtra Circles following the original GSM license bidding process 1996: Changed name to Birla AT&T Communications Limited following joint venture between Grasim Industries and AT&T Corporation 1997: Commenced operations in the Gujarat and Maharashtra Circles

1999: Migrated to revenues share license fee regime under New Telecommunications Policy (NTP)

2000: Merged with Tata Cellular Limited, thereby acquiring original license for the Andhra Pradesh Circle 2001: Acquired RPG Cellular Limited and consequently the license for the Madhya Pradesh (including Chattisgarh) Circle

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 Changed name to Birla Tata AT&T Limited Obtained license for providing GSM-based services in the Delhi Circle following the fourth operator GSM license bidding process 2002: Changed name to Idea Cellular Limited and launched Idea brand name . Commenced commercial operations in Delhi Circle . Reached the one million subscriber mark 2003: Reached the two million subscriber mark 2004: Completed debt restructuring for the then existing debt facilities and additional funding for the Delhi Circle. Acquired Escotel Mobile Communications Limited (subsequently renamed As Idea Mobile Communications Limited) Reached the four million subscriber mark First operator in India to commercially launch EDGE services 2005: Reached the five million subscriber mark Turned profit positive Won an award for the Bill Flash service at the GSM Association Awards in Barcelona, Spain Sponsored the International Indian Film Academy Awards Sponsored the International Indian Film Academy Awards
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2006: Became part of the Aditya Birla Group subsequent to the TATA Group transferring its entire shareholding in the Company to the Aditya Birla Group Acquired Escorts Telecommunications Limited (subsequently renamed as Idea Telecommunications Limited) Restructuring of debt Launch of the New Circles Reached the 10 million subscriber mark Received Letter of Intent from the DoT for a new UAS License for the Mumbai Circle. Received Letter of Intent from the DoT for a new UAS License for the Bihar Circle through Aditya Birla Telecom Limited. ABNL, the parent of Aditya

Birla Telecom Limited, pursuant to a letter dated November 22, 2006, agreed to transfer its entire shareholding in Aditya Birla Telecom Limited to the Company for the consideration of Rs. 100 million. 2007: Won an award for the CARE service in the Best Billing or Customer Care Solution at the GSM Association Awards in Barcelona, Spain Initial Public Offering aggregating to Rs. 28,187 million and Listing of Equity Shares on the Bombay Stock Exchange and the National Stock Exchange
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 Merger of seven subsidiaries with Idea Cellular Limited Reached the twenty million subscriber mark

2008: Idea Cellular Ltd has informed that the Board of Directors of the Company at its meeting held on October 20, 2008, inter alia, has appointed the following persons as Directors on the Board of the Company: - Mr. R C Bhargava - Independent Director (Additional Director) - Mr. P Murari - Independent Director - (Additional Director) - Dr. Hans Wijayasuriya - Non Executive Director (Nominee of TM - International Bhd). Idea acquired 9 licences for Punjab, Karnataka, Tamil Nadu & Chennai, West Bengal, Orissa, Kolkata, Assam, North East and Jammu & Kashmir Acquired Spice Communications with the operating circles of Punjab and Karnataka Launched services in Mumbai metro in the largest single metro city launch, ever Launched services in Bihar 2009: Subscriber base as on December 31, 2009: 57,611,872 Idea becomes a pan-India operator Emerging Company of the Year - fastest growing mobile operator in the worlds fastest growing telecom market

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Board of Directors
Director Name Designation Kumar Mangalam Birla Chairman Himanshu Kapania Managing Director Rakesh Jain Non Executive Director Rajashree Birla Non Executive Director Biswajit Anna Subramanian Non Executive Director Shridhir Sariputta Hansa Alternate Director Hansa Wijayasuriya Alternate Director Juan Villalonga Navarro Nominee P Murari Independent Director Tarjani Vakil Independent Director G P Gupta Independent Director R C Bhargava Independent Director Arun Thiagarajan Independent Director Mohan Gyani Independent Director Pankaj Kapdeo Company Secretary

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Competitors of IDEA
Idea competes with 14 other mobile operators throughout India. They are : Aircel, Bharti Airtel Ltd. BSNL, Loop Mobile, MTNL, MTS, Reliance Communications, S Tel, Tata DoCoMo, Tata Indicom, Uninor, Videocon, Virgin Mobile Vodafone.

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Our Partners
IDEA welcomes all businesses and individuals interested in partnering with us to enhance and strengthen the IDEA products & services portfolio. To explore such potential partnerships, kindly get in touch with us by submitting the Partners Form. Some of our Technology and Content Partners: VAS Onmobile Asia Pacific Ltd Cellebrum India Ltd Siddhivinayak Astro Services Ltd. Kodiak Ltd Mauj

Net4nuts India Ltd Yahoo Rediff Indiatimes Mobile2win Sify NDTV

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ROAMING Roamware.inc Starhome Bharti Telesoft

MARKETING COMMUNICATIONS Lowe India Pvt Ltd

Mindshare PUBLIC RELATIONS Imprimis PR

NETWORK Nokia - Siemens

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Ericsson

BILLING Atos Origin

Our Promoters are :

1. Aditya Birla Nuvo Limited 2. Grasim Industries Limited 3. Hindalco Industries Limited and 4. Birla TMT Holdings Private Limited

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IDEA in Media
CORPORATE Idea rings in the 'Power of 3G' (Mumbai, March 28th, 2011) Idea to promote the idea of 'Keep Cricket Clean' during the upcoming Cricket season (Mumbai, February 23rd, 2011) ANDHRA PRADESH Idea reduces International Roaming rates by 30% for Dubai Shopping Festival (Hyderabad, February 3rd, 2011) Mega Diwali promo (Hyderabad, October 15, 2010) ASSAM & NORTH EAST IDEA Cellular launches new tariff plans in Assam & NE (Guwahati, August 13th, 2010) Idea introduces Prepaid Roaming services in Assam & North East (Guwahati, July 29, 2010) BIHAR & JHARKHAND VAS Contest Car_Patna (Patna, July 2, 2010) IDEA paints Patna Green! (Patna, February 5, 2010)

CHENNAI & TAMILNADU Idea introduces 30 p/min tariff this festive season for its subscribers in Tamil Nadu (Chennai, November 10th, 2010)

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Idea brings the 'World of Tamil' to Coimbatore (Coimbatore, June 23, 2010) DELHI & NCR Idea welcomes the visitors of Commonwealth Games with a bouquet of special communication services in Delhi & NCR (New Delhi, October 4th, 2010) 'Kaho what's Your Idea' comes to Noida Schools (Noida, 10th November, 2010) GUJARAT Idea reduces International Roaming rates by 30% for Dubai Shopping Festival (Ahmedabad, January 13, 2011) IDEA launches special Uttarayan Pack in Gujarat (Ahmedabad, January 13, 2011) HARYANA Idea 'My Card' offers free services to mobile consumers in Haryana (Noida, November 10th, 2010) IDEA Cellular launches 'Recharge & Win' offer in Haryana (Ambala, March 31st, 2010) HIMACHAL PRADESH 'Kaho What's Your Idea' comes to Shimla Schools (Shimla on 21st September, 2010) IDEA Cellular introduces breakthrough tariff plans to drive penetration in HP (Shimla/Chandigarh, October 9, 2009)

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JAMMU & KASHMIR IDEA expands in J&K; launches services in the Valley (Srinagar, January 19, 2010) Choose your own IDEA number in J&K! (Jammu, October 14, 2009 KARNATAKA 'Kaho what's Your Idea' comes to Mangalore Schools' (Mangalore, 27th January, 2011) Deccan Chargers get an Idea to woo fans in Bangalore! (Bangalore, April 7th, 2010) KERALA 'Kaho what's Your Idea' comes to Kochi Schools' (Kochi, 3rd February, 2011) 'Call and Fly' with Idea this season (Kochi, 26th November, 2010) KOLKATA & WEST BENGAL Kolkata's 'Idea' to Wish Team India the Very Best! (Kolkata, 19th February, 2011) Idea launches ISD 'Power Vouchers' in Kolkata & WB; now Call Bangladesh at Rs.1.99 (Kolkata, January 27th, 2011) MADHYA PRADESH & CHATTISGARH 'Kaho what's Your Idea' comes to Raipur Schools (Raipur, January 17, 2011) Idea launches Diwali 'Shubh Labh' offer for mobile consumers in MP & Chhattisgarh (Indore, 4th October, 2010) MAHARASHTRA & GOA Idea records 1 Crore subscribers in Maharashtra & Goa
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(Pune, July 19, 2010) Idea 'Maha Recharge' in Maharashtra offers 'Maha' benefit to mobile users (Pune, May 17, 2010) MUMBAI Idea reduces International Roaming rates by 30% for Dubai Shopping Festival (Mumbai, February 3rd , 2011) 'Kaho What's Your Idea' comes to Navi Mumbai and Thane Schools (Navi Mumbai/ Thane, 21st September, 2010) ORISSA Talk to Friends with Idea's new youth product in Orissa (Bhubaneswar, August XXth, 2010) IDEA introduces lowest STD tariff in Orissa during the festive season (Bhubaneshwar, September 16, 2009) PUNJAB Idea extends Life Insurance benefit to 'Diamond Club' dealers in Punjab (Chandigarh, January 6th, 2011) Idea powers its subscribers with 'Dus Ka Dum' Recharges in Punjab (Chandigarh, October 1, 2010) RAJASTHAN 'Kaho what's Your Idea' comes to Kota Schools' (Kota, 7th February, 2011) 'Kaho what's Your Idea' comes to Ajmer Schools' (Ajmer, 20th January, 2011) Mr. Taresh from Sawai Madhopur gets 'Tyohaaron Ki Saugaat' from Idea (Jaipur, January 13th, 2011)

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UTTAR PRADESH (East) Mr. Raj Kishor from Anshik, Lucknow wins Idea's 'Kaun Banega Lakhpati Challenge' (Lucknow, January 14th, 2011) Idea introduces 30 p/min tariff for Calls within UP East & West (Lucknow, October 5th, 2010)

UTTAR PRADESH (West) 'Kaho Idea brings 'Tyoharon ki Saugat' for prepaid mobile consumers in UP West (Noida, October 21st, 2010) 'Kaho What's Your Idea' comes to Moradabad Schools (Moradabad, 8th September, 2010)

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Department of Telecom has defined telecom circles in India (including metropolitan circles). Circles are classified as metropolitan circles and as category A, B or C Circles. The circles are: 1. Metros - Delhi - Mumbai - Chennai - Kolkata 2. A Circle - Maharashtra - Gujarat - Andhra Pradesh - Karnataka - Tamil Nadu 3. B Circle - Kerala - Punjab - Haryana - Uttar Pradesh (West) - Uttar Pradesh (East) - Rajasthan - Madhya Pradesh - West Bengal & Andaman and Nicobar Islands 4. C Circle - Himachal Pradesh - Bihar - Assam - Orissa - North East - Jammu & Kashmir

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Training & Development

Introduction:

Since the beginning of the twentieth century and especially after World War II, training programs have become widespread among organizations in the United States, involving more and more employees and also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General Electric, and International Harvester had factory schools that focused on training technical skills for entry-level workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or learning center. The enormous expansion in the content of training programs over time has now largely been taken for granted. Now people would rarely question the necessity of training in conversational skills. However, back to the 1920s, the idea that organizations should devote resources to training employees in such skills would have been regarded as absurd. Such skills

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clearly were not part of the exact knowledge and methods that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years

later, eleven percent of U.S. organizations deem communications skills as the most important on their priority lists of training, and many more regard it as highly important. More than three hundred training organizations specialize in communications training (Training and Development Organizations Directory, 1994). Previous studies on training have largely focused on the incidence of formal training and the total amount of training offered. This study, however, draws attention to the enormous expansion in the content of training with an emphasis on the rise of personal development training (or popularly known as the "soft skills" training, such as leadership, teamwork, creativity, conversational skills and time management training). Personal development training can be defined as training programs that aim at improving one's cognitive and behavioral skills in dealing with one self and others. It is intended to develop one's personal potential and is not immediately related to the technical aspects of one's job tasks. Monahan, Meyer and Scott (1994) describe the spread of personal development training programs based on their survey of and interviews with more than one hundred organizations in Northern California. "Training programs became more elaborate; they incorporated, in addition to technical training for workers and human relations training for supervisors and managers, a widening array of developmental,
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personal growth, and self-management courses. Courses of this nature include office professionalism, time management, individual contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace,

career management, and structured problem solving. Courses are also offered on health and personal well-being, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition."

Training Excuses Training is one element many corporations consider when looking to advance people and offer promotions. Although many employees recognize the high value those in management place on training and development, some employees are still reluctant to be trained. It is not uncommon to hear excuses regarding why someone has not received training. Training & Development Some people are just comfortable in what they are doing. Some fail to see the value of training because they really believe that they already know it all. And while that might be true, the knowledge value of training and development is not the only perk. Training and development offers more than just increased knowledge. It offers the added advantage of networking and drawing from others experiences. When you
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attend a seminar or event with others who have jobs that are much like yours, you have the added benefit of sharing from life experience. The seminar notes or the conference leader might not give you the key nugget you take back and implement in the workplace. Your best piece of advice for the day might come from the peer sitting beside you.

Another common excuse is that there is not enough money budgeted to pay for training. Who said that training always carries a heavy enrollment fee? Training can be free. You can set up meetings with peers who are in similar positions and ask how they are doing their jobs. Follow someone for a day to see how he organizes or manages his work and time. The cost to you is a day out of your normal routine, so the only drawback may be working a little harder on an assignment to catch up from a day out of the office. You usually dont think twice about taking a day of vacation, so why should a day of training be any different? Time is another often-heard excuse when training and development is mentioned. Have you considered that training and development might actually give you more time? Often the procedures, ideas, short cuts, and timesaving hints learned in training and development sessions equal more time in the long run. Have you heard the old saying that you have to spend money to make money? Well, in a sense, the same is true for training and development. You have to devote some time to training and development to make you more productive in the long run.
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What is Training in terms of organization?

Transferring information and knowledge to employers and equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of the management of people. It also means that in organizational development, the related field of training and development (T & D) deals with the design and delivery of workplace learning to improve performance.

Difference between Training and Learning There is a big difference: 'Training' implies putting skills into people, when actually we should be developing people from the inside out, beyond skills, i.e., facilitating learning.
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 So focus on facilitating learning, not imposing training. Emotional maturity, integrity, and compassion are more important than skills and processes. If you are in any doubt, analyze the root causes of your organization's successes and your failures - they will never be skills and processes. Enable and encourage the development of the person - in any way that you can. Give people choice - we all learn in different ways, and we all have our own strengths and potential, waiting to be fulfilled. Talk about learning, not training. Focus on the person, from the inside out, not the outside in; and offer opportunities for people to develop as people in as many ways you can. Importance of Developing a Role in Training Developing a national role in training is important for an employers' organization for several reasons. First, it enables the organization to contribute to the development of a country's human capital, through its influence on education policies and systems and training by public training institutions, to better serve business needs. It also enables it to influence employers in regard to the need for them to invest more in training and employee development - which employers should recognize as one key to their competitiveness in the future.

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Second, it provides an important service to members, especially in industrial relations in respect of which sources of training for employers in developing countries are few. Third, it is an important source of income provided the organization can deliver relevant quality training. Fourth, it compels its own staff to improve their knowledge without which they cannot offer training to enterprises through their own staff. Fifth, the knowledge required for training increases the quality of other services provided by the organization - policy lobbying, advisory and representation services. Sixth, it contributes to better human relations at the enterprise level and therefore to better enterprise performance, by matching corporate goals and people management policies. Finally, it improves the overall image of the organization and invests it with a degree of professionalism, which can lead to increased membership and influence. Many entrepreneurs seem to view employee training and development as more optional than essential...a viewpoint that can be costly to both short-term profits and long-term progress. The primary reason training is considered optional by so many business owners is because it's viewed more as an expense than an investment. This is completely understandable when you realize that in many companies, training and development aren't focused on producing a targeted result for the business. As a result, business owners frequently send their people to
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training courses that seem right and sound good without knowing what to expect in return. But without measurable results, it's almost impossible to view training as anything more than an expense.

Every successful training and development program also includes a component that addresses your current and future leadership needs. At its core, this component must provide for the systematic identification and development of your managers in terms of the leadership style that drives your business and makes it unique and profitable. Have you spent time thoughtfully examining the style of leadership that's most successful in your environment and that you want to promote? What steps are you taking to develop those important leadership traits in your people? Financial considerations related to training can be perplexing, but in most cases, the true budgetary impact depends on how well you manage the first three components (needs analysis, learning and leadership). If your training is targeted to specific business results, then you're more likely to be happy with what you spend on training. But if the training budget isn't related to specific outcomes, then money is more likely to be spent on courses that have no positive impact on the company. In many organizations, training budgets are solely a function of whether the company is enjoying an economic upswing or enduring a downturn. In good times, companies tend to spend money on training that's not significant to the organization, and in bad times, the pendulum swings to the other extreme and
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training is eliminated altogether. In any economic environment, the training expense should be determined by the targeted business results you want, not other budget-related factors.

To help counter this tendency, sit down and assess your training and development needs once or twice a year to identify your needs and brainstorm how to achieve your desired results effectively and efficiently. Your employees are your principle business asset. Invest in them thoughtfully and strategically, and you'll reap rewards that pay off now and for years to come.

Training & Need Assessment

Introduction The training needs assessment is a critical activity for the training and development function. Whether you are a human resource generalist or a specialist, you should be adept at performing a training needs assessment. This paper will begin with an overview of the training and development function and how the needs assessment fits into this process, followed by an in-depth look at the core concepts and steps involved in conducting a training needs assessment. Once the needs assessment is completed and training objectives are clearly identified, the design phase of the training and development process is initiated:

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 Select the internal or external person or resource to design and develop the training. Select and design the program content. Select the techniques used to facilitate learning (lecture, role play, simulation, etc.). Select the appropriate setting (on the job, classroom, etc.). Select the materials to be used in delivering the training (work books, videos, etc.). Identify and train instructors (if internal).

After completing the design phase, the training is ready for implementation: Schedule classes, facilities and participants. Schedule instructors to teach. Prepare materials and deliver them to scheduled locations. Conduct the training.

The final phase in the training and development program is evaluation of the program to determine whether the training objectives were met. The evaluation process includes determining participant reaction to the training program, how much participants learned and how well the participants transfer the training back on the job. The information gathered from the training evaluation is then included in the next cycle of training needs assessment. It is important to note that the training needs assessment, training objectives, design, implementation and evaluation process is a continual process for the organization.

Levels of Needs Assessment Organizational analysis, Task analysis and

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 Individual analysis.

Organizational analysis looks at the effectiveness of the organization and determines where training

Organizational analysis should identify: Environmental impacts (new laws such as ADA, FMLA, OSHA, etc.). State of the economy and the impact on operating costs. Changing work force demographics and the need to address cultural or language barriers. Changing technology and automation. Increasing global/world market places. Political trends such as sexual harassment and workplace violence. Organizational goals (how effective is the organization in meetings its goals), resources available (money, facilities; materials on hand and current, available expertise within the organization). Climate and support for training (top management support, employee willingness to participate, responsibility for outcomes).

The information needed to conduct an organizational analysis can be obtained from a variety of sources including: Organizational goals and objectives, mission statements, strategic plans. Staffing inventory, succession planning, long and short term staffing needs. Skills inventory: both currently available and short and long term needs, organizational climate indices: labor/management relationships, grievances, turnover rates, absenteeism, suggestions, productivity, accidents, short term sickness, observations of employee behavior, attitude surveys, customer complaints.
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 Analysis of efficiency indices: costs of labor, costs of materials, quality of products, equipment utilization, production rates, costs of distribution, waste, down time, late deliveries, repairs. Changes in equipment, technology or automation. Annual report. Plans for reorganization or job restructuring. Audit exceptions; reward systems. Planning systems. Delegation and control systems. Employee attitudes and satisfaction.

Task analysis provides data about a job or a group of jobs and the knowledge, skills, attitudes and abilities needed to achieve optimum performance.

There are a variety of sources collecting data for a task analysis: Job description-- A narrative statement of the major activities involved in performing the job and the conditions under which these activities are performed. If an accurate job description is not available or is out of date, one should be prepared using job analysis techniques. KSA analysis-- A more detailed list of specified tasks for each job including Knowledge, Skills, Attitudes and Abilities required of incumbents. Performance standards-- Objectives of the tasks of the job and the standards by which they will be judged. This is needed to identify performance discrepancies. Job inventory questionnaire-- Evaluate tasks in terms of importance and time spent performing. Review literature about the job-- Research the "best practices" from other companies, review professional journals. Ask questions about the job-- Of the incumbents, of the supervisor, of upper management.
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 Analysis of operating problems-- Down time, waste, repairs, late deliveries, quality control.

Individual analysis analyzes how well the individual employee is doing the job and determines which employees need training and what kind.

Sources of information available for a individual include:

analysis

Performance evaluation -- Identifies weaknesses and areas of improvement. Performance problems -- Productivity, absenteeism or tardiness, accidents, grievances, waste, product quality, down time, repairs, equipment utilization, customer complaints. Observation -- Observe both behavior and the results of the behavior. Work samples -- Observe products generated. Interviews -- Talk to manager, supervisor and employee. Ask employee about what he/she believes he/she needs to learn. Questionnaires -- Written form of the interview, tests, must measure jobrelated qualities such as job knowledge and skills. Attitude surveys -- Measures morale, motivation, satisfaction. Checklists or training progress charts -- Up-to-date listing of current skills.

Results of the Needs Assessment Assuming that the needs assessment identifies more than one training need, the training manager, working with management, prioritizes the training based on the urgency of the need (timeliness), the extent of the need (how many employees need to be trained) and the resources available. Based on this information, the training manager can develop the instructional objectives for the training and development program.
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Methods of needs identification - the process The following paragraphs describe ten important steps in training needs identification and analysis. 1. Stakeholder analysis The topic clearly indicates how important it is to identify all possible stakeholders with an interest in the training process, including the identification and assessment of the training needs. Stakeholder analysis in the context of needs assessment will reveal the importance and possible influence of the stakeholders , their type of participation, interest and possible impact on them.

2. Selecting and using the research methods to identify training needs Identifying training needs is a form of research. First, evidence suggests that there is a basic problem which can be addressed through training. It may also be necessary to address the problem with non-training measures. So it is important to identify clearly the training gap. This is found by comparing an existing situation with a future, desirable situation, and then finding out how training can bring us from here to there.

Various methods may be used to do this, including the following: self-report questionnaires observation individual interviews checklist / job description
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diary records work sampling technical expert conference critical incident

The choice of research method will depend on the questions which are to be asked. The questions will emerge as you consider what needs are being addressed (organizational, job, individual). One useful tool is to match the questions with the research methodology, as follows:

Example: TNA related to mangoes

3. Planning identification of organizational needs There are two steps: List organizations with a stake in the training. List questions to ask them, e.g. what are the critical changes affecting the work and operations of the organization? What are
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the relevant policies within the organization? What are the current strengths and weaknesses of the organization? What opportunities and threats are being presented from the external environment? etc.

The list of organizations and appropriate questions can be presented in a table:

Example: TNA related to mangoes 4.Planning identification of job needs This should be carried out using a participatory methodology, ideally with the trainees themselves, prior to the training, or with other stakeholders who are able to provide good quality information about the professional activities of the target group.

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The following steps are recommended: Identify main categories of jobs and make a list of all the tasks associated with a person in that category of job. Using interviews, questionnaires or through observation of people performing tasks, complete this frequency/ importance/ learning difficulty table.

The following scoring/coding can be used for the different criteria related to this task: Frequency Importance Learning difficulty 1=Seldom (once or twice 1=Very little 1=Easy a year) importance 2=Moderately difficult 2=Occasional (every few 2=Moderate 3=Difficult months) importance 4=Very difficult 3=Weekly or monthly 3=Very important 4=Daily to weekly 5=Daily
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Once the table(s) have been completed, it is useful to find out what are the priority tasks. The priorities may be stated as: * =low ** =medium *** =high

Again through consultation with representatives of the target group and other relevant stakeholders, it is now possible to choose one of the high priority tasks and identify the (ideal) KSA required for someone to perform it.

5. Planning identification of individual needs Here, it is important to estimate the training needs of individuals, by preparing a variety of questions to them, such as the following: What difficulties do you face when doing these tasks or your job? What could help you to do your job better? What kinds of knowledge do you need to do your job? What skills do you need to do your job? What kinds of attitudes do you need to do your job effectively? Which of these KSA do you lack now? How long have you worked in this job? What do you like most about your job? What do you like least? What would you like to change about your job? Do you think you are doing a good job? How do you know if you are doing a good job?

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6. Data collection This is the point when plans become action. If the planning has been effective, then the data collection should go smoothly, but always expect the unexpected. Flexibility, commitment, energy, organization and a sense of humour will all be needed during this period.

7. Analysis of the data collected in the TNA It is important that data is sorted out as the TNA survey progresses. This has two advantages. Firstly, it will not be necessary to fight with a huge amount of data at the end of the survey. Secondly, there will be a better understanding of important issues emerging during the survey, which may be explored in more detail or clarified in some way. Identify categories into which data can be inserted.

The knowledge skills and attitudes (KSA) identified will form the basis of the curricula to be developed. Once these KSA have been identified, it will be necessary to prioritize which training programmes can or should be offered, and when. It is therefore important to develop a training strategy once the results of the TNA are known. For any training course/programme developed, there should be clear evidence which justifies its provision. The information collected in the survey which is not directly related to KSA will provide this evidence, and can be useful when developing a training strategy. It can also be useful in identifying non-training needs. Training is not the answer to every problem!

8. Presenting the TNA data There are different ways in which the data could be presented. One way is as follows:

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9. Reporting the data It is essential to prepare a report of the initial consolidated results of the TNA. This could be organized under the following headings: Policy. Environment. Client organizational issues. Tasks and activities (existing and future). Training provider organizational issues. Individual needs. KSA (existing and future/required). Curricula which are going to be planned (including time frame, and a rough idea of content).

10. Sharing the results All the stakeholders involved in the TNA should have the opportunity to give feedback on the results. This may be done through a workshop, to which key stakeholders are invited. The results may be presented, and then participants should have the chance to discuss the results in detail, either in small groups or in a plenary session. It is not always possible to invite all stakeholders to a workshop; in this case the results of the TNA should be disseminated in some other ways (for example, the written report). Where data is collected from groups or individuals who cannot participate in a workshop to discuss the findings and have no access to
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written reports, it is important to provide opportunity for their feedback during the data collection process. A meeting could be held, for example, where the researchers present the findings from the field directly to those who contributed their ideas. This improves the chance for feedback and validation of the results. It also emphasizes the importance for the researchers to sort their data as they proceed with the collection.

Design a Training Program First, when you are developing a training program for someone to follow, you should take into consideration the person you are training, their fitness level, and what their goals are in training. This is the most important thing for you to remember!!! Second , You should make the training specific to what type of lifestyle the individual lives or what their job requires. For example, if you are working with someone who sits at a desk all day, you are going to probably incorporate a lot of flexibility and core strengthening exercises to loosen that person's hips and legs and help them keep a good posture throughout the day. Third Next, you should decide what type of training you are going to put your client through. Are you going to incorporate speed and agility drills for your basketball client, or are you going to use weight training and a stretching routine to help the 40 year old stay at home mom reach her goals? There are various types of training ranging from low impact training to high intensity weight training. You have to decide which one is right for the person you are training. Fourth Lastly, you need to develop a benchmark or evaluating tool for seeing where your clients are at when they complete the program. Your goal here should be to see if they reached their goals and if not what they need to do in order to reach their goals.
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Importance of Developing a Role in Training Developing a national role in training is important for an employers' organization for several reasons. First, it enables the organization to contribute to the development of a country's human capital, through its influence on education policies and systems and training by public training institutions, to better serve business needs. It also enables it to influence employers in regard to the need for them to invest more in training and

employee development - which employers should recognize as one key to their competitiveness in the future. Second, it provides an important service to members, especially in industrial relations in respect of which sources of training for employers in developing countries are few. Third, it is an important source of income provided the organization can deliver relevant quality training. Fourth, it compels its own staff to improve their knowledge without which they cannot offer training to enterprises through their own staff. Fifth, the knowledge required for training increases the quality of other services provided by the organization - policy lobbying, advisory and representation services. Sixth, it contributes to better human relations at the enterprise level and therefore to better enterprise performance, by matching corporate goals and people management policies. Finally, it improves the overall image of the organization and invests it with a degree of professionalism, which can lead to increased membership and influence.

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Training Methods
On-the-job training Off-the-job training

On the job Training On the job training, is the training provided during the regular performance of duties. Example:-spending time with an expert so that the employee can observe how the expert performs their daily duties.

Methods of on the job Training: Job instruction Apprenticeship & coaching Job rotation Committee Assignment

Job instruction training In this method of training ,the trainee is given instructions by the trainer while performing the job on the site & doubts of the trainer are cleared immediately. This training follows a systematic sequence of activities which are as follows: First step; The trainee is prepared for the training by giving him clear information about the training to be imparted , the job to be performed & the venue & time of training ,any doubts regarding the training should be cleared at this stage.

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 Second step; After the training is imparted to the trainee,in the form of instructions, the trainee is asked to demonstrate the job. Third step; After the trainer is satisfied by the performance of the trainee, trainee is left on his own, with some designated to be called upon when he requires any instance or help. Appreticeship & coaching- This training refers to those who are required to go through formal apprenticeship under experienced employees, before the join their regular jobs.The apprenticeship period typical ranges one year to five years.

Apprentices are not the employees of the organization & are not governed by any of the laws that are applicable to regular employees. In coaching, the coach acts as a model for the trainee to emulate. The supervisor of the HR professionals function as coaches in training the employee.It is less formal than apprenticeship program because it is provided when needed rather than being a part of a more planned, structured program. Participation, feedback & knowledge transfer to job are high in coaching. Job rotation-This is a training method where the trainee is placed on various jobs across different function in the organization.The time spent on each job ranges from one or two days to several weeks.This cross functional knowledge helps the organization in times of acute need for manpower. Committee assignments Under the committee assignment method, a group of employees are given an actual organizational problem & are asked to find a solution . The trainees develop their team management skills, interpersonal skills, communication skills, problem solving skills & leadership skills while solving the problem as a group.

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Off the job Training This is training provided away from the employees usual work environment and the employee will stop their usual duties/work during the training. Example:-This training may be provided by trainers working for the same employer as the employees being trained or an outside company hired by the employer.

Methods of off the job Training: Class room lectures Simulation exercises(case method,experiential modeling,vestibule training & role playing) Programmed instructions exercises,computer

Classroom lectures-This approach is widely used for helping the employees understand the rules,procedures & policies of the organization. The lecture method works effectively if it is made interesting with the help of audio-visual tools & suitable demonstrations.It is a two way communication which makes a session lively & interesting. Simulation exercises-In this method, the trainee is exposed to an artificial work situation that closely resembles the actual work situation.In such situation where organization can not afford any mistakes by the trainee during on the job training, simulation exercises are of great help.It can in the form of case exercises, experimental exercises, computer modeling,vestibule training & role playing. Programmed instructions-In this method,the trainee is given a series of questions after he studies the relevant material required for the accomplishment of the job. After a trainee answer the question, he is given an immediate feedback whether it is right or wrong.If the answer is right, he is asked to proceed to the next question but if it is wrong, he is asked to refer back to the material.This kind of program promotes continuous interaction between trainer & the trainee & facilitates learning.
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Training Evaluation
The Evaluation of any training programme has certain aims to fulfill. These are concerned with the determination of change in the organizational behavior and the change needed in the organizational structure. Hence evaluation of any training program must inform us whether the training programme has been able to deliver the goals and objectives in terms of cost incurred and benefits achieved. The analysis of the information is the concluding part of any evaluation programme. The analysis of data should be summarized and then compared with the data of other training programmes similar nature. On the basis of these comparisons, problems and strength should be identified which would help the trainer in this future training programmes, to stop short of completion of the training systems design methodology, by avoiding the evaluation,our training effectiveness is reneging on our commitment to our students. The future requires more precise, reliable evaluation strategies, we like to think of training effectiveness evaluation in the same way that we think of surveillance tests in the plant, we perform training effectiveness evaluations to ensure our programmes work effectively.

Benefits of training evaluation: Helps employees to monitor their own improvement. Builds morale, by demonstrating an interest in staff development. To maximize the training ROI (return on investment).
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 Helps to determine the form of future training programs. Assists with identifying the effectiveness of different forms of teaching (such as classroom based or web based).

Purpose of Training Evaluation

Purposes of Training Evaluation Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes.
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 Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training. Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

Process of training evaluation before training Before Training, the learner's skills and knowledge are assessed

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 During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Process of training evaluation once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style. During Training, it is the phase at which instruction is started. This phase usually consist of short tests at regular intervals. After Training, it is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training.

Methods of Evaluation of Training Programmes The required data can be collected by using the following techniques. a) Self assessments answer sheets. b) Question confronted by the trainees. c) Assessing the collected information and observation. d) Final result based on earlier information plus the new data Each method of data collection has its advantages and disadvantages. which need to taken into consideration. Merits of Self Assessment: The cost factor is quite low. Data can easily collected. Time consumption of the trainer and trainee is negligible. Outside interference is completely avoided. Effective relationships develop between the trainee.
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 Well designed answer sheet can produce healthy results .

Demerits of Self Assessment: Self assessment is basically self evaluation which can be based of biased responses. The assessment must have enough reliability so as to draw right conclusion in regard to individual assessment. The responses given by the trainees can be based on misrepresentation or misinterpretation of the questions asked. Thus self assessment questions should be small and easy to understand inaddition no information should be sleeked which will embarrass the trainees. The information provided by the trainees cannot be evaluated in terms of their correctness. All the trainees do not prefer to give the required information lest it may be used against at any point of time.

Merits of Interviews: Face to face interviews ensures some response. If any responses need to be clarified. The trainer can do so instantly. Similarly if the trainees want any clarification, the same can do immediately. This helps in ensuring correct information. As far telephone interviews are concerned though there is lack of personnel touch. The trainee does not feel the pressure of the interviewer to give answers that suit the trainer. The trainer can answer all those question that are complex in nature. These answers have far more validity as the responses are without any pressure.

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Demerits of Interviews: The interview is a lengthy and costly process as it requires trained and skilled personal to get results that are reliable. Another important drawback is the possibility of the trainer being involved in the interview. Data collected through interview methods may be out of date and hence difficult to interpret. Merits of Questionnaire: Questionnaires in one form or another do appear in all kinds of research and surveys It may be observed,As with any method of data collection it is vital to plan how the data is to be collected. Once the initial design has been properly framed, a pre _ test must be conducted to find out whether the questions mean the same thing to the trainer and the trainee.

Demrits of questionnaire: If found appropriate. Full survey should be conducted and if found inappropriate the questionnaire should be redesigned again. Since it does not usually involve the design of some sort of formal survey instrument such as questionnaire. This can lead to a considerable waste of time.

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Factors Influencing Training Needs

Technology in the computer age is being upgraded frequently and hence is the most important factors in increasing the complexity of an organization .. structurally as well as behaviorally. Another important factor that needs to be taken into consideration is concerned with social changes that are taking place in the new social environment. For most organization internal compilations are bound to change in the computer age. People from different backgrounds, women.People from diverse nations will from the workforce of modern organizations with increasing diversity in the culture. The organizations are bound to receive culture shock. Organization with their exiting format will not be in position to absorb this culture shock. The change agent will be playing an important role in providing appropriate training to absorb culture shock. The third factor that has influenced training needs is related the new role that the government are being asked to play. The governments are being asked to play sensitive role of controlling the business ethical activities on one hand and safeguarding the interests of consumer on the other. In the era of privatization and globalization. The governments are formulating legislation to facilitate business activity both public and private as well as safeguarding the consumer interest. Thus managers and CEOs need to be acquainted to the new legislation that are being enacted from time to time. The fourth factor that has influenced the training needs is the emerging competitive market Conditions. It may be asserted that the public and private sector, even in monopolistic conditions have to face competition. The pertinent question is whether the new market situation will force the organization to go in for training as they are going to face new marketing situations in the times to come.

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 Will the new emerging conditions give rise to pressure groups that have henceforth not been seen in the business world. Basically organizations are going to face situations that are the result of competitive markets and development of consumerism. Many of the managers in the public and private sector could not possibly have been oriented towards these new situations. Hence need of training is unavoidable. The fifth factor influencing the training needs related to internal management of anorganization. Internally organizations are going to face new dilemmas and problems. Business needs are fulfilled by the human resources that exist within the framework of internal structure.Any strategic plan which does not take this fact into account is bound to face numerous problems. There will be a continuous pressure on the organization to improve performance.Human resources, like managers, workers, staff, and others, have to be kept up to date in expertise and at the same times need to be motivated to perform better. This is a difficult task which cannot be handled by the staff of the organization. Experts called change agents are required to fulfill the task. Training needs cannot be overlooked because it is an on going process. In addition. Training is now considered a specialized function to be performed by the experts.

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Training Process
STEP 1: Establishing a need analysis This step identifies activities to justify an investment for training. The techniques necessary for the data collection are surveys, observations, interviews, and customer comment cards. Several examples of an analysis outlining specific training needs are customer dissatisfaction, low morale, low productivity, and high turnover. The objective in establishing a needs analysis is to find out the answers to the following questions - Why is training needed? - What type of training is needed? - When is the training needed? - Where is the training needed? - Who needs the training? and "Who" will conduct the training? - How will the training be performed? By determining training needs, an organization can decide what specific knowledge, skills, and attitudes are needed to improve the employees performance in accordance with the companys standards. The needs analysis is the starting point for all training. The primary objective of all training is to improve individual and organizational performance. Establishing a needs analysis is, and should always be the first step of the training process.

STEP 2: Developing training program & manual

This step establishes the development of current job descriptions and

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standards and procedures. Job descriptions should be clear and concise and may serve as a major training tool for the identification of guidelines. Once the job description is completed, a complete list of standards and procedures should be established from each responsibility outlined in the job description. This will standardize the necessary guidelines for any future training.

STEP 3: Deliver the training program This step is responsible for the instruction and delivery of the training program. Once you have designated your trainers, the training technique must be decided. One-on-one training, on-the-job training, group training, seminars, and workshops are the most popular methods. Before presenting a training session, make sure you have a thorough understanding of the following characteristics of an effective trainer. The trainer should have:

A desire to teach the subject being taught. A working knowledge of the subject being taught. An ability to motivate participants to want to learn. A good sense of humor. A dynamic appearance and good posture. A strong passion for their topic. A strong compassion towards their participants. Appropriate audio/visual equipment to enhance the training session.

For a training program to be successful, the trainer should be conscious of several essential elements, including a controlled environment, good planning, the use of various training methods, good communication skills, and trainee participation.

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 STEP 4: Evaluate the training program This step will determine how effective and profitable your training program has been. Methods for evaluation are pre-and post- surveys of customer comments cards, the establishment of a cost/benefit analysis outlining your expenses and returns, and an increase in customer satisfaction and profits. The reason for an evaluation system is simple. The evaluation of training programs are without a doubt the most important step in the training process. It is this step that will indicate the effectiveness of both the training as well as the trainer. There are several obvious benefits for evaluating a training program. First, evaluations will provide feedback on the trainers performance, allowing them to improve themselves for future programs. Second, evaluations will indicate its cost-effectiveness.

Third, evaluations are an efficient way to determine the overall effectiveness of the training program for the employees as well as the organization. The importance of the evaluation process after the training is critical. Without it, the trainer does not have a true indication of the effectiveness of the training. Consider this information the next time you need to evaluate your training program. You will be amazed with the results. The need for training your employees has never been greater. As business and industry continues to grow, more jobs will become created and available.

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Customer demands, employee morale, employee productivity, and employee turnover as well as the current economic realties of a highly competitive workforce are just some of the reasons for establishing and implementing training in an organization. To be successful, all training must receive support from the top management as well as from the middle and supervisory levels of management. It is a team effort and must implemented by all members of the organization to be fully successful.

TRAINING NEED ANALYSIS

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

Why training need analysis?

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

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Organizational Level Training need analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats. After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs. For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level. Individual Level Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training.
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However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:

Appraisal and performance review Peer appraisal Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal

Operational Level Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc.

TRAINING NEED IDENTIFICATION

It is finding out what people need to learn about, so that they can be taught those things. You are identifying their training needs. For example, it could be in an office where a new way of doing things is coming in, so it is necessary to find out what people know so that the correct training courses are provided for them.

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IMPORTANCE: To decide what specific training each employee needs and what will improve his or her job performance. To differentiate between the need for training and organizational issues and bring about a match between individual aspirations and organizational goals. Identification of training needs (ITN), if done properly, provides the basis on which all other training activities can be considered. Also requiring careful thought and analysis, it is a process that needs to be carried out with sensitivity as people's learning is important to them, and the reputation of the organization is also at stake.

Identification of training needs is important from both the organisational point of view as well as from an individual's point of view. From an organisation's point of view it is important because an organisation has objectives that it wants to achieve for the benefit of all stakeholders or members, including owners, employees, customers, suppliers, and neighbours. These objectives can be achieved only through harnessing the abilities of its people, releasing potential and maximising opportunities for development.

Therefore people must know what they need to learn in order to achieve organisational goals. Similarly if seen from an individual's point of view, people have aspirations, they want to develop and in order to learn and use new abilities, people need appropriate opportunities, resources, and conditions. Therefore, to meet people's aspirations, the organization must provide effective and attractive learning resources and conditions. And it is also important to see that there is a suitable match between achieving organizational goals and providing attractive learning opportunities.

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

Organisational Needs

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

Group Needs

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

Individual Needs

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

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JOHARI WINDOW
Known to Self Not Known to Self

Known to Others

Not Known to Others

The Johari Window, named after the first names of its inventors, Joseph Luft and Harry Ingham, is one of the most useful models describing the process of human interaction. A four paned "window," as illustrated above, divides personal awareness into four different types, as represented by its four quadrants: open, hidden, blind, and unknown. The lines dividing the four panes are like window
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shades,

which

can

move

as

an

interaction

progresses.

In this model, each person is represented by their own window. Let's describe mine: 1. The "open" quadrant represents things that both I know about myself, and that you know about me. For example, I know my name, and so do you, and if you have explored some of my website, you know some of my interests. The knowledge that the window represents, can include not only factual information, but my feelings, motives, behaviors, wants, needs and desires... indeed, any information describing who I am. When I first meet a new person, the size of the opening of this first quadrant is not very large, since there has been little time to exchange information. As the process of getting to know one another continues, the window shades move down or to the right, placing more information into the open window, as described below. 2. The "blind" quadrant represents things that you know about me, but that I am unaware of. So, for example, we could be eating at a restaurant, and I may have unknowingly gotten some food on my face. This information is in my blind quadrant because you can see it, but I cannot. If you now tell me that I have something on my face, then the window shade moves to the right, enlarging the open quadrant's area. Now, I may also have blindspots with respect to many other much more complex things. For example, perhaps in our ongoing conversation, you may notice that eye contact seems to be lacking. You may not say anything, since you may not want to embarrass me, or you may draw your own inferences that perhaps I am being insincere. Then the problem is, how can I get this information out in the open, since it may be affecting the level of trust that is developing between us? How can I learn more about myself? Unfortunately, there is no readily available answer. I may notice a slight hesitation on your part, and perhaps this may lead to a question. But who knows if I will pick this up, or if your answer will be on the mark. 3. The "hidden" quadrant represents things that I know about myself, that you do not know. So for example, I have not told you, nor mentioned anywhere on my
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website, what one of my favorite ice cream flavors is. This information is in my "hidden" quadrant. As soon as I tell you that I love "Ben and Jerry's Cherry Garcia" flavored ice cream, I am effectively pulling the window shade down, moving the information in my hidden quadrant and enlarging the open quadrant's area. Again, there are vast amounts of information, virtually my whole life's story, that has yet to be revealed to you. As we get to know and trust each other, I will then feel more comfortable disclosing more intimate details about myself. This process is called: "Self-disclosure."

4. The "unknown" quadrant represents things that neither I know about myself, nor you know about me. For example, I may disclose a dream that I had, and as we both attempt to understand its significance, a new awareness may emerge, known to neither of us before the conversation took place.

Training effectiveness
It is a measurement of learning. It is determined by comparing post test scores with pre test scores. It is a measure of learning training in the organization which is almost always about achieving a better performance or capability than is currently available. Its about outcomes that favour the customer & the shareholder. It is measured in terms of extent to which a set of objectives are met. It means as the no. of units output for the no. of units input. It can be measured in several ways for example: No. of training courses achieving the required outcome *100% Total no . of training courses delivered

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One of the most popular methodologies for measuring training effectiveness .This model articulates a four-step process.

* Level 1: Reactions. At this level, we measure the participants reaction to the programme. This is measured through the use of feedback forms (also termed as happy-sheets). It throws light on the level of learner satisfaction. The analysis at this level serves as inputs to the facilitator and training administrator. It enables them to make decisions on continuing the programme, making changes to the content, methodology, etc.

* Level 2: Participant learning. We measure changes pertaining to knowledge, skill and attitude. These are changes that can be attributed to the training. Facilitators utilise pre-test and post-test measures to check on the learning that has occurred. However, it is important to note that learning at this level does not necessarily translate into application on the job. Measuring the effectiveness of training at this level is important as it gives an indication about the quantum of change vis--vis the learning objectives that were set. It provides critical inputs to fine-tuning the design of the programme. It also serves the important aspect of being a lead indicator for transfer of learning on to the job context. * Level 3: Transfer of learning. At this level, we measure the application of the learning in the work context, which is not an easy task. It is not easy to define standards that can be utilised to measure application of learning and there is always this question that preys on the minds of various people: Can all changes be attributed to the training? Inputs at this level can come from participants and their supervisors. It makes sense to obtain feedback from the participants on the application of learning on the job. This can be done a few weeks after the programme so that it gives the participants sufficient time to implement what they have learnt. Their inputs can indicate the cause of success or failure; sometimes it is possible that learning was
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good at level-2, but implementation did not happen due to system-related reasons. It can help the organisation deal with the constraints posed by systems and processes so that they do not come in the way of applying learning.

* Level 4: Results. This measures effectiveness of the programme in terms of business objectives. At this level we look at aspects such as increase in productivity, decrease in defects, etc. Many organisations would like to measure effectiveness of training at this level; the fact remains that it is not very easy to do this, as it is improbable that we can show direct linkage. However, it is worthwhile making the attempt even if the linkage at this level is indirect.

Phases of Training & development

The training process is made up of three phases: Phase 1: Pre-training. This may also be called the preparation phase. The process starts with an understanding of the situation requiring more effective behavior. An organizations concerns before training lie mainly in four areas: Clarifying the precise objectives of training and the use the organization expects to make of the participants after training; selection of suitable participants; building favorable expectations and motivation in the participants prior to the training; and planning for any changes that improved task performance will require in addition to training. Phase 2: Training. During the course of the training, participants focus their attention on the new impressions that seem useful, stimulating and engaging. There is no guarantee that the participants will in fact learn what they have chosen. But
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the main purpose remains: participants explore in a training situation what interests them, and a training institutions basic task is to provide the necessary opportunities. Having explored, participants try out some new behavior. If they find the new behavior useful, they try it again, check it for effectiveness and satisfaction, try it repeatedly and improve it.

Finally, they incorporate this new facet into their habitual behavior in the training situation. If they do not find it useful, they discard it, try some variant, or discontinue learning in this direction. The intricate process of selection and testing is continuous and more or less conscious. It is important that work organizations meanwhile prepare the conditions for improved performance by their participants upon their return. Phase 3: Post-training. This may be called the "follow up" phase. When training per se concludes, the situation changes. When the participants return back to work from the training, a process of adjustment begins for everyone involved. The newly learned skills undergo modification to fit the work situation. Participants may find their organizations offering encouragement to use the training and also support for continuing contact with the training institution. On the other hand, they may step into a quagmire of negativity.

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More effective behavior of people on the job in the organization is the primary objective of the training process as a whole. In the simplest training process, improvement is a dependent variable, and participants and organizations independent variables.

Objectives of Training & Development

1) Improvement in Performance Training will be an important aid to managers for developing themselves as well as their subordinates. It is not a substitute for development on the job, which comes from doing, experiencing, observing, giving and receiving feedback and coaching. Research has shown that 80% of a persons development takes place on the job. However, training can contribute the vital 20% that makes the difference. Training can bring about an improvement in a persons: Knowledge Skills Attitude Thereby raising his potential to perform better on the job.
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2) Growth Training is also directed towards developing people for higher levels of responsibility thereby reducing the need for recruiting people from outside. This would have the effect of improving the morale of the existing employees.

3) Organizational Effectiveness In company training provides a means for bringing about organizational development. It can be used for strengthening values, building teams, improving inter-group relations and quality of work life. The ultimate objective of training in the long run is to improve the companys performance through people performing better.

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Benefits of Training Evaluation

Evaluation has three main purposes: Feedback to help trainers understand the extent to which objectives are being met and the effectiveness of particular learning activities as an aid to continuous improvement Control to make sure training policy and practice are aligned with organizational goals and delivering cost-effective solutions to organizational issues Intervention to raise awareness of key issues such as pre-course and post-course briefing and the selection of delegates Evaluation is itself a learning process. Training which has been planned and delivered is reflected on. Views on how to do it better are formulated and tested .The outcome may be to:

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 Abandon the training Redesign the training new sequence, new methods, new content, new trainer Redesign the preparation/pre-work new briefing material, new precourse work

Rethink the timing of the training earlier or later in peoples career, earlier or later in the training programme, earlier or later in the company calendar Leave well alone The following are the clear benefits of evaluation: Improved quality of training activities Improved ability of the trainers to relate inputs to output Better discrimination of training activities between those that are worthy of support and those that should be dropped Better integration of training offered and on the job development Better co-operation between trainers and line-managers in the development of staff

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 Evidence of the contribution that training and development activities are making to the organization Closer integration of training aims and organizational objectives

Problems

for

Employers'

Organizations

Developing Training Role

Several reasons account for the problems faced by employers' organizations in training their own staff, and in providing training to members. They include the following:

Unlike enterprises which can have their staff trained in management and other training institutions, there are no courses and training institutions which are geared to the needs of employers' organizations. This places a heavy responsibility on senior staff to train new recruits and on staff to develop themselves. Therefore organizations often rely on the ILO to conduct training programmes designed to serve the needs of employers'
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organizations, and to provide staff with study tours to other employers' organizations.

Most organizations do not have skilled trainers i.e. persons who have been trained as trainers.

Inadequate training material Inadequate information/knowledge relating to labor-related subjects needed to attract enterprises to the organization's training programmes.

The economic viability of having full time training staff. Due to financial constraints, an employers' organization would generally have to keep full time training staff to a minimum. Therefore staff with special skills providing advisory and representation services should be trained as trainers to enable them to undertake some training in their areas of expertise.

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Identifying Areas of Training specialisation

Employers' organizations do not usually offer training in all areas of management (e.g. general management, finance, and marketing) because

These are specialized areas requiring knowledge in subjects outside the mandate of an employers' organization

Such training is provided by other institutions like business schools and polytechnics which specially cater to these training needs.

However, in some areas training undertaken by employers' organizations and other institutions overlap. An example is negotiation skills on which business education institutions in some countries have highly effective programmes. Another is human resource management. Therefore it is important for employers' organizations to
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develop an expertise in training in industrial relations (laws, workplace labor relations practices, wages, and negotiation). It is a subject in which it can develop a comparative advantage, especially since in many countries such training is seldom offered by other institutions. Even if other institutions do, they may lack the practical experience employers' organizations develop if they provide direct services to members.

An increasingly important target group is the small enterprise sector which, unlike the large scale sector, usually lacks a human resource manager or a training policy and in house training facilities. A special needs assessment may have to be conducted in this sector as its needs tend to differ from those of large and medium scale enterprises. The ILO has developed the Improve Your Business (IYB) programme, which is a system of inter-related training packages and supporting materials for providing owners and managers of small enterprises with training in basic business management skills.

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Topics of Employee Training

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1) Corporate ethics: This covers the value of good manners, courtesy, consideration, personal dcor and good rapport. It also shows why and how to discourage gossip, controversies, personal work at office, rush jobs etc. 2) Communications: The increasing diversity of today's workforce brings a wide variety of languages and customs. Right from the way the receptionist handles a call to how the CEO deals with a customer gives a glimpse of the image of an organization. Such training encompasses oral, written and presentation skills. It stresses the importance of communication being clear, concise, concrete and colorful. 3) Career and life planning: A primarily employee-oriented training objective u undertaken to help employees plan for their lives, career, retirement, redundancy etc. Such training imparts the values of life skills that employees need under different and difficult circumstances.

4) Computer skills: Computer skills are becoming a necessity for conducting administrative and office tasks. 5) Customer service: Increased competition in today's global marketplace makes it critical that employees understand and meet the needs of customers. 6) Diversity: Diversity training usually includes explanation about how people have different perspectives and views, and includes techniques to value diversity.

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7) Staff management and team building: Such training shows the importance and benefits of good management and how everyone can achieve more through teamwork. 8) Stress management: Stress is an individuals response to threats and challenges in the environment. Manifested physiologically and physically, it may occur due to role conflict, role ambiguity, role incompatibility, role overload or role under load. Stress management techniques are covered under this objective. 9) Time management: Time management skills covered here showcase the importance of being specific, delegation and prioritization. They also show how to set measurable, attainable, relevant and time-bound goals. 10) Human relations: The increased stresses of today's workplace can include misunderstandings and conflict. Training can people to get along in the workplace. It also includes interpersonal relationship skills Communication is a two-way exercise and this objective covers the importance of listening, concentrating, showing empathy and self-awareness.

11) Quality initiatives: Initiatives such as Total Quality Management, Quality Circles, benchmarking, etc., require basic training about quality concepts, guidelines and standards for quality, etc. 12) Safety: Safety training is critical where working with heavy equipment , hazardous chemicals, repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.
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13) Memory skills: This objective highlights techniques for better reception, retention and recall through audio and visual learning techniques. It helps to improve skills by employing all senses, associating and following systematic plans. 14) Special skills: Besides the above, organizations also impart special job-related skills. These may include technology training, report writing, technical training, quality assessments etc. An organization may choose to impart training in any or many of the objectives mentioned above. But before one invests it is important to choose a trainer who is good and capable of making a positive difference with his or her training methodologies. Also organizational training needs to be undertaken keeping the mission and the vision statement of the organization in view.

Benefits from Development

Employee

Training

and

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Regardless of the size or type of an industry or business, training can have a measurable impact on performance and the bottom line.

Research shows that productivity increases while training takes place. A staff who receives formal training can be 230 per cent more productive than untrained colleagues who are working in the same role. Staying competitive is the key to sustainability. Training your staff, keeping them motivated and up-to-

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date with industry trends and new technologies is essential to achieving that goal. Staff benefit too, learning new skills and becoming a valued asset in any organization. Training brings direct benefits to business and can be calculated as a return on investment. High labor productivity increases business output and can open a greater share of the market or expand it by improving products, services and reputations. Successful training is focused on supporting your business objectives. Staff retention Training increases staff retention which is a significant cost saving, as the loss of one competent person can be the equivalent of one year's pay and benefits. In some companies, training programs have reduced staff turnover by 70 per cent and led to a return on investment of 7,000 per cent. Improved quality and productivity Training that meets both staff and employer needs can increase the quality and flexibility of a businesss services by fostering:

Accuracy and efficiency Good work safety practices Better customer service.

Most businesses provide on-the-job training, particularly during induction. Ongoing training almost always shows a positive return on investment. The flow-on effect
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The benefits of training in one area can flow through to all levels of an organisation. Over time, training will boost the bottom line and reduce costs by decreasing:

Wasted time and materials Maintenance costs of machinery and equipment Workplace accidents, leading to lower insurance premiums Recruitment costs through the internal promotion of skilled staff Absenteeism. Staying competitive

Businesses must continually change their work practices and infrastructure to stay competitive in a global market. Training staff to manage the implementation of new technology, work practices and business strategies can also act as a benchmark for future recruitment and quality assurance practices.

As well as impacting on business profit margins, training can improve:

Staff morale and satisfaction 'Soft skills' such as inter-staff communication and leadership Time management Customer satisfaction

Conclusion

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The employers should keep in mind these four rules of thumb when designing the companys strategy and solution: Rule #1: Internet technology is the key to a profound revolution in learning. The effects of Internet technology on employee training are indeed profound; however, technology - any technology - should be seen as a tool, not a strategy or final goal. Just because they have good word processing software doesn't mean you write well. Likewise, the Internet cannot, in and of itself, improve the quality of the learning and the content they put on it. The employers need to use Internet technology combined with high quality, effective learning to maximize learning and retention levels.

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Rule #2: There is an enduring and important role for traditional classroom instruction. People who believe technology will totally replace great teachers in front of classrooms of highly motivated learners are as misguided as those who believe the Internet is a passing fad. The blended learning solution, i.e., a mixture of classroom and Web-based training is the most effective and comprehensive learning strategy. Rule #3: Learning is a continuous, cultural process - not simply a series of workshops. Employees retain about 50% to 60% of what they learn in a formal training workshop. Often, employees forget what they have learned within two months of the workshop. Therefore, access and opportunities to learn should be available to anyone, anywhere, and at any time within an organization. Organizational learning is as much about what happens outside formal learning programs as it is about the programs themselves. Rule #4: Strategy development and implementation are never really finished. Employers change as their business changes. They adjust it as their people become more skilled and knowledgeable. The employers redefine it as new technology options become available. And, they constantly test it against the mission and vision of their business, making sure they are always in alignment. Due to training there is greater stability, flexibility and capacity for growth in an organization. Accidents, scrap and damage to machinery and equipment can be avoided or minimized through training.

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Even dissatisfaction, complaints, absenteeism, and turnover can be reduced if employees are trained well. Future needs of employees will be met through training and development programmes. Organizational take fresh diploma holders or graduates as apprentices or management trainees. They are absorbed after course completion. Training serves as an effective source of recruitment. Training is an investment in HR with a promise of better returns in future. Though no single training programme yields all the benefits the organization which devotes itself to training and development enhances its HR capabilities and strengthens its competitive edge. At the same time, the employees personal goals are furthered, generally adding to his or her abilities and value to the employer. Ultimately, the objectives of the HR department and also of the organization are also furthered.

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Annexures

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Bibliography

Human Resource Management- By VSP Rao Website-www.ideacellular.com Handouts given by idea cellular

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QUESTIONNAIRE
Organisations Name:
Name of member: Section:
General

staff

1. 2.

Are you a new employee or a longstanding employee of the company? How long have you been in your present job?

Confirmation of Current Duties

3. 4. 5.A

Do you have a duty statement for your job? Is your job accurately described in the duty statement?

Yes Yes

No No

(Go to Q 6)

(Go to Q 14)

If no, what extra duties do you do that need to be added to your duty statement? Page |

5.B What duties are no longer part of your job and can be deleted from your duty statement?

Job Analysis

6.

Describe the tasks you regularly perform that are critical to carrying out your job effectively.

7.

Describe the type of equipment you are required to use (for example, keyboard, machinery, tools of trade, etc).

8. 9.

Do you require a high degree of technical knowledge for your job? How do you work? Please circle

Yes

No

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Alone

Part of a team

Other (specify below)

10. If you work as part of a team, do you perform the same of different work to members of your team?

11. To what extent does your job require you to work closely with other people, such as customers, clients or people in your own organisation? Please circle. Very little Moderately A lot

12. How much autonomy is there in your job, ie, to what extent do you decide how to proceed with your work? Please circle. Very little Moderately A lot

13. How much variety is there in your job, ie, to what extent do you do different things at work, using several skills and talents? Please circle. Very little
Training Needs

Moderately

A lot

14. To perform your current job: What training do you still need (either on-the-job or a formal course) to perform your current job competently (eg, Excel, bookkeeping, English as a second language, etc)?

15. To perform other jobs in the organisation: What other roles in the organisation would you be interested in doing if a vacancy became available (eg, transfer to another section, supervisor position, etc)?

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16. To perform other jobs in the organisation: What training or experience would be required (eg, machine operation, negotiation skills, Occupational Health and Safety Awareness, etc)?

Future Development Needs

17. What are your career aspirations?

18. What training or development do you need to help make this happen (eg, external degree study, formal meeting procedures, leadership training, etc)?

Recognition of Prior Learning

19. What training have you attended within the last three years? (This will help identify if any training sessions have been missed or if any refresher training is required.)

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20. What training or skills have you acquired outside your current job that may be relevant to the wider organisation?

Action Plan

Agreed training and development to be provided over the next 12 months: (Record the details of training courses, on-the-job experiences, buddy systems or mentor arrangements, and include the recommended dates the staff member can expect these to occur.) Training Date

Signature of Staff Member : Signature Supervisor of :

Date : Date :

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