Training and Development (With Special Reference To It, Bpo and Telecom Sector)

DISSERTATION REPORT
On
TRAINING AND DEVELOPMENT

(With special reference to IT, BPO and TELECOM sector)
In partial fulfillment of Master of Business Administration in

Human Resource
Submitted to:
Dr. Balvinder Shukla
(Faculty Guide)
By:
Sonal Vijayvergia
A0102306102
MBA-HR Class of 2008
May 2, 2008
AMITY UNIVERSITY
UTTAR PRADESH
AMITY BUSINESS SCHOOL-AU
1
ACKNOWLEDGEMENT
This report is a synergistic product of many minds.
The Project Title “Study of Training program” has been designed and developed is the
fruits of many minds.
I owe enormous intellectual debt towards my faculty guide Professor Dr.Balvinder

Shukla, Director General, Amity Business School, Amity University who has augmented
my knowledge. She helped me to learn about the process and giving me valuable insight
of Training Programs.
I express my sincere gratitude to Dr, R Sujatha, Amity Business School, Amity

University for her valuable guidance & help rendered to me during the course of my
project. She spent her valuable time in analyzing the data collected by me to give it a
presentable shape.
I am obliged to Mr Kapil Bahl, Vice President- Genpact, Ravish Sharma, Manager-

Go4customer, Shikha Gangwal, Training Manager- Vodafone, Ashish Mathur, Customer
Service Manager- Reliance Communication, Neha Choudhary- Supervisior – Airtel, for
their cooperation during the project. My increased spectrum of knowledge in this field is
the result of their constant supervision and direction that has helped me to absorb relevant
and high quality information.
I would like to thank all the respondents without whose cooperation my project would not
have been completed.
Date Sonal Vijayvergia

A0102306102
2
CERTIFICATE
This is to certify that SONAL VIJAYVERGIA, a student of Master of Business

Administration MBA (HR), class of 2008, Amity Business School, Amity University
(bearing AUUP Enrolment no. A0102306095), has undertaken the DISSERTATION
PROJECT, submitted on 2 May 2008. She has worked under my guidance for the project
titled “TRAINING AND DEVELOPMENT”” She has also been guided by Dr. R.Sujatha,
Amity Business School, and Amity University.
This project is prepared in partial fulfillment of Master of Business Administration MBA

(HR) to be awarded by Amity University, Uttar Pradesh.
To the best of my knowledge, this piece of work is original and no part of this report has
been submitted by the student to any other Institute/University earlier.
Date Dr. Balvinder Shukla

Director General
ABS, AU
3
EXECUTIVE SUMMARY
The project is based on the study of the training programs in three sectors IT.
TELECOM, BPO
Rapid changes in the environment have not only made the jobs more complex but have
also created increased pressures for the organizations to re-adapt the products and
services offered to compete in this fast changing world. Therefore, in a rapidly changing
environment, training is an activity, which is must for maintaining a viable and
knowledgeable work force.
To initiate the process, the importance of training and development to an organization

was understood. The project aims at studying the Training Need Identification, Training
methods and evaluating the Effectiveness and the prevailing trends of training and
development in IT, Telecom, BPO sectors.
A sample size of 90 trainees was considered for the survey and the evaluation of the
training programs. It’s been analyzed that the Training is effective in BPO sector and IT
sector where as it is less effective in telecom sector. The way the company analyze the
training need and the method used by the company has a major impact on training
effectiveness. Training program help to increase the productivity, quality and
organizational objectives and hence should be very effective.
The project has helped me to enhance my practical knowledge and has given me an in
depth sight into understanding the training needs and how to develop better training
programs which would help in achieving the organizational as well as the individual
goals.
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CONTENTS
Acknowledgement …………………………………………………………………………. 1
Certificate …………………………………………………………………………………..2
Executive Summary…………………………………………………………………………..3
Chapter 1 Introduction 5
Training and development 6
Training Need Identification 6
Objective and scope 12
Rationale 13
Chapter 2 Review of Literature 14
Chapter 3 Methodology 33
Research design 34
Description of the variables under study 34
Data Collection 35
Chapter 4 Research Analysis
and Findings 37
Chapter 5 Recommendation
and Conclusion 53
Bibliography 55
Annexure
-Questionnaire 57
-Training model form [company A] 62
- Training need analysis form [company A] 73
-Feedback form of company C 74
Appendix:
Training process of company A 78
5
CHAPTER 1
INTRODUCTION
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INTRODUCTION
TRAINING AND DEVELOPMENT
Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his/her ability to perform on the job. We generally say
training can involve the changing of skills, knowledge, attitudes or social behavior. It
may bring changes in employees, how they work, and their attitudes toward their work of
their interaction with their co-workers or supervisors and the way behaves and works
TRAINING OBJECTIVES AND STRATEGIES
Having identified the training needs based on the various analyses, the next logical steps
are to set training objectives in concrete terms and to decide on the training strategies to
be adopted to meet these objectives. The training needs basically highlight the gap
between the existing and desired repertoire of knowledge attitude and skills at individual,
group and organizational level to enable the employees to contribute towards the
realization of organizational objectives at optimum efficiency. The training effort thus
will have to aim at filling in this gap by clearly stating the objectives in quantitative and
qualitative terms to be achieved through training. Such an exercise will also enable the
training specialists to evaluate, monitor and measure the extent to which stated objectives
have been met through training intervention. As the training objectives are related to
organizational objectives, the involvement of the top management will be necessary to
ensure that the two sets of objectives are integrated.
TRAINING NEED ASSESSMENT
TRAINING NEED ANALYSIS
Employees are the greatest asset which assists in achieving business objectives. To get
best from employees it is essential that they be provided with appropriate training on all
aspects of their work. Training is the way for employees to learn new skills and
knowledge and to apply them at their workplaces and learn and implement good work
7
practices. This can bring change in workplace behavior of employees and tensed
conditions
The effectiveness of the training heavily depends upon effectiveness of process used to
identifying training needs. Most organizations formalize training process by providing a
budget and resources for training but this will not ensure the investment is a good one. To
ensure the best possible returns for the organization, training and development activities
like any investment have to be targeted, planned and managed. First and foremost, the
training and development required for the organization to achieve its objectives must be
properly identified and prioritized. This is the objective of training need analysis in an
organization.
Training need analysis is the first step on the path to effective training. Training need
analysis means measuring the gap between skills available and skills required for
employees and making recommendations to bridge the gap. When need analysis is done,
it is possible to focus attention on the target and identify the means for getting there. The
Need analysis process also involves others and helps them to understand the issues which
are facing.following are the various methods training for analysis training Needs:
JOB AND SKILL ANALYSIS
Job and task analysis is performed as a preliminary to successive actions, including to

define a job domain, write a job description, create performance appraisals, selection and
promotion, training needs assessment, compensation, and organizational
analysis/planning. To break down the complexity of the job people perform into logical
parts such as duties, responsibilities and task. It organizes and identifies the knowledge,
skills, and attitudes of the employees which are required to perform the job correctly.
This is achieved by collecting task activities and requirements.
SKILL MATRIXES
The skills involved can be defined by the organization concerned, or by third party
institutions. They are usually defined in terms of a skills framework, also known as a
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competency framework or skills matrix a quick and effective way of identifying training
needs at an occupational level is to construct a skill matrix. For example,. This consists of
a number of sills which are listed and a grading system of the company, with a definition
of what it means to be at particular level for a given skill.
To make the skills management most useful, it needs to be conducted as an ongoing

process, with individuals assessing and updating their recorded skill sets regularly. These
updates should occur timely as frequently as employees' reviews of line manager, and
certainly when their skill sets have changed and defined by the company.
Skills management records the results of this analyses process in a database, and allows
detail analysis of the data. Skills management provides a structured approach to
developing individual and collective skills, and gives a common vocabulary for
discussing skills
INTER VIEWING
Interviewing is a technique that can appear to be very simple when used by an

experienced practitioner. Although some people are naturally better at interviewing,
the key skills of a good investigative interviewer are all capable of being learned. The
first two skills are common to all types of interview – questioning and listening.
SURVEY METHODS
Surveys can be very useful in the gathering of data, including information on

attitudes. People usually participate willingly if the completion of a survey form is not
too complex or lengthy and if they think some good will come out of the exercise.
When designing a survey you must decide on:
• the size and nature of the sample
• the format of the questions
• Exactly how the survey is to be conducted.
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APPRAISAL SYSTEMS
Many organizations see performance appraisal schemes as an integral part of their

employee development strategy. Schemes vary considerably from one organisation to
another, and nowadays may have a variety of names, but almost all of them include
the identification of training needs as a key component. Most also consider the
longer-term career options available to employees, and allow them to express their
preferences. It follows that anyone with responsibility for training and development
should influence the design of the scheme and ensures that notice is taken of the
information generated by it.
This is not always readily achieved. Sometimes the scheme will focus on short-term
performance issues, and line managers may not regard the consideration of
developmental issues as important. The appraisal should be considered confidential
within the department concerned. Some companies have a section covering training
and development needs is detachable, so that the training function can only be seen
for the appropriate information. The kind of approach used by the company has its
merits, but excludes the underlying performance issues which contribute towards
identifying the training and development needs.
There are many issues to be addressed when designing and implementing an appraisal
scheme, and some of the aims of the process may conflict with each other. For
example, a scheme linked to the determination of pay increases may inhibit the
appraisee from being honest about aspects of the job that he or she finds difficult,
whereas it is precisely these aspects that must be discussed to identify training needs.
The company should take care and initiative to reduce these conflicts
DEVELOPMENT CENTRES
The use of assessment centres for selection has continued to increase to the point
where students approaching graduation now expect to undergo them routinely as they
search for a suitable position. Somewhat less common, but growing in popularity, is
the use of centres to assist in identifying developmental and training needs.
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The reasons that the use of development centres has increased now a days is that
many organizations now base many of their employment practices on the idea of
‘competencies’ and competencies mapping. Having identified key competencies of
the employees for each job, it become comparatively easy to check how to make an
assessment on that competency and compare it with the level of competency required.
Following participation at development centres (or workshops), people can be
informed how their performance was rated compared with the standard required for
progression or movement into another role. This would be extremely helpful to the
people. The organizations may also use these assessments to come on a decision that
should be given training and experience – and, of course, which should not be. It
should be kept in mind that development centres do not function in isolation.
There is no other single reason and the right way for a centre to be run. The design
adopted by the development centres would depend upon the competencies being
juged and analysed and, finally, how much the organization wants to spend to develop
these competencies. Some of the development centres run for several days but most
commercial organizations cannot spend or afford much for the resources to do this,
and the pressure comes usually to reduce the duration of time to minimum. The most
common and usually used duration is one full day – perhaps with a follow-up
feedback session.
CRITICAL INCIDENTTECHNIQUE
Critical incident technique (CIT) was developed by John Flanagan, an American

psychologist, during World War II. He wanted to know why mistake were being made in
bombing missions over Germany, and to improve flight-crew training.
The basis for CIT is that most of the jobs contain a lot of padding – routine operations
that don’t matter that much. The things which differentiate someone who is particularly
very good in the job from someone who is good average or poor are what they doing and
how they handle the situations which may be fairly rare, but which are important in terms
of outcome – critical incidents. People have the tendencies to talk about work in
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generalities. Asked what makes a good bar manager, they may talk about needing a good
sense of humor, good judgment, and a customer-focused attitude. This may be true, but
how do we train these qualities? To bring changes in the attitude and to change them,
based on the required behavior
Using CIT we ask (for example): ‘Give me an example of when having good judgment
was important.’ The person may then describe an incident involving a group of people
who entered the bar but looked under-age, and tell how he or she politely asked them to
leave. This can then produce a list of critical behaviors which can be taught to someone to
ensure that they can cope in a similar situation. Of course, a whole range of incidents may
be described which required good judgment, a good sense of humor and customer focus.
It is important to get as wide a range of incidents as possible, preferably from a number of
people, so
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OBJECTIVE AND RATIONALE
OBJECTIVE OF THE PROJECT
• Identify the training needs of the company

• The training methods adopted by the company
• Evaluating the effectiveness of training programs
SCOPE OF THE STUDY
Training Effectiveness is the process wherein the management finds out how
effective it has been at training and developing the employees in an organization.
 This study gives some suggestions for making the present training and
development system more effective.
 It gives organization the direction, how to deal differently with different
employees.
 It identifies the training & development needs present among the employees.
RATIONALE OF THE RESEARCH STUDY
The essential elements in any enterprise are considered to be the materials, equipment and
human resource. Training allied to the human resource specializations within the
management, ensures that the manpower of the required level of expertise at the right
time should be there in the company. But before that it should be taken into consideration
that the attention given by the organizations to the provision of materials, machinery and
equipment. After that we should compare the commitment to the third essential factor in
production cycle that is Human Resources. One of the most important factors is goes to
the regards of the traditional view of training and trainers. They are seen as an expense by
the organizations, a service, as second rate to production or as a necessary evil. Training
13
has fall behind to the other management activities, especially in the planning period. It is
often done as a reaction to immediate needs of the employees, a patch up operation in,
instead of an ordered activity. Training and Development is designed to enhance the
competency of managers and workers and other employees who are dealing with variety
of organizational functions. Training and Development is a process through which the
goals of management and organization can be achieved. Investment in Training and
Development has come to be considered as an asset by the companies for organizational
development or in other words, Training is indispensable for an effective organizational
development and growth. Previously, training was almost exclusively trainer oriented and
it was not based on organizations needs. The trainer used to determine the objectives of
the course, its duration, its contents and format. On many occasions training was of a
pedagogic nature with the trainer in complete control of the direction of the training.
Moreover, the alignment of the corporate goal was missing. The views of the trainees
were rarely been taken or even if were taken, it was with a condescending attitude. Due to
all these reasons the bottom-line contribution of training or the organizational
development was less.
All employees are expected to participate in company sponsored training programs

considered necessary for enhancing their work skills improve knowledge and change in
attitude. We realize that in today’s constantly changing environment, to make our
services better than those of our competitors initiative by the management for training is
necessary. Therefore, training opportunities are offered through specialized training
programs conducted by in-house instructors, instructors from the industry, or by experts
in the field.
.
.
14
CHAPTER 2
REVIEW
OF
LITREATURE
15
INTRODUCTION TO TRAINING
Training is one of the processes required to turn new members of an organization into
“productive insiders”.
“Training is a process of transmitting and receiving information related to problem

solving.” Halloram
“Training is the international act of providing means for learning to take place.” Proctor
and Thornton
“Training is a means to educate somewhat narrowly mainly by instruction, drill and

Discipline. It is referred as applying principally to the improvement of skills and hence to
learning how to perform specific tasks.” Yoder
“Training is being defined as an act of increasing the knowledge and skill of an employee
for doing a particular job. It is concerned with imparting specific skills for particular
purposes. Training is aimed at learning a skill by a prescribed method of application of a
technique.” Tripth
“Training is the formal procedure which a company utilizes to facilitate learning so that
the resultant behavior contributes to the attainment of the company’s goals and
objectives.” Mc Ghee and Thayer
Employee training is a specialized function and is one of the fundamental operative

functions of Human Resource Management.
16
According to FLIPPO,
“Training is the act of increasing the knowledge and skill of an employee for doing a
particular job.”
It is a short-term educational process and utilizing a systematic and organized procedure

by which employees learn technical knowledge and skills for a definite purpose.
Training refers to the organization’s efforts to improve an individual’s ability to perform

a job or organizational role. It can be defined as a learning experience in which it seeks a
relative permanent change in an individual that would improve his ability to perform the
job.
Thus, training refers to the efforts made on the part of the trainer who facilitates learning
on the part of the training to increasing skills knowledge and perfection in a specific task
for efficiency economy and satisfaction.
Training enables employees to learn new concepts, build skills the required for the job, to
maintain interpersonal relationship and technical problems or gain insight into behavior
accepted as the way things are run in the companies.
Upon reviewing the variety of definition of training available the following

characteristics can be listed as key elements for effective training.
 Effective training is the learning experience

 Effective training is a planned organizational activity
 Effective training is a response to identified needs.
A key assumption of training is that by giving employees skill and insight for
identifying and defining organizational problems, individual will have greater capacity to
change unproductive and unsatisfying organizational structures and processes. It is a
catalytic process that depends largely on the abilities of informed and skilled members to
develop their tools for charge.
17
However, the individual abilities must be simultaneously supported by
organizational accountability so that, participants use their abilities to the hilt to learn
from the training programmes and transfer those learning to the workplace and is
technically termed as the transfer of training effects. It is basically the process of
increasing the knowledge and skills for doing a particular job; an organized procedure by
which people gain knowledge and skill for a definite purpose.
DIFFERENCE BETWEEN TRAINING , DEVELOPMENT AND EDUCATION
Training and development go hand in hand and are often used synonymously but
there is a difference between them.
Training is the process of learning a sequence of programmed behavior. It is an

application of knowledge. It makes the people aware of the rules and procedures to guide
their behavior and attitude. It makes provisions to improve their performance on the
current job and prepares them for an intended job and for the other activities.
Development is a related process to the training. It covers all those, which improve job
performance, and also those, which bring about growth of the personality. It helps
individual in the progress towards maturity, actualization, and realization of potential
capabilities so that they can become good employees as well as better human beings.
Education: Education is focused more towards the future of an individual. It prepares the
individual for the challenges which an individual can face, shapes his career and grooms
him for social responsibilities. It is not usually targeted towards specific behavior but for
overall development of personalities. Therefore it lacks the specificity of training.
Education takes a long-term perspective of an individual’s life. Education is more firmly
rooted in the culture of a society. One of the key concerns of education is the inculcation
of socially accepted values in the individual. Social institutions like state, family and the
community play an important role in the education of an individual. In education the
group is more enduring and there is sustained interaction over a long period of time.
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PRINCIPLES OF TRAINING
Motivation
Learning is enhanced when the learner is motivated. Learning experience must be
designed so learners can see how it will help in achieving the goals of the organization.
Effectiveness of training depends on motivation.
Feedback
Training requires feedback. It is required so the trainee can correct his mistakes. Only
getting information about how he is doing to achieve goals, he can correct the deviations.
Reinforcement
The principle of reinforcement tells the behaviors that are positively reinforced are
encouraged and sustained. It increases the likelihood that a learned behavior well be
repeated.
Practice
Practice increases a trainee’s performance. When the trainees practice actually, they gain
confidence and are less likely to make errors or to forget what they have learned.
Individual Differences
Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training must be
geared to the intelligence and aptitude of individual trainee.
Goal setting
Training should be based on specific needs and objectives of the organization as well as
employees. Determination of goals pertaining to development of skills, knowledge and
behavior helps in improving organizational performance.
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OBJECTIVES OF TRAINING
 To increase productivity
An instructor can help employees increase their level of performance on their assignment.
Increase in human performance leads to increase in the operational productivity and also
the increase in the profit of the company.
 To improve quality
Better-trained workers are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational employment
atmosphere.
 To help a company fulfill its future personnel needs

The organizations having good internal training and development programmes will have
to make less changes and adjustments. When the need arises, vacancies can be easily
staffed.
 To improve organizational climate

An endless chain of positive reactions result from a well planned training programme.
 To improve health and safety

Proper training can prevent industrial accidents. A safer atmosphere leads to more stable
attitudes on part of the employees.
 Obsolescence prevention
Training and development programmes foster the initiative and creativity of employees
and can help prevent manpower obsolescence.
 Personal growth
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Employees on a personal basis gain individually from their exposure to educational
expressions. Training programmes give them wider awareness and skills.
NEED FOR TRAINING

 To impart to the new entrants the basic knowledge and skills they need for
definite tasks.
 To help and assist the employees to function more effectively and efficiently in
their present positions by exposing them to new concepts.
 To build a line of competent people and prepare them to occupy more responsible
positions.
 To reduce the supervision time, wastage and spoilage of new material.
 To reduce the defects and minimize the industrial accidents.
 To ensure the economical output of the required quality.
 To prevent obsolescence.
 To promote individual and collective morale, responsibility and cooperative

attitudes etc.
 For employee motivation and retention.
 For career advancement
 To improve organizational climate
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 To help the organization fulfill its future manpower needs
TYPES OF TRAINING
Training is required for several purposes. Accordingly training programmes may

be of the following types:
 Orientation training: Induction or orientation training seeks to adjust newly

appointed employees to the work environment. Every new employee needs to be
made fully familiar with his job, his superiors and subordinates and with the rules and
regulations of the organization. Induction training creates self-confidence in the
employees. It is also knows as pre-job training. It is brief and informative.
 Job training: It refers to the training provided with a view to increase the knowledge
and skills of an employee for performance on the job. Employees may be taught the
correct methods of handling equipment and machines used in a job. Such training
helps to reduce accidents, waste and inefficiency in the performance of the job.
 Safety training: Training provided to minimize accidents and damage to machinery

is known as safety training. It involves instruction in the use of safety devices and in
safety consciousness.
 Promotional training: It involves training of existing employees to enable them to

perform higher-level jobs. Employees with potential are selected and they are given
training before their promotion, so that they do not find it difficult to shoulder the
higher responsibilities of the new positions to which they are promoted.
 Refresher training: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use of new
methods and techniques. With the passage of time employee may forget some of the
methods of doing work. Refresher training is designed to revive and refresh the
22
knowledge and to update the skills of the existing employees. Short-term refresher
courses have become popular on account of rapid changes in technology and work
methods. Refresher or re-training programs are conducted to avoid obsolescence of
knowledge and skills.
 Remedial training: Such training is arranged to overcome the shortcoming in the

behavior and performance of old employees. Some of the experienced employees
might have picked up appropriate methods and styles of working. Such employees are
identified and correct work methods and procedures are taught to them. Psychological
experts should conduct remedial training.
 Cross functional training: - It involves training employee to perform operations IN
areas other that their assigned job. High performing workers act as peer trainers and
help employees develop skills in another area of operation. It helps workers gain rich
experience in handling diverse jobs and makes them more adaptable and versatile and
thus helps them develop their own career paths. It also increases the understanding of
the business. It reduces the need of supervision and when one employee is absent the
other employee can perform his job.
METHODS OF TRAINING
METHODS OF
TRAINING
ON- THE- JOB OFF- THE- JOB

METHODS METHODS
 On-the-job techniques
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On the job techniques enables managers to practice management skills, make
mistakes and learn from their mistakes under the guidance of an experienced,
competent manager. Some of the methods are as:
• Job Rotation: It is also referred to as cross straining. It involves placing an employee

on different jobs for periods of time ranging from a few hours to several weeks. At
lower job levels, it normally consumes a short period, such as few hours or one or two
days. At higher job levels, it may consume much larger periods because staff trainees
may be learning complex functions and responsibilities.
Job rotation for managers usually involves temporary assignments that may range
from several months to one or more years in various departments, plants and offices.
Job rotation for trainees involves several short-term assignments, that touch a
variety of skills and gives the trainees a greater understanding of how various work areas
function.
For middle and upper level management, it serves a slightly different function. At
this stage, it involves lateral promotions, which last for one or more years. It involves a
move to different work environment so that manager may develop competence in general
management decision-making skills.
• Enlarged and enriched job responsibilities: By giving an employee added job

duties, and increasing the autonomy and responsibilities associated with the job, the
firm allows an employee to learn a lot about the job, department and organization.
• Job instruction training: It is also known as step-by-step training. Here, the trainer
explains the trainee the way of doing the jobs, job knowledge and skills and allows
him to do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee. In simple words, it involves
preparation, presentation, performance, and tryout and follow-up.
• Coaching: The trainee is placed under a particular supervisor who functions as a

coach in training the individual. The supervisor provides the feedback to the trainee
24
on his performance and offers him some suggestions for improvement. Often the
trainee shares some duties and responsibilities of the coach and relives him of his
burden.
A drawback is that the trainee may not have the freedom or opportunity to express his
own ideas.
• Committee assignments: Here in, a group of

trainees are given and asked to solve an actual organizational problem. The trainees
solve the problem jointly. This develops team work and group cohesiveness feelings
amongst the trainees.
 Off-the-job training
It includes anything performed away from the employee’s job area or immediate work
area. Two broad categories of it are:
In house programmes
These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.
Off-site programmes
It is held elsewhere and sponsored by an educational institution, a professional
association, a government agency or an independent training and development firm.
The various off- the- job-training programs are as follows:
• Vestibule training: Herein, actual work

conditions are simulated in a classroom. Material, files and equipment those are used
in actual job performance are also used in training. This type of training is commonly
used for training personnel for clerical and semiskilled jobs. The duration of this
25
training ranges from few days to a few weeks. Theory can be related to practice in
this method.
• Role-playing: It is defined as a method of human

interaction that involves realistic behavior in imaginary situations. This method
involves action doing and practice. The participants play the role of certain characters,
such as production manager, HR manager, foreman, workers etc. This method is
mostly used for developing interpersonal interactions and relations.
• Lecture method: The lecture is a traditional and

direct method of instruction. The instruction organizes the material and gives it to the
group of trainees in the form of a talk. To be effective, the lecture must motivate and
create interest among the trainees. An advantage of this method is that it is direct and
can be used for a large group of trainees.
• Conference or discussion: It is a method in

training the clerical, professional and supervisory personnel. It involves a group of
people who pose ideas, examine and share facts and data, test assumptions and draw
conclusions, all of which contribute to the improvement of job performance. It has an
advantage that it involves two-way communication and hence feedback is provided.
The participants should feel free and open to speak in small groups. Success depends
upon the leadership qualities of the person who leads the group.
• Programmed instruction: This method has

become popular in recent years. The subject matter to be learned is presented in a
series of carefully planned sequential units. These units are arranged from simple to
mere complex levels of instructions. The trainee goes through these units by
answering questions or filling the blanks. This method is expensive and time
consuming.
EVALUATING THE EFFECTIVENESS OF TRAINING
26
Training Effectiveness: It is the degree to which trainees are able to learn and apply the
knowledge and skills acquired in the training program. It depends on the attitude,
interests, value expected of the trainees and the training environment.
A training program is likely to be more effective when trainees want to learn, are
involved in their job, have career strategies, contents of training program and the ability
and motivation of trainers also determines training effectiveness
THE EVALUATION MODELS
The process of evaluating the training effectiveness involves the consideration of various
constraints. Many researchers have developed various methods and models in order to
facilitate this process. Some of the models are described as below: -
MODEL 1
Kirk Patrick model
The choice of evaluation criteria is a primary decision that must be made when evaluating
the effectiveness of training. Although newer approaches to, and models of, training
evaluation have been proposed by Kirkpatrick’s (1959, 1976, 1996) four-level model of
training evaluation and criteria continues to be the most popular .We used this framework
because it is conceptually the most appropriate for our purposes. Specifically, within the
framework of Kirkpatrick’s model, questions about the effectiveness of training or
instruction programs are usually followed by asking, “Effective in terms of what:
Reactions, learning, behavior, and results” Thus, the objectives of training determine the
most appropriate criteria for assessing the effectiveness of training.
Reaction criteria, which are operationalzed by using self-report measures, represent

trainees’ affective and attitudinal responses to the training program. However, there is
very little reason to believe that how trainees feel about or whether they like a training
27
program tells researchers much, if anything, about (a) how much they learned from the
program (learning criteria), (b) changes in their job-related behaviors or performance
(behavioral criteria), or (c) the utility of the program to the organization (results criteria).
This is supported by the lack of relationship between reaction criteria and the other three
criteria. In spite of the fact that “reaction measures are not a suitable surrogate for other
indexes of training effectiveness” anecdotal and other evidence suggests that reaction
measures are the most widely used evaluation criteria in applied settings. For instance,
in the American Society of Training and Development 2002 State-of-the-Industry Report,
78% of the benchmarking organizations surveyed reported using reaction measures,
compared with 32%, 9%, and 7% for learning, behavioral, and results, respectively.
Learning criteria are measures of the learning outcomes of training; they are not
measures of job performance. They are typically operationalized by using paper-and-
pencil and performance tests. According to Tannenbaum and Yukl (1992), “trainee
learning appears to be a necessary but not sufficient prerequisite for behavior change” it
is not as well used in business settings as an evaluation technique; school settings are
more likely to use level 2 evaluation techniques. Level 2 evaluation techniques and most
reliable when pre and post evaluations are utilized.
In contrast, behavioral criteria are measures of actual on-the-job performance and can
be used to identify the effects of training on actual work performance. Issues pertaining to
the transfer of training are also relevant here. Behavioral criteria are typically
operationalized by using supervisor ratings or objective indicators of performance. Level
3 evaluations are difficult because human behaviour needs to be measured. Although
learning and behavioural criteria are conceptually linked, researchers have had limited
success in empirically demonstrating this relationship. This is because behavioural
criteria are susceptible to environmental variables that can influence the transfer or use of
trained skills or capabilities on the job. For example, the post training environment may
not provide opportunities for the learned material or skills to be applied or performed
28
Some executives are willing to assume that if employees are exhibiting the desired
behaviour on the job (level 3) that will have a positive influence of the company’s bottom
line.
Finally, results criteria (e.g., productivity, company profits) are the most distal and
macro criteria used to the effectiveness of training. Results criteria are frequently
operationalized by using utility analysis estimates. Utility analysis provides a
methodology to assess the dollar value gained by engaging in specified personnel
interventions including training. Level 4 evaluations is actually easier to achieve than
level 3, since level 4 evaluations are tied to information that can be measured Some
trainers believe that a positive level 3 implies success at level 4.
Moreover difficult is that the level 3 and level 4 evaluations also provide other
advantages apart from contributing to company goals. These evaluations can add value to
the service that the training department can provide. They can also be instrumental in
over hauling current curriculum; if a course is not meeting company objectives, then
either change the course or stop offering the course all together
In summary, it is our contention that given their characteristic feature of capturing

different facets of the criterion space—as illustrated by their weak inters correlations
reported by Alliger et al.
The effectiveness of a training program may vary as a function of the criteria chosen to
measure effectiveness. Thus, it is reasonable to ask whether the effectiveness of training
—operationalized as effect size—varies systematically as a function of the outcome
criterion measure used. For instance, all things being equal, are larger effect sizes
obtained for training programs that are evaluated by using learning versus behavioural
criteria? It is important to clarify that criterion type is not an independent or causal
variable in this study. Our objective is to investigate whether the operationalization of the
dependent variable is related to the observed training outcomes
29
(i.e. effectiveness). Thus, the evaluation criteria (i.e., reaction, learning, behavioural, and
results) are simply different operations of the effectiveness of training.
MODEL 2
CIRO MODEL OF EVALUATION
Developed originally by WARR (1978), this theoretical model is based on evaluation

being carried out at four different levels:
Context Evaluation: Obtaining and using information about the current operational
context i.e. about individual difficulties, organizational deficiencies etc. in practice, this
mainly implies the assessment of training needs as a basis for decision. This involves:
 Examining the expectations and perceptions of the people.
 Examining whether the training needs were accurately identified.
 Putting the specific training event in the wider context of other training
activities.
 Establishing whether the trainers enjoyed the confidence of the trainees
and whether the latter are comfortable with the level and focus of the training.
Input Evaluation: Determine using factor and opinion about the available human and
material training resources in order to choose between alternative training methods. This
involves:
 Establishing the adequacy of the resource base and its cost.
 Considering the choice and effectiveness of the training methods and techniques.
 Identifying the numbers who successfully completed the program compared with
those who started and draw appropriate inferences.
 Establishing whether the trainers were perceived to be credible as far as the
trainees are concerned.
 Establishing whether the psychological and emotional climate of learning was
appropriate.
30
Reaction Evaluation: Monitoring the training as it is in progress. This involves
continuous examination of administrative arrangements and feedback from trainees. This
involves:
 Looking at the reactions of trainees to the content and method of training.
 Establishing the reaction of other people, particularly line managers to the early
results of the training program.
 Discussing the views and observations of the trainers.
Outcomes: It implies the measuring of the consequences of training. This involves:

 Establishing whether expectations of results were met.
 Identifying whether all or some of the learning objectives were met.
 Finding out what were the end course views about the training.
The three levels of outcome evaluation may be distinguished:

- Immediate Outcomes: The changes in the trainee’s knowledge, skills and
attitude that can be identified immediately after the completion of training. The
aim here is to find out the extent to which positive transfer of learning has taken
place from the training to the workplace. This type of evaluation may be done in
several ways such as behaviorally anchored rating scales or self repots
supplemented by reports of subordinates, peers and supervisors or critical
incidents etc.
- Intermediate Outcomes: These are the changes in trainee’s actual work

behavior, which result from training. The assumption here is that effective
training should be reflected in the trainee’s increased job-proficiency.
- Ultimate Outcomes: These are the changes in the functioning of part or the entire
organization, which have resulted from changes in work behavior. For this
purpose, indexes of productivity, labour turnover etc, studies of organizational
31
climate and human resource accounting are taken as the ultimate results achieved
by the trainees.
MODEL 3
KAUFFMAN’S FIVE LEVEL OF EVALUATION :
Some researchers recognized the shortcomings of Kirkpatrick’s four level approaches and
attempted to modify and add to this basic framework. Kaufman expanded the definition
of level 1 of Kirkpatrick’s model and added a fifth level addressing societal issues.
At Level 1, the factor of the concept of enabling addressees the availability of various
resources inputs necessary for a successful intervention. Level 5 is the evaluation of
societal and client responsiveness, and consequences in payoff. This moves evaluation
beyond the Organization, and examines the extent to which the performance
improvement program has enhanced the
society and the environment surrounding the organization.
LEVEL EVALUATION FOCUS

5. Societal Outcomes Societal and client responsiveness, consequences and
payoff’s
4. Organizational Output Organizational contributions and payoff s
3. Application Individual and small group utilization within the
Organization
2. Acquisition Individual and small group mastery and competency
1b. Reaction Methods, means and process acceptability and efficiency
1a. Enabling Availability and quality of human, financial and physical
resources input
Five levels for evaluation of interventions for training impact (Kaufman’s Model)
A Framework for Measuring Training and Development in the State Sector
Some Information is reported to Government on training and development in its

companies and agencies. Such kind of information would be useful in advising
Government about the capability of these companies and agencies, among other purposes.
However, to measure training effectiveness and results is difficult for many reasons,
32
including the lack of standard definitions and its measures and the fact is that many of the
organizations have no centralized collection of training data and information.
This research paper is based on a review of the literature and interviews with officials and
employees to develop a framework for measuring training effectiveness in government
agencies. The framework comprises a hierarchy of linked components from sound
foundation of training policies and practices and efficient and equitable training
investment and expenditure, to training effectiveness in achieving desired individual
behavior and to achieve organizational objectives, and finally to State the sector people
capability (resulting from training and other factors). Suggested measures and indicators
are provided to the framework and to its each component to measure the training. They
include measures for the government agencies to be use by them internally for their own
management and official purposes, and these measures are likely to be useful in reporting
to Government. The paper concludes that while measuring training is problematic and
difficult but it is nonetheless desirable. It suggests that reporting to Government should
focus primarily on State sector people capability, but that government agencies should
develop systems in place to provide information on the other three aspects of the
framework, when required. Publication of the Working Papers Series recognizes the
value of developmental work in generating policy options. The series in the paper
were prepared for the purpose of informing policy development and growth in the
organizations. The views expressed are those of the authors and officials and should
not be taken to be the views of the State Services Commission.
33
CHAPTER 3
METHODOLOGY
34
TYPE OF RESEARCH
Descriptive Research design cum Analytical Research Design
SAMPLE UNIT
Employees who have completed their training to evaluate the training effectiveness and 9
managers from each company to identify the training needs and training methods adopted
by the company
SAMPLE SIZE
99 employees (90 trainees and 9 managers)
COMPANY NAME AND SECTORS

IT
Name- Company A, Company B, Company C
TELECOM
Name- AIRTEL, HUTCH, RELIANCE
BPO
Name-GENPACT, INFOSYS, GO4 CUSTOMER
TYPE OF QUESTION
35
Close ended and open ended
TYPE OF QUESTIONNAIRE
Structured and Undisguised
STRUCTRED AND UNDISGUISED QUESTIONNAIRE
For this project a structured questionnaire is used where each question specify the set of
responses alternatives and the response format. A structured questionnaire can be of three
types multiple choices, dichotomous or a scale. A open ended structured questionnaire is
used where the scale is explained above. The questionnaire used here is undisguised, as
the respondents clearly know the purpose of this survey and intentions behind it.
ADVANTAGES OF USING STRUCTURED QUESTIONNAIRE

I. Structured questionnaire is used to reduce the respondent error as employees are
aware of the type of information required from them and the purpose of this
information.
II. Structured questionnaire helps in reducing interviewer biasness because the
questionnaire is specific and structured and is not open for the interpretations by
the interviewer.
LIMITATIONS OF USING STRUCTURED QUESTIONNAIRE

I. The disadvantage of structured questionnaire is that it increases position or order
of biasness. Order or position bias is defined as the respondent’s tendency to
check an alternative merely because it occupies a certain position or is listed in a
certain order.
METHODS OF DATA COLLECTION
PRIMARY DATA
Primary data is that which is collected afresh and for the first time, and thus happens to be
original in character.
36
Primary data used in this study is collected through
 Questionnaire
 Discussions done with the staff of the department.
SECONDARY DATA
Secondary data, on the other hand, is that which have been already collected by someone
else and which have already been passed through the statistical process.
Secondary data used in this study is taken from various sources like
 Websites.
 Books and Magazines.
Action Plan
• Literature Survey through various Journals, Magazines and internet.
• Designing of the Questionnaire
• To visit the respective respondent
• Collect the details and fill up the questionnaire
• Analyze the data collected
• Drawing conclusions and recommendations
37
Chapter 4
RESEARCH ANALYSIS AND FINDINGS
38
ANALYSIS OF THE DATA
This chapter helps to understand the analysis of how the training need identification done
by the companies, the various training method adopted by the companies and to evaluate
the training effectiveness.
TRAINING NEED ASSESSMENT ANALYSIS
TRAINING NEED ASSESSMENT IN IT SECTOR
Company A Company B Company C
Method Performance Performance Performance

Appraisal System, Appraisal System appraisal system,
survey methods, skill matrix, survey
critical incident methods
technique
Time Annually Biannually Annually
Effectiveness Very effective Effective Effective
Taking initiative in Proactive Proactive and More reactive less
analysis TNI reactive proactive
Company converts Yes Yes yes
TNI effectively
Training Methods On the job Training, On the job, Role On the job training,
used Informal training, Playing and Role Skill training,
Technical training, Analysis, Product training,
Behavioral Training Discussions, Job Assignment and
Rotation task, Mentoring
TRAINING NEED ASSESSMENT IN TELECOMMUNICTAION SECTOR
39
AIRTEL HUTCH RELIANCE
Method Performance Performance Job and task

appraisal system, Appraisal System analysis
survey methods,
Time Biannually Annually Quarterly
Taking initiative in Proactive and Proactive and Reactive
analysis TNI Reactive Reactive
Company converts Yes Yes yes
TNI effectively
Training methods On the job, Job Skill training, On Informal training,
Rotation, Classroom the job, Behavioral training,
training, Attitudinal training, Assignment and
training, Skill Discussions, Task, Product
Training Mentoring, Job training, Technical
Rotation training, Lectures
TRAINING NEED ASSESSMENT IN BPO SECTOR
GENPACT INFOSYS GO 4 CUSTOMER
Method Job and task Performance Skill matrix,

analysis, skill Appraisal System, Appraisal, survey
matrix, survey method, skill methods
interviewing, matrix
Appraisal system,
Development
centres
Time Biannually Annually Quarterly
Taking initiative in Proactive and Proactive and Reactive
analysis TNI Reactive Reactive
Company converts No Yes yes
TNI effectively
Training Methods On the job, On the job, On the job, Informal
Informal training, Classroom training Training, Skill
Skill training, Product training Training, classroom
Classroom training, Technical training training, Product
Training assignment Lectures Training, Technical
and Task, Product Coaching Training, Lectures, ,
training, Technical Mentoring Job Rotation,
training, , Off the Mentoring
40
job, mentoring,
The above tables represent the methods adopted by the companies in IT, BPO, and
TELECOM sector for training need identification and depict how frequently the company
analyses the training need. It shows that what the manager feel about the effectiveness of
their training need identification as how effectively the company converts their training
needs into manageable elements. This table represents the training methods which are
frequently taken up by the companies.
From the tables we can interpret that only GENPACT is the company which is not able to
convert the training needs into manageable elements and there are various training
methods which are common in the three sectors like On the Job training, Skill training,
mentoring.
1. OBJECTIVES ACHIEVED
Sectors Strongly Agree Agree Disagree Strongly

Disagree
IT 16 12 2 0
TELECOM 12 16 3 0
BPO 16 14 0 0
OBJECTIVE ACHIEVED
18 16 16 16
16 14
14 12 12
12
IT
10
TELECOM
8
6 BPO
4 3
2
2 0 0 0 0
0
Strongly Agree Agree Disagree Strongly
Disagree
41
Graph 1.1
From the graph we can say that the objectives achieved is maximum in IT sector and
BPO sector and then the telecom sector the objectives in terms of:
• Nature of job
• Requirement of the ob
• Responsibility of the job
• To increase Knowledge
• To improve skills
• Change in attitude
• Develop skills to successfully conduct discussions with supervisor/subordinate
• Leadership effectiveness
• Improve knowledge about strategic objective of the organization
The overall objective achieved is high in BPO sector and IT sector and are low in
TELECOM sector.
2.TRAINING PROGRAM SATISFACTION

Disagree
IT 21 9 0 0
TELECOM 13 17 0 0
BPO 21 9 0 0
TRAINING PROGRAM SATISFACTION
25
21 21
20 17
15 13 IT
TELECOM
9 9
10 BPO
5
0 0 0 0 0 0
0
Disagree
42
Graph 1.2
Interpretation
From the chart we can say that that satisfaction of the training program is 84%in IT and
BPO sector while it is 52 % in telecom sector. So by this we can evaluate that the
satisfaction in IT and BPO sector is 30% more than in the TELECOM sector.
3.ACHIEVEMENT OF PERSONAL OBJECTIVES

Disagree
IT 11 17 2 0
TELECOM 7 16 7 0
BPO 11 19 0 0
ACHIEVEMENT PF PERSONAL OBJECTIVE
20 19
18 17
16
16
14
12 11 11 IT
10 TELECOM
8 7 7
BPO
6
4 2
2 0 0 0 0
0
Strongly Agree Disagree Strongly
Agree Disagree
43
Graph 1.3
Interpretation
From the above result we have analyzed that in the training; of achievement of personal
objective in IT and BPO sector is 55 % and approximately same in both the sectors while
the personal objective achieved in TELECOM sector is 35% only. So the rate of personal
objective achieved is high in IT and BPO sector by 22% hence these companies help
more in the achievement of personal objective.
4. EFFECTIVENESS OF THE TRAINER

Disagree
IT 24 6 0 0
TELECOM 20 8 2 0
BPO 26 4 0 0
EFFECTIVENESS OF THE TRAINER
30
26
24
25
20
20
IT
15 TELECOM
10 8 BPO
6
4
5 2
0 0 0 0 0
0
Disagree
44
Graph 1.4
Interpretations:
The trainer appointed was most effective in BPO sector in terms of:
• Subject knowledge
• Communication skills
• Styles and delivery
• Creating learning climate
• Methodology used
The effectiveness of the trainer is highest in BPO sector and then in the IT sector and is
low in TELECOM sector
5. BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE

Disagree
IT 14 16 0 0
TELECOM 13 14 3 0
BPO 15 15 0 0
BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE
18 16
16 15 15
14 14
14 13
12
IT
10
TELECOM
8
BPO
6
4 3
2 0 0 0 0 0
0
Strongly Agree Agree Disagree Strongly Disagree
45
Graph 1.5
Interpretation:
From the above result it is analyzed that the balance of theoretical and practical
knowledge is most effective in BPO sector which accounts to 83% and then is effective in
IT sector by 77% and then in TELECOM by 73%.There is a small difference in the three
sectors in terms effectiveness of trainer and the difference comes is approximately 5% to
6% is there in the three sector.
6.PROGRAM DURATION

Sectors Disagree
IT 20 10 0 0
TELECOM 18 11 0 0
BPO 24 6 0 0
PROGRAM DURATION
30
24
25
20
20 18
IT
15 TELECOM
10 11
10 BPO
6
5
0 0 0 0 0 0
0
Disagree
46
Graph 1.6
Interpretation:
From the graph we interpret that the program duration is most appropriate in BPO sector
up to 80% the same in IT sector comes to 70% and in TELECOM sector it comes to 60%.
So according to the respondents the time duration used in training is appropriate in BPO
sector.
7. DELIVERY IN JOB AFTER TRAINING

Disagree
IT 25 5 0 0
TELECOM 18 12 0 0
BPO 19 11 0 0
DELIVERY IN JOB AFTER TRAINING
30
25
25
20 18 19
IT
15 12 11 TELECOM
10 BPO
5
5
0 0 0 0 0 0
0
Disagree
47
Graph 1.7
Interpretations:
From the graph it is interpreted that the employees after their trainings are most
effectively able to deliver in IT sector which comprises of 83%.and then the delivery in
BPO sector is high by 63% and then in the TELECOM sector by 60% so the delivery
after the training is most effective in IT sector.
8. TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION

Disagree
IT 7 17 6 0
TELECOM 13 16 1 0
BPO 12 17 2 0
TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION
18 17 17
16
16
14 13
12
12
IT
10
7 TELECOM
8 6
6 BPO
4 2
2 1
0 0 0
0
Disagree
48
Graph 1.8
Interpretations:
From the graph it can be interpreted that the activities and follow up discussion
procedures is effective in TELECOM by 72% sector then in BPO sector by 66% and then
in the IT sector is 40%. There is a huge difference in this area in the entire sector.
9. FEEDBACK MECHANISM

Disagree
IT 20 10 0 0
TELECOM 13 16 1 0
BPO 21 9 0 0
FEEDBACK MECHANISM
25
20 21
20
16
15 13 IT
10 TELECOM
9
10 BPO
5
1
0 0 0 0 0
0
Disagree
49
Graph 1.9
Interpretation:
From the above graph and table it is interpreted that feedback mechanism is most
effective in BPO sector by 84 % and then in the IT sector by 80 % and in the TELECOM
sector by 55%.
MEAN RESULTS OF THE THREE SECTOR TO MEASURE THE

TRAINING EFFECTIVENESS
Mean score represent, higher the mean higher is the satisfaction of employees from
training. Higher satisfaction among employee, more effective is the training.
Variable IT TELECOM BPO
Mean Results
To improve understanding 3.63 3.46 3.64

about, nature, requirement,
responsibility
To increase knowledge 3.83 3.56 3.6
To improve skills 3.83 3.43 3.83
Change in attitude 3.16 2.83 3.3
To develop skills successfully 3.03 3.2 3.3
conduct discussion with
superior/ subordinate
Improve knowledge about 3.33 3.36 3.43
organization strategic
objective
To increase leadership 3.46 3.46 3.53
effectiveness
The overall reaction was 3.7 3.43 3.7
50
satisfactory
Personal objectives achieved 3.3 2.9 3.36
The trainer appointed was 3.78 3.62 3.87
effective
Proper balance between 3.43 3.33 3.5
theoretical and practical
material
Program duration was 3.63 3.43 3.53
appropriate
You are able to deliver well in 3.8 3.6 3.63
your job
You have sufficient time foe 3 3.38 3.36
activities and follow up
discussion
Proper feedback mechanism 3.63 3.4 3.66
was followed
Total Mean 3.50 3.35 3.54
Average 3.46
TRAINING EFFECTIVENESS
3.6
3.55 3.54
3.5 3.5
3.45 3.46
Series1
3.4
3.35 3.35
3.3
3.25
IT TELECOM BPO AVERAGE
51
The above graph depicts the training effectiveness in the three sectors (IT, Telecom,
BPO) and the average of all the three sectors. The points which lie below the average
point (3.46) have low training effectiveness while the points which lie above the average
point have higher effectiveness. So from the above graph we can conclude that in the
three sectors BPO with the mean of 3.54 sector training is the most effective, and then is
the IT sector with the mean of 3.5 and TELECOM the mean of 3.35 sectors has low
training effectiveness.
FINDINGS
 Training is considered as a positive step towards augmentation of the knowledge base

by the respondents.
 The objectives of the training programmes were broadly known to the respondents
prior to attending them.
 The training programmes were adequately designed to cater to the developmental
needs of the respondents.
 Some of the respondents suggested that the time period of the training programmes
were less and thus need to be increased.
 Some of the respondents also suggested that use of latest training methods will
enhance the effectiveness of the training programmes.
 Some respondents believe that the training sessions could be made more exciting if
the sessions had been more interactive and in line with the current practices in the
market.
 The training aids used were helpful in improving the overall effectiveness of the
training programmes.
 Some respondents suggested that the trainer should use the right methodology and
should create an effective learning environment
 In BPO sector trainer are found to be the very effective in terms of the measured
parameters.
52
 The delivery after the training is high in IT sector.
 Training need analysis is effective in BPO sector as they have their monthly one to
one with the employees and the development centres have really helped in doing so
CHAPTER- 6
RECOMMENDATION AND CONCLUSION
53
RECOMMENDATION
 The training program should focus on the behavioral part apart from the technical
training to bring changes in the attitude of the employees towards their job and
responsibilities.
 The training program should be conducted also keeping the personal objectives of
the employees so that they can match their personal objective with the
organization objective
 The training program should give enough time for he follow up discussions
 The training program should effectively follow the feedback system once the
training is over so that we can assess the program effectively
 The organization can arrange the training programmes department wise in order to
give focused attention towards the departmental requirements.
 The organization may consider deputing each employee to attend at least one
training programmes each year.
54
 TELECOM sector should focus more on trainer’s effectiveness.
 All the three sector should work more towards the behavioral training especially
the employee’s attitude towards the job and responsibilities
CONCLUSION
Training and development is the field concerned with workplace learning to improve
performance and achieve the organizational as well as the personal objective. There are
many reasons for a company to analyze its jobs and tasks; one common reason is to
provide a basis to know the skill set required to perform the particular job. By my
research I have analyzed that the training in BPO sector is very effective and the training
of IT sector is effective then the Telecom sector. Training need identification and the type
of training method adopted by the company affects the training program conducted by the
company. There are training methods which are adopted and are very common use
frequently across the three sectors for example On the Job training, classroom training,
job rotation as these methods help to enhance the skills and knowledge in a more
effective manner. Thus, training program help to increase the productivity, quality and
organizational objectives and hence should be very effective. By this research we can
conclude that the telecom should focus more on their training effectiveness so the way
training is conducted and especially in terms of achievement of personal objective should
be bring in focus as to fulfill organization objective the employee personal objective
should match with organization objectives.
55
BIBLIOGRAPHY
Books Referred-
-Human Resource Management- Snell/ Bohlander

Second Indian Reprint 2007
311- 323
-Strategic Human Resource Management- Jeffrey A. Mello

Second Indian Report 2007
401-442
Research paper-
1. Working Paper No. 12A Framework for Measuring Training and

Development in the State Secto
2. Guide to Training and Development Opportunities for Research Students

www.leeds.ac.uk/rtd
Websites:
http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdf
http://en.wikipedia.org/wiki/Training_and_development
http://www.businessballs.com/traindev.htm
56
http://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdf
http://www.osp.state.nc.us/manuals/manual99/trng&dev.pdf
http://college.hmco.com/instructors/ins_teachtech_foundations_module_skillscoach.
html
ANNEXURES:
57
Questionnaire
(Sec A)
Training Need Assessment
Q.1.Which method of training need identification is used by your company?
o Job and task analysis

o Skill matrixes
o Interviewing
o Survey method
o Appraisal
o Development centers
o Critical incident technique
If any other please specify……………………………………………………………
Q2. How frequently does your company analysis training needs?
o Quarterly
o Bi - annually
o Annually
Q.3. How do you perceive your company’s TNA (Training need assessment) process?
o Very effective
o Effective
o Fairly effective
o Ineffective
Q.4. Does your company allows the employees to volunteer for their training needs?
58
o Yes
o No
Q.5.Does your company effectively convert the training or learning requirement into
manageable elements?
o Yes
o No
Q.6. Any suggestion about the current TNA process used by your company?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
QUESTIONNAIRE
(Sec B)
Different types of training methods used by the companies.
Training methods used Frequently Somewhat occasionally Not at all

Frequently
On the job
Informal training
Skill training
Classroom training
Training assignment and task
Product training
Technical training
Behavioral training
Role playing and role analysis
Attitudinal
Distance learning
59
Lectures
Audiovisual
Discussions
Seminars
Project works
Coaching
Mentoring
Job rotation
Conference Approach
60
QUESTIONNAIRE
(SEC C)
Evaluation of Training program
Strongly Agree Disagree Strongly

Agree disagree
A. The following objectives were stated

in the programme. To what extent
did the program achieve its objectives?
a) To improve understanding about the

i) Nature of the job
ii) Requirement of the job
iii) Responsibility of the job
b) (i)To increase the Knowledge

ii) To improve skills
iii) Change in Attitude
c) To develop skills to successfully conduct

discussion with superior/subordinates
d) To increase leadership effectiveness for

the better understanding of
human behavior.
e) To improve your knowledge about
61
strategic objectives of the organization
B. The overall reaction of this training

program was satisfactory
If you disagree please specify the reason………………………………………………
C Personal objectives
were achieved
D. The trainer appointed was effective

in terms of
i) subject knowledge,
ii) communication skills,
iii) styles and delivery
iv) creating learning climate,
v) methodology used
Please specify, if you find any quality

lacking in the trainer…………………………………………
E. There was proper balance of theoretical

and practical materials in the program.
F. The program duration

was appropriate
G. You were able to deliver well

in your job after your training
H. You have sufficient time for

(a) the activities
(b) the follow-up discussion
I. Proper feedback mechanism is followed
62
J. If your attitude about the job and behavior have changed, please indicate what has
changed and what part of the program had the most significant impact on bringing about
the change?
K. What changes do you recommend in the program?
Training models
evaluation
type evaluation
(what is description and examples of evaluation relevance and
level measured) characteristics tools and methods practicability
1 reaction reaction
evaluation is how
the delegates felt,
and their personal
reactions to the
training or
learning can be done
experience, for immediately the
example: typically 'happy sheets' training ends
feedback forms based
did the trainees on subjective personal very easy to
like and enjoy the reaction to the training obtain reaction
training? experience feedback
feedback is not
expensive to
did they consider gather or to
the training verbal reaction which analyse for
relevant? can be noted and analysed groups
was it a good use post-training surveys or important to
of their time? questionnaires know that people
were not upset or
disappointed
63
important that
people give a
positive
impression when
relating their
experience to
did they like the others who might
venue, the style, be deciding
timing, domestics, online evaluation or whether to
etc? grading by delegates experience same
subsequent verbal or
written reports given by
level of delegates to managers
participation back at their jobs
ease and comfort
of experience
level of effort
required to make the
most of the learning
perceived
practicability and
potential for
applying the
learning
2 learning learning
evaluation is the
measurement of the relatively
increase in simple to set up,
knowledge or but more
intellectual investment and
capability from typically assessments thought required
before to after the or tests before and after than reaction
learning experience: the training evaluation
highly relevant
interview or and clear-cut for
did the trainees observation can be used certain training
learn what what before and after although such as
intended to be this is time-consuming quantifiable or
taught? and can be inconsistent technical skills
did the trainee methods of assessment less easy for
experience what was need to be closely related more complex
intended for them to to the aims of the learning learning such as
experience? attitudinal
development,
which is
64
famously difficult
to assess
what is the extent cost escalates
of advancement or if systems are
change in the poorly designed,
trainees after the which increases
training, in the measurement and work required to
direction or area that analysis is possible and measure and
was intended? easy on a group scale analyse
reliable, clear scoring
and measurements need
to be established, so as to
limit the risk of
inconsistent assessment
hard-copy, electronic,
online or interview style
assessments are all
possible
3 behaviour behaviour
evaluation is the
extent to which the
trainees applied the
learning and measurement
changed their of behaviour
behaviour, and this change is less
can be immediately observation and easy to quantify
and several months interview over time are and interpret than
after the training, required to assess change, reaction and
depending on the relevance of change, and learning
situation: sustainability of change evaluation
arbitrary snapshot
did the trainees assessments are not simple quick
put their learning reliable because people response systems
into effect when change in different ways unlikely to be
back on the job? at different times adequate
were the relevant assessments need to be cooperation
skills and subtle and ongoing, and and skill of
knowledge used then transferred to a observers,
suitable analysis tool typically line-
managers, are
important factors,
and difficult to
control
65
management
and analysis of
assessments need to be ongoing subtle
designed to reduce assessments are
was there subjective judgement of difficult, and
noticeable and the observer or virtually
measurable change interviewer, which is a impossible
in the activity and variable factor that can without a well-
performance of the affect reliability and designed system
trainees when back consistency of from the
in their roles? measurements beginning
evaluation of
implementation
and application is
an extremely
important
assessment -
there is little
point in a good
reaction and good
increase in
the opinion of the capability if
trainee, which is a nothing changes
relevant indicator, is also back in the job,
was the change in subjective and unreliable, therefore
behaviour and new and so needs to be evaluation in this
level of knowledge measured in a consistent area is vital,
sustained? defined way albeit challenging
would the trainee 360-degree feedback is behaviour
be able to transfer useful method and need change
their learning to not be used before evaluation is
another person? training, because possible given
respondents can make a good support and
judgement as to change involvement from
after training, and this can line managers or
be analysed for groups of trainees, so it is
respondents and trainees helpful to involve
them from the
start, and to
identify benefits
for them, which
links to the level
4 evaluation
below
66
assessments can be
is the trainee designed around relevant
aware of their performance scenarios,
change in behaviour, and specific key
knowledge, skill performance indicators or
level? criteria
online and electronic
assessments are more
difficult to incorporate -
assessments tend to be
more successful when
integrated within existing
management and
coaching protocols
self-assessment can be
useful, using carefully
designed criteria and
measurements
4 results individually,
results evaluation
is not particularly
difficult; across
an entire
organisation it
becomes very
much more
challenging, not
least because of
the reliance on
line-management,
results and the frequency
evaluation is the and scale of
effect on the changing
business or structures,
environment responsibilities
resulting from the it is possible that many and roles, which
improved of these measures are complicates the
performance of the already in place via process of
trainee - it is the acid normal management attributing clear
test systems and reporting accountability
measures would the challenge is to also, external
typically be business identify which and how factors greatly
or organisational relate to to the trainee's affect
key performance input and influence organisational
indicators, such as: and business
67
performance,
which cloud the
true cause of
good or poor
results
volumes, values,
percentages,
timescales, return on
investment, and
other quantifiable
aspects of
organisational
performance, for
instance; numbers of
complaints, staff
turnover, attrition,
failures, wastage,
non-compliance, therefore it is important
quality ratings, to identify and agree
achievement of accountability and
standards and relevance with the trainee
accreditations, at the start of the training,
growth, retention, so they understand what
etc. is to be measured
this process overlays
normal good management
practice - it simply needs
linking to the training
input
failure to link to
training input type and
timing will greatly reduce
the ease by which results
can be attributed to the
training
for senior people
particularly, annual
appraisals and ongoing
agreement of key
business objectives are
integral to measuring
business results derived
from training
68
Training Need Analysis
department sub-total
department averages
This sample Training Needs Analysis tool
individual name
individual name
individual name
individual name
individual name
shows general competencies and behaviours
examples.This working file contains a sample
analysis chart on the second sheet - 'skills chart'
tab below.
Using and developing my knowledge.

Communicating outwardly: face-to-face, phone,
email, etc.
Listening and interpretation, establishing
rapport, understanding needs.
Developing solutions and agreeing things with
people.
Speaking and presenting to groups.
Helping or coaching or teaching or training
others.
Using information and communications technology (ICT
or IT).
Technical appreciation and use of
equipment/tools/machinery for my area and
related areas.
Understanding and making the most of my
relationships with people and groups.
Competitor/industry awareness and
consideration of these factors in planning,
decision-making, etc.
Taking initiative and responsibility, e.g.,
decision-making, project management, running
meetings.
Visioning, creating, and inspiring others with
my ideas.
Managing time, planning, being effective,
efficient, productive, and reliable.
Appreciating/applying social responsibility,
sustainability, humanity and ethical
considerations.
69
Striving for personal development.
Taking personal responsibility to resolve
problems, even those not of my own making.
Understanding the way people really feel.
Developing positive relationships.

Keeping focused and productive, reliable and
dependable.
Planning how to achieve my work and personal
goals.
Managing stress and conflict.
Managing upwards and sideways (my
managerial superiors and my peers).
Contributing positively to team/company
morale and spirit.
Seeking and picking up responsibility that I see
waiting to be filled.
Team-working.
Having compassion and care for others.

Using integrity and ethics in my judgement
about work and organisational issues.
70
Company C
Self-Assessment by the Employee
A1. Role Assessment (vis-à-vis position profile)
Ratings
A: Does Not Meet Expectations of the current position
B: Meets Most Expectations of the current position
C: Meets Expectations of the current position
D: Exceeds Expectations of the current position
Position Profile Element Comments if any Performance Classification
(not more than 30 (tick any one)
words for each
element)
A B C D
1 ……
2 ……
71
3 ……..
4 ……..
5 ……
Overall Performance (it is not the ………

average of all the above)
A2. Potential Assessment:
Assessing the ability to take up and perform at a higher level of responsibility.
Please assess potential on the following parameters (Tick the appropriate)

Needs Best in
Parameter Satisfactory High
Improvement Class
72
Learn-Ability : Ability to
change, being open, Learn
New Things
Energy : Enthusiasm,
Initiative, Positive Spirit /
Attitude
Energize : Ability to spread
energy in others, Ability to
Lead as well as be Led by
others
Velocity : Speed & Direction
of Progress
People Orientation : Listens
to People, does not see them
as objects, Ability to develop
Relationships and
Collaborate
Customer Orientation:
Ability to listen to external or
internal customer and
Attitude to do the best
Overall Potential Rating
Comments:
73
TRAINING REQUEST FORM
To: Human Resources From:
Date:
Subject: ______________________________________________________
Training Duration: _____________________________________________
Time Frame: __________________________________________________
No. of Trainees for nominations:
Course contents:
Institutes/Faculty met
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
Institute/Agency Short-listed:
___________________________________________________
Training Platform:
- Hardware: ________________________________________________________
- Software: ________________________________________________________
- Tools: _____________________________________________________
Methodology mix desired (Please elaborate on your requirements):

- Lecturing
- Case Studies
74
- Exercises/quizzes
- Hands-on
Signature of main requestor: _________________________ Group:___________
Received by HR on: _________________________________
TRAINING FEEDBACK FORM
Employee Name: Name of Program:

Employee Number (optional): Faculty:
Grade: Date:
Please rate the following as per the scale given below (SA- Strongly agree, A- Agree, D-
Disagree, SD- Strongly disagree).
1. The program was useful for me SA A D SD
2. The content of the program was appropriate SA A D SD
3. The Instructor conducted the program effectively SA A D SD
4. The training was conducted in an interactive way SA A D SD
5. All my queries were answered to my satisfaction SA A D SD
6. Inputs recd. will help me be more effective/efficient. SA A D SD
7. The training facility was comfortable SA A D SD
8. The duration of the training was : Ideal/Too Short/Too Long
9. I would recommend this training to others in the organization: Yes No
10. How does the Program Contribute to Professional /Personal dev
75
1. What I liked the most about the program was:
12 What I think will improve the effectiveness of this program is:
A.8 SURVEY QUESTIONAIRE FORMAT

NAME GROU
P
EMP GRAD
NO. E
ART OF LIVING
1. Gained insight on own self SA A D SD
2. Identified some changes to bring about in myself SA A D SD
76
3. Learnt how to be happier SA A D SD
ATTENDANCE SHEET
Title:
Faculty: Date:
S.No. Emp.
No. Name Signature
77
APPENDIX
APPENDIX
78
TRAINING PROGRAM OF COMPANY A OF IT SECTOR:
Purpose
The purpose of these training programs is to capture training related processes and
systems as practiced and to ensure they are implemented in the standardized manner
across all centres in India.
Scope
To achieve a common understanding of what and how should we, as an organization, be
driving the function of Training to facilitate Organizational growth.
Following triggers may lead to updation in the training manual in the middle of the
year –
1. Business needs
2. inputs from process improvement plan
3. change in organization strategy
4. change in internal or external learning environment
Target Audience
- All employees
- All prospect employees
79
- Also can be used to benchmark or refer for Quality related processes
Mission statement
‘TO CREATE A LEARNING CULTURE AND THEREBY, CREATE A
LEARNING ORGANIZATION’
The focus of our activities includes:
Alignment of training to support performance expectations and business goals , as well as

long term organizational objectives and strategies
• Training need identification through PerMaSys and customized /focused design of

the training programs for meeting business requirements
• Process Improvement- Active involvement with employees, consultants for
constant mprovement in the process/ methodology
• Skill enhancement programs- initiation and promotion of an environment to
develop those involved in developing others ( train the trainers) conducive
learning environment- Providing proper facilities necessary to facilitates learning
processess
TRAINING STRATEGY
• Formulate the training plans to meet the desired business

objectives
• Training related information sharing with Senior
Management Members
• Budgetary approvals
TRAINING MANAGEMENT
• Preparing Training plans/budgets
• Identifying the competent Faculty- Internal / External
• Detailing Training Program implementation

methods/frequency and segmentation
80
• Ensuring the availability, upkeep and regular maintenance
of training venues and equipment
• Developing and recognizing pool of Internal/External
Trainers
• Working with faculty to enhance the relevancy and to
include feedback
• Enabling systems and processes in training including
automation plans.
• Building improvement plans on various training processes.
• Internal Trainer development initiatives
TRAINING COORDINATION
• Collating Role Based / other training needs identified by

supervisors from PerMaSys
• Collating the training needs towards business requirements
and compulsory programs
• To prepare and update the training calendar in SAP R/3
• To arrange the logistics as per the requirement ( venue /

seating / equipment/S/W & H/W)
• Preparing the copies of the training material for each
program
• Filing of the nominations for Internal/ External programs
• Collecting Feedback for all training programs and closing

the programs
• Recording of the program evaluation scores & feedback
• Generating feedback summary for each program day and

sending copy to relevant faculty and training manager
81
• Recording and maintaining training related data for each
employee
• Generating metrics on Training activities, providing reports
to Management
• Evaluating effectiveness of program delivery
• Arranging payments to the Consultants / Institutes
• Managing various training related MIS applications,

Internal Trainer development initiatives.
• Upkeep and maintenance of the Training venues and
Training Equipment
TRAINING PROCESS FLOW CHART
RBT
Training need Identification
Competency mapping as per Training Coordinator
position profiles. collects the training
Questionnaire given to Mgrs to requirements inputs
identify the training inputs
based
on the Business Requirements.
Identification during Perf. For external training
needs.
Identify the training
faculty.
Meet and invite for the
propsals. Review it
Preparation of the
Training Calendar
and announce it
thru SAP
module.Block 82
trainers/faculty and
Review of the
Finalize the Training developed content by
Plan Course two level supervisors
Objectives, content, or subject expert and
methodology, supervisor along with
duration and Training Manager
Receiving the Mailing the Confirming the

Send mails to all the nominations for the confirmations to logistics of the
employees asking program approved the participants training program
them to nominate by the managers and their as per the
for trainings thru respective requirements
ESS.
Filing the attendence Enter the feedback in Collecting the Conducting the
sheet and feedback Excel Sheet and share attendence sheet and training
form along with the the report with the feedback of the programme
report. trainers and training programme from all the
manager. participants at the end
Inputs to Training Need identification
Training needs for training, are identified as per the

position profiles which are mandatory as per the Grade.
Other training programs are classified as Compulsory
Training programs which are compulsory for all the
employees to go through, irrespective of the grades, when
they are enrolled as identified and agreed by the top
management. Training needs are also identified through the
performance appraisal system where an employee needs
are identified, assessed and approved by the Supervisor/s
(Form attached in the annexure) which are both on
technical and non-technical fronts. Training needs are
83
identified through focus group discussions and interviews
with the Directors and above which could be classified as
Need Based training programs to build-up the competency
of the employees. Finally, Training need are also identified
from the organization’s process improvement plan. The
summary of the sources of Training needs is given below:
• Compulsory (NEO, Ethics and other process training)
• Role-Based Training
• Business Requirements
• PIP (Process Improvement Plan)
• Others
In scope – All organization level trainings identified by the Training group and project
specific trainings requested by the Business heads through Training Request Form (case
of a new programme) or on e-mail in case of an existing / old programme, to be organized
by HR Training. (
Training implementation
Training implementation comprises of the following gamut of activities:
• Planning the training program

• Organizing facilities
• The delivery mechanism
• Program feedback process
Planning the training program
Purpose
To ensure that all administrative and training requirements are complete before the
commencement of the course.
84
Scope
This covers all trainings conducted by HR Training Group.
Process
• The Training Coordinator would plan and arrange for all

MIS and Administrative requirements for the program.
• The Training Coordinator would also arrange for all the
Training and other relevant material and equipment.
• All MIS requirements ideally should be given to “MIS
Helpdesk” one week before the commencement of the program.
• The administrative requirements
(boarding/lodging/travel/stationary/seating requirements) are to be given to
Administration Helpdesk/Department at least 3 days prior to the start date of the
course. Organizing the Facilities
• Training Department:A Repository for all reference

material
• The Training Coordinator would procure a master* copy of
the training material from the faculty and open the presentation in the training
hall.
• The Training Coordinator would generate copies of the
material as required, and keep a master copy for reference purposes.
• In the case of nominations to an External program, the
employee would submit a copy of the material with the Training coordinator.
• The training coordinator would compile a list of all such
material available with the Training Department for future reference
The technical panel would regularly update the training material/syllabi as and when
required but at least twice in the calendar year. The program contents will also be
85
reviewed on the basis of the participant’s feedback by the faculty. The Training will
ensure availability of latest version for use.
The Training Group will be responsible for protecting IPR and

copyright issues as relevant for the material belonging to
external Trainers as well as for the Material developed in-
house.
Feedback Process
Purpose
To assess the effectiveness of the program delivery with an intent to improve upon the
same
Periodicity
At the end of the training program.
Process
• The training coordinator would conduct a formal feedback session with all
participants at the completion of the program.
• To analyze the feedback and consolidate into a summary report after completion
of the program in a excel sheet sybsequently will be loaded in the software SAP
• Share the report with the manager assigned- Training and the “sponsor’ within
three days of the completion of the Training. The sponsor is the manager who
may have requested for a business requirements based training
• The feedback is discussed with the manager to enable improvements
• File a copy of the feedback form in the feedback file fro the purpose of records
.
TRAINING EFFECTIVENESS AND EVALUATION

AND ENHANCEMENT
The following approaches needs to be adopted at Aricent to evaluate & enhance Training
Effectiveness. These need to be conducted formally for respective categories as
86
mentioned below. The idea is to ascertain success of the training delivery in the
immediate timeframe. The steps followed will be evaluation of Training effectiveness in
a structured way and then working on enhancement based on the outcome of evaluation.
Training Effectiveness Evaluation

The training effectiveness evaluation will be till Level 3 as detailed in the subsequent
sections. Level is mandatory for all programmes irrespective of the nature of the
programme. A set of programmes will be identified in the beginning of the financial
year with reason of selection, evaluation of effectiveness for which will be till Level
3. The set of programmes identified will be captured in the annual training plan.
Levels of effectiveness evaluation –

REACTION
Feedback (Mandatory for all programmes)
Reaction is the measure of the learners’ satisfaction with the training program. It
addresses the question: Did the participants find the training potentially useful and
worthwhile? This helps us in understanding that how the programs have been viewed and
received by participants.
TOOLS AND METHODS

Participants complete feedback forms (attached as Annexure) at the end of the training
program – offering their reactions to the training program. They provide their feedback
on how well they liked the instructor’s presentation techniques, how well the topics were
covered, how valuable they perceived each module of the program or relevance of the
topics to their job
Feedback acts as a pillar in the effectiveness process and gives most clear and objective
pointers to improve training at a reaction level. This acts as a tool for trainers to improve
presentation, content or delivery style etc. There is a constant dialogue between trainer
and HR training to review and improve the performance. External trainers can be
continues with or not based on this as well.
87
In addition to the above we can also map programs against the Aricent benchmark /
objective of the program to evaluate weather the program is delivering the desired results
or not on reaction level at least.
Level 2 – Learning
Increase in Knowledge
While the level 1 feedback, provided a good input for looking at the perceived usefulness
of the participants, the need was felt for evaluating effectiveness in a more detailed way
for certain programs or clusters where the investment by the organization was high. In
2005, top 5-6 training’s wrt cost/ volumes at Gurgaon center were covered under a pilot
study including a cluster (NEO). 20% of participants in a 6 month period from aug 2004
to jan 2006 were covered. Feedback was taken immediately and then at various intervals
upto 60 days. Feedback was taken from peers and supervisors too. This was used while
making plans for FY 2005-06 and AOL was dropped as a NEO based on this.
Effectiveness of other chosen programmes as per the defined rationale will also be
evaluated at level 2 to gauge increase in knowledge.
TOOLS AND METHODS

The broad process of this study for programmes which are non-technical in nature will be
as follows:
• Select minimum 20% sample employees (statistically representative) for each
• Solicit feedback (interviews to fill questionnaires) after 15 Days based on

“key performance deliverables” of the training. These KPDs will be published
by the Corporate Training team in advance.
• Feedback on training completion --> from employee & his supervisor (over
and above std. feedback form)
Technical programmes chosen for evaluation at level 2
88
Test to be conducted at the end of the session to gauge increase in knowledge. The pass
percentage to be freezed at 70 %. (Pass percentage may be reviewed/ vary for the type of
training subject to inputs from the Trainer / content expert and the Training Manager).
Test papers design, validation, & launch – process
• Mulitple test papers to be designed for a type of training by different trainers.
• Request initiated by the Training team, specifying the minimum number of

questions for the test should be 10. Questions should be objective type.
• Test papers to be reviewed by the content expert and validated.
• .Pilot run of the test paper should be done to gauge the level of the test paper.
(Shouldn’t be too difficult or too easy)
• Test Papers to be checked by the trainer (who took the session) and scores shared
by the respective training coordinator.
• If more than 50 % of the participants score less than the defined pass percentage,
then the launched paper to be withdrawn and fresh one to be tested with the pilot
run.
• The scores of the pilot run will not be included in the effectiveness study.
• The complete process will be documented in

Level 3 – behaviour
Level 3 Effectiveness evaluation is the measure of the
extent to which the trainees applied the learning and
changed their behavior and this can be immediate and
several months after the training, depending on the
situation
TOOLS AND METHODS
89
• Select 20 % of the sample participants (same as in level 2 in case of Non-Tech
programme) Solicit feedback (interviews to fill questionnaires) after atleast a
month (can vary with the nature of the programme or situation) in the same
questionnaire format. This should be with the employee and include 360 degree
feedback from supervisors and two peers and 1 sub-ordinate (if any).
90

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DISSERTATION REPORT

TRAINING AND DEVELOPMENT

In partial fulfillment of Master of Business Administration in

AMITY BUSINESS SCHOOL-AU

This report is a synergistic product of many minds.

I owe enormous intellectual debt towards my faculty guide Professor Dr.Balvinder

I express my sincere gratitude to Dr, R Sujatha, Amity Business School, Amity

I am obliged to Mr Kapil Bahl, Vice President- Genpact, Ravish Sharma, Manager-

Date Sonal Vijayvergia

This is to certify that SONAL VIJAYVERGIA, a student of Master of Business

This project is prepared in partial fulfillment of Master of Business Administration MBA

Date Dr. Balvinder Shukla

To initiate the process, the importance of training and development to an organization

Training is a learning experience in that it seeks a relatively permanent change in an

TRAINING OBJECTIVES AND STRATEGIES

TRAINING NEED ASSESSMENT

TRAINING NEED ANALYSIS

JOB AND SKILL ANALYSIS

Job and task analysis is performed as a preliminary to successive actions, including to

To make the skills management most useful, it needs to be conducted as an ongoing

Interviewing is a technique that can appear to be very simple when used by an

Surveys can be very useful in the gathering of data, including information on

When designing a survey you must decide on:

• the size and nature of the sample

• the format of the questions

• Exactly how the survey is to be conducted.

Many organizations see performance appraisal schemes as an integral part of their

Critical incident technique (CIT) was developed by John Flanagan, an American

OBJECTIVE OF THE PROJECT

• Identify the training needs of the company

SCOPE OF THE STUDY

RATIONALE OF THE RESEARCH STUDY

All employees are expected to participate in company sponsored training programs

“Training is a process of transmitting and receiving information related to problem

“Training is a means to educate somewhat narrowly mainly by instruction, drill and

Employee training is a specialized function and is one of the fundamental operative

It is a short-term educational process and utilizing a systematic and organized procedure

Training refers to the organization’s efforts to improve an individual’s ability to perform

Upon reviewing the variety of definition of training available the following

 Effective training is the learning experience

DIFFERENCE BETWEEN TRAINING , DEVELOPMENT AND EDUCATION

Training is the process of learning a sequence of programmed behavior. It is an

 To help a company fulfill its future personnel needs

 To improve organizational climate

 To improve health and safety

NEED FOR TRAINING

 To reduce the supervision time, wastage and spoilage of new material.

 To reduce the defects and minimize the industrial accidents.

 To ensure the economical output of the required quality.

 To promote individual and collective morale, responsibility and cooperative

 For employee motivation and retention.

 For career advancement

 To improve organizational climate

Training is required for several purposes. Accordingly training programmes may

 Orientation training: Induction or orientation training seeks to adjust newly

 Safety training: Training provided to minimize accidents and damage to machinery

 Promotional training: It involves training of existing employees to enable them to

 Refresher training: When existing techniques become obsolete due to the

 Remedial training: Such training is arranged to overcome the shortcoming in the

 Cross functional training: - It involves training employee to perform operations IN

ON- THE- JOB OFF- THE- JOB

• Job Rotation: It is also referred to as cross straining. It involves placing an employee