PROJECT REPORT

ON

“NEED OF TRAINING & DEVELOPMENT”

Submitted to Maharshi Dayanand University Rohtak in partial

fulfillment of the requirement for the award of degree of Master
of Business Administration

2008-2010

Submitted by:
Amit Saini
420/MBA/08
MBA 4th Sem.

P.D.M. COLLEGE OF ENGINEERING,

BAHADURGARH
MAHARSHI DAYANAND UNIVERSITY,
ROHTAK

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 DECLARATION

I, Amit Saini, Roll No. 420/MBA/08, MBA 4th Sem. of P.D.M. College of
Engineering, Bahadurgarh hereby declare that the project entitled “Need of
Training & Development” is an original work and same has not been submitted
to any other institute for the award of any other Degree. The interim report was
presented to the Supervisor on __________ and the pre-submission presentation
was made on ____________. The feasible suggestions have been duly
incorporated in consultation with the supervisor.

Countersigned

Signature of Supervisor Signature of

Candidate

Forwarded by

Director/Principal of the Institute

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 ACKNOWLEDGEMENT

There is always a sense of gratitude which one express to other for the helpful and
service they render during all work at life. I grate fully acknowledge the
inspiration, encouragement, guidance, help and valuable suggestions received
form all my well-wishers.
I am highly grateful to Dr. Nandita Rathi, Head of the Deptt. P.D.M. College
of Engineering, Bahadurgarh for their constant support during my report. I
would also like to thank Mrs. Kavita, Lecturer, Deptt. of Mgt. Studies for her
kind attitude towards me and for their co-operation remained as a constant source
of inspiration during my report also for having spared her precious time in spite of
her busy and tight schedule.
I would also like to thanks all other persons, respondents and my friends for their
learned advice and guidance always kindled inspiration in the face of difficulties
encountered in the course of this work and o create this report.
And the last but not the least I would like to thanks the Almighty God and my
beloved parents for all the blessings during the project.

Amit Saini

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 INTRODUCTION
TRAINING

Training is the act of increasing the knowledge and skills of an employee for
doing a particular job. Training involves the development of skills that are
usually necessary to perform a specific job. Its purpose is to achieve a change in
the behavior of those trained and to enable them to do their jobs better. Training
makes newly appointed workers fully productive in the minimum of time.

It is equally necessary for the old employees whenever new machines &
equipment’s are introduced and there is a change in the techniques of doing the
things. In fact, training is a continuous process. The managers are continuously
engaged in training their subordinates. They should ensure that any training
program should attempt to bring about positive changes in the:

(i) knowledge,
(ii) skills, and
(iii) attitudes

of the workers.

Improving business performance is a journey, not a destination. Business

performance rises and falls with the ebb and flow of human performances. HR
professionals lead the search for ways to enhance the effectiveness of employees
in their jobs today and prepare them for tomorrow. Over the years, training
programs have grown into corporate with these goals in mind. Training programs
should enhance performance and enrich the contributions of the workforce. The
ultimate goal of training is to develop appropriate talent in the workforce
internally.

In India, training as an activity has been going on as a distinct field with its own
roles, structures and budgets, but it is still young. This field is however; expanding
fast but controversy seems to envelop any attempts to find benefits commensurate
with the escalating costs of training.

Training has made significant contributions to development of all kinds. Training

is essential; doubts arise over its contribution in practice. Complaints are growing
over its ineffectiveness and waste. The training apparatus and costs have

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multiplied but not its benefits. Dissatisfaction persists and is growing at the
working level where the benefits of training should show up most clearly. This
disillusionment shows in many ways – reluctance to send the most promising
people for training, inadequate use of personnel after training etc. With
disillusionment mounting in the midst of expansion, training has entered a
dangerous phase in its development.

Training is neither a panacea for all ills nor is it a waste of time. What is required
is an insight into what training can or cannot do and skill in designing and
carrying out training effectively and economically.
Training is a learning experience in that it seeks a relatively permanent change in
an individual that will improve his or her ability to perform on the job.

The primary objective of training is to improve individual and organization

performance. Training is used–or misused–to do a variety of things from
informing, motivating, rewarding to changing behaviour and improving
performance. However the goal of the training professional (as shown below) is to
have the training input impact the performance output of the trainee.

Training “In” Performance “Output”

Trainee/
Performer

“Learning to work efficiently and accurately.”

Every trainee is always a performer, operating in some performance context of
expectations, consequences, varying level of resources, and varying degrees of
feedback. Given this, training is but one factor in producing job performance. The
training analyst must know what performance can be impacted by training and
what performance can’t, and what performance factors must also be altered if the
recommended training input is to result in meaningful performance output.

Every trainee performer does impact organization performance in a fairly direct

way. A training analyst needs to learn how the performer impacts the organization

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for the training to have any impact. They must uncover that linkage between
performer and organization, as obscure as it may be.

A System Look at Training

As you might expect, the training function of any organization can be viewed as a
key subsystem of that organization, as shown in the figure above. This system
view suggests that:
1. The training function is a processing system, converting training needs
data, training technology, training expertise, budget, and untrained personnel
into trained personnel for the various operating functions or units (receiving
systems). Training organization may perform other functions such as
brokering outside training resources, which are not shown in this model for
reasons of simplicity.

2. The primary inputs of training needs and untrained personnel are

converted into the output of trained personnel through subsystems such as
analysis, design, dev, delivery, and evaluation.

3. The training processing system is subject to the same “system laws”

regarding responding to receiving systems that apply to organization and the
general systems model. Two primary sources of feedback: Self-evaluation
against internal criteria and evaluation by receiving systems against their
criteria.

As with other processing systems, the training subsystem must be responsive to its
receiving systems or it will perish and/or be replaced. This means that:

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 1. The internal criteria must be in “synch” with the criteria used by the
receiving systems and/or clients. If the client expecting increased performer
and organization performance (sales increase, reduction in manufacturing
costs of new products) and the training function is evaluating the quality of the
training output by a “smiles test” or “happiness index,” the training subsystem
may be producing an unacceptable output as far as the client is concerned.

2. The training output is going to be only as good as the training needs data
input that the training subsystem is processing.

This system view of training has implications for the design and management of
the training function, as well as for determining needs. The quality of the training
output is only as good as the training needs data input. If the training needs have
not been properly identified, then both the training course and the training
functions are in jeopardy.

Training is quite relevant in the following four areas:

a) New Employees

 To provide the participants with a broad understanding of the

company and its diversity.

 To provide specific conceptual understanding of organization,

marketing, production, financial, commercial and general
management with special references to the company.

 To provide opportunity for group dynamics, problem solving and

decision making through case study.

 To create a sense of camaraderie and pride to belong to the

company.

b) Performance Improvement

 To sharpen skills in key functions of their job.

 Introduce training on a continuous and on going process basis.

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 c) Operational Problems

Not all problem can be corrected through training, but many can. And
to determine whether or not training can be of help, the problem has to
be defined. Once the problem has been defined and it is clear that it is
because of lack of knowledge or skills, it can be concluded that it is a
training problem. The following are some of the indicators:

 Continuing mistakes and errors on the job.

 Excessive overtime needed to do the work.

 Employees requesting transfers to new jobs.

 Performance is low, or decreasing.

 Employees seem reluctant to assume further responsibility.

d) Employee Development

 Developing employees for future responsibilities is a LONG

TERM process. It is not something, which can be accomplished
overnight. It requires a well thought out plan of action that usually
is broken down into a series of specific training steps and learning
experience.

 All of high performers should receive at least some developmental

training. Their performance in such activities will help the
evaluation as to which employees have the most potential. This
throws up data as to who should receive further development.

Training And Development Process:

“You can change the behavior in an entire organization, provided you treat
training as a process rather than an event.” - Warren G. Bennis
In an organization Training process moves from these three phases:

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 • Organization analysis ASSESSMENT
• Task/Job analysis OF NEEDS

• Define aims of objective

• Develop methods and

TRAINING Instructional procedures
DESIGN AND

DELIVERY
• Select and prepare trainees

• Conduct training

• Facilitate transfer and further development

TRANSFER AND EVALUATION
• Conduct Evaluation OF LEARNING

Three phases of training process are:

Phase 1: Pre-training. This may also be called the preparation phase. The
process starts with an understanding of the situation requiring more effective
behavior. An organization’s concerns before training lie mainly in four areas:
Clarifying the precise objectives of training and the use the organization expects
to make of the participants after training; selection of suitable participants;
building favorable expectations and motivation in the participants prior to the
training; and planning for any changes that improved task performance will
require in addition to training.

Phase 2: Training. During the course of the training, participants focus their
attention on the new impressions that seem useful, stimulating and engaging.
There is no guarantee that the participants will in fact learn what they have
chosen. But the main purpose remains: participants explore in a training situation

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what interests them, and a training institution’s basic task is to provide the
necessary opportunities.

Having explored, participants try out some new behavior. If they find the new
behavior useful, they try it again, check it for effectiveness and satisfaction, try it
repeatedly and improve it. Finally, they incorporate this new facet into their
habitual behavior in the training situation. If they do not find it useful, they
discard it, try some variant, or discontinue learning in this direction. The intricate
process of selection and testing is continuous and more or less conscious. It is
important that work organizations meanwhile prepare the conditions for improved
performance by their participants upon their return.

Phase 3: Post-training. This may be called the "follow up" phase. When training
per se concludes, the situation changes. When the participants return back to work
from the training, a process of adjustment begins for everyone involved. The
newly learned skills undergo modification to fit the work situation. Participants
may find their organizations offering encouragement to use the training and also
support for continuing contact with the training institution. On the other hand,
they may step into a quagmire of negativity.

More effective behavior of people on the job in the organization is the primary
objective of the training process as a whole. In the simplest training process,
improvement is a dependent variable, and participants and organizations
independent variables. A model of training in its simplest form is presented in
figure below:

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But training is actually a more complex process than the above figure suggests. In
the first place, the training system itself needs to be included. It may be a
temporary system but the trainers in the system also learn through the various
opportunities available for checking their effectiveness, i.e. through feedback.
Thus the independent and intervening variables also become dependent variables.
The elaboration is shown in next figure (2):

Employers in all fields are challenged to find, develop, and retain top talent. Their
people are their most valuable strategic resource, though many executives don’t
realize the importance of having highly competent people on their team. Too often
employers allow themselves to be satisfied with less that adequate capacity. A
major strategic advantage in this highly competitive environment will be the
opportunity for training and education. Workers, dedicated to managing their own
careers, will be increasingly hungry for training to build their skills so they can
stay marketable. Sharp employers will invest huge amounts of resources to
enhance the capacity of current employees to avoid the need to spend heavily to
recruit qualified people from the outside.

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 1) Deadwood – those with low potential and low performance level. These
could be outcome of faulty selection policy of the organization.
2) Work horses – those employees with high performance level but with low
potential. These good performers for the existing and routine jobs but lack
confidence for higher-level responsibilities hence need training.
3) Problem children – employees with high potential but not willing to
perform. Organization face difficulty in handling them and they need
attitudinal training to develop positive attitude towards work.
4) Stars – the employees upon which the organization may feel pride.

Keeping in view the category of employees the major areas of organizational

training are human relation, value system attitude, motivation and morale, stress
management, and communication and mutual trust etc.

TRAINING AND LEARNING

Training and Learning: To understand what training techniques can do to improve
an employee’s job performance, it need to be explained how people learn.

Theories of Learning:
Learning is concerned with bringing about permanent change as a result of
experience. This can be done through direct experience or observation.
Regardless which technique is applied to learn, it is not possible to measure.
However, it is possible to measure changes in attitudes and behaviour that occur
as a result of learning.

There are two major theories have demonstrated learning research over the years.

Cognitive view: This view argues that an individual’s purposes or intentions

direct his or her actions.

Environmental perspective: this proponent believes that the individual is acted

upon and his or her behavior is a function of its external consequences.

More recently an approach has been offered that blends both of these theories-
learning is a continuous interaction between the individual and the social
environment in which he or she functions. That is called social-learning theory.

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This theory acknowledges that individual learns by observing what happens to
other people and just by being told about something, as well as by direct
experiences.

Four processes have been found to determine the influence a model will have on
an individual:

1. Attentional processes: People only learn from a model when they

recognize and pay attention to its critical features. Individuals tend to be
most influenced by models that are attractive, repeatedly available, and
similar to them.

2. Retention processes: A model’s influence depends on how the individual

remember the model’s action, even after the model is no longer readily
available.
3. Motor reproduction processes: After a person has seen a new behavior
by observing the model, the watching must be converted to doing. This
process then demonstrates that the individual can perform the modeled
activities.

4. Reinforcement processes: Individuals will be motivated to exhibit the

model behavior if positive incentive or rewards are provided.

Principles of Learning

Principles of Learning: The above processes derived from social-learning theory

are frequently presented in more specific terms as principle of learning.

Learning and motivation: Learning is enhanced when the learner is motivated.

The experience, therefore, should be designed so learners can see how it will help
them achieve goals they have set for themselves. For example, with enhanced
knowledge – you get promotion.

Feedback and learning: Feedback is best when it is immediate rather than

delayed. The sooner the individual have some knowledge of how well they are
performing, the easier for them to correct their erroneous activities.

Reinforcement and learning: Learning will be facilitated by positive

reinforcement. For example, if the workers are positively praised when they are

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 properly performing the task, workers would be more motivated to perform
better. When behavior is punished, it is temporarily suppressed but is unlikely to
be extinguished.

Practice and learning: Practice increases a learner’s performance. When learners

actually practice what they have read, heard, or seen, they gain confidence and are
less likely to make errors or to forget what they have learned. There are three way
a worker can practice a job - one, practice the whole job at once; two, break it into
two parts; three, break it into two, three, or what ever way is convenient for you.

Learning curve: Learning begins rapidly, then plateaus. Learning rates can be
expressed as a curve that usually begins with a sharp rise, then increases at a
decreasing rate until a plateau is reached.

Transferring learning: Learning must be transferred to the job. It does not make
any sense, if you learn skills in the class-room but you cannot transfer the skills to
your job.

Objectives of Training
No matter what the industry, or the size of your business, training can have a
positive effect on business performance and a measurable impact on the bottom
line.
Research shows that productivity increases even while training takes place. Staff
who have received formal training have been found to be up to 230 per cent more
productive than untrained colleagues working in the same role. High labor
productivity will increase your business output and can open a greater share of the
market, or expand the market through an increase in quality and reputation.

1. Business Objectives.
 Staff Retention

Training increases staff retention as it gives employees an incentive to stay on.

Staff retention is a significant cost saving. The loss of one competent person
can cost the equivalent of at least a year's pay and benefits.
In some companies, training programs have reduced staff turnover by 70 per
cent and have led to a return on investment of 7,000 per cent.

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 Improved quality and productivity

Training appropriate to worker and employer needs increases the quality and
flexibility of your services by fostering:

• Accuracy and Efficiency

• Good work safety practices
• Better customer service.
Most enterprises provide on-the-job training, particularly at induction.
However, ongoing training almost always shows a positive return on
investment.

 The flow-on effect

The benefits of training in one area can flow to all levels of your organization.
For some retail businesses, training store managers has increased profits with
sales rising up to 10 per cent and staff turnover rates declining by 37 per cent.
Over time, training will not only boost the bottom line, but reduce costs by
decreasing:
• Wasted time and materials
• Maintenance costs of machinery and equipment
• Workplace accidents which may result in lower future insurance premiums
• Recruitment costs such as advertising and induction, through the internal
promotion of skilled staff
• Absenteeism.
 Staying competitive

Staying competitive in a global market place requires businesses to continually

change their work practices and infrastructures. Training is used to manage and
facilitate the implementation of new technology, work practices and strategies by
delivering the necessary skills to your workforce.
The training your staff receives will also act as benchmarks for future recruitment
and quality assurance practices.

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 There are a variety of benefits from training other than those that directly affect
profit. Businesses, which have implemented training, have reported improvements
in:
• Staff morale and satisfaction
• 'Soft-skills' such as inter-staff communication and leadership
• Time management
• Customer satisfaction.

2. Employee benefits

Regular training and learning opportunities are an investment that will allow
employees to prosper and develop their careers while giving your business a
highly skilled workforce and a competitive advantage in the market.

 Staff turnover and recruitment

Studies of training across developed nations reveal that organizations with lower
staff turnover spend the most on training and education.

Minimizing staff turnover will benefit the organization. Replacing staff is a costly
process - skills are lost, resources are disrupted and recruiting new personnel takes
time and money.
Staff who receive ongoing training are more likely to commit to their employers
because:

• Completion of the training develops their careers

• The training enables them to take on greater responsibility and higher paid
work.

Measuring potential candidates against competencies delivered in your training

programs also streamlines the recruitment process and reduces the induction
period.

 Increase workforce flexibility

Training increases the skill-set of your workforce enabling it to engage in a wider

range of tasks and responsibilities.

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 Greater confidence and motivation leads staff to become less reliant on
management and supervision.
Training in skills specific to your industry does not necessarily limit the benefits
of flexibility. Staff who receive such targeted training often achieve improvements
in:

• Communication skills
• Professionalism
• Conscientiousness
• Creativity and innovation.
The benefits of a trained workforce have been shown to flow through to customers
who become more satisfied with the improved level of products and services.

 Improved staff attitude and morale

People enjoy learning when the material is relevant to their interests and many
will be eager to apply their new skills and knowledge in practical situations.

Staff who possess diverse skills are generally more satisfied and positive in their
jobs. This decreases the occurrence of work-related stress and improves the
overall work environment.
By investing in their training, staff often feels:
• Company have confidence in them to do the job
• The business values them and is giving something back over and above
wages.
As a result, they will become self-starters, develop further competencies such as
leadership and teambuilding, and be more willing to undertake further training.
Training is also a perfect opportunity for business to get to know its staff, and for
them to get to know each other.

3. Staying competitive

To retain an edge over their competitors, organizations have to keep abreast of

industry changes, technological advances and new industry legislation.

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 Nationally recognized training, which is continually reviewed and updated by
industry and training experts, keeps your business up-to-date with the latest
industry and global marketplace developments.

4. New business opportunities

Trained and motivated staff who understand the specifics of your business
operations, are a sustainable competitive advantage. They will give your business
the competitive edge by:

• Increasing productivity and standards in production, therefore boosting

your business reputation
• Being able to undertake a greater variety of work and therefore allow you
to expand or open up new markets
• Allowing you to bid for more specialized, high value contracts
• Assisting you to meet business objectives faster.

Take advantage of new technologies

Training is vital to stay ahead and take advantage of new information

technologies, which play a crucial role in many organizations.

Trained staff will prevent your business from suffering skill shortages in IT and
all other areas relevant to your industry.
Training is flexible and can occur with little disruption to your business.
Vocational education and training can be delivered when and where it suits your
business - after hours, on or off-the-job, and even online.

Training Methods

Training method is a systematic procedure or technique by which a particular skill

is developed in a person/employee of an organization. The quality of any
training program depends upon the combination of training methods
adopted.
The method by which job training is delivered often varies based on the needs of
the company, the trainee, and on the task being performed.
There are many different ways to train.

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On the basis of their characteristics, the important training methods are classified
as:

A. ON THE JOB TRAINING METHODS

• On the job training
• Job Rotation
• Guidance and Counseling
• Syndicate Groups

B. SIMULATION METHODS
• Role Plays (d
• Case Method (d
• Management Games
• In Basket Exercise

C. KNOWLEDGE BASED METHODS

• Lecture (d
• Extension Talk
• Group Discussion (d
• Seminar (d
• Brain Storming (d

D. SKILL BASED METHODS

• Assignments
• Practice after Demonstration
• Task Performance
• Skill Teaching

E. EXPERIENTIAL METHOD
• Sensitivity Trainings- T Groups, Transactional Analysis.

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A detailed description of methods is given below:

Lecture

A lecture is the method learners often most commonly associate with college and
secondary education. Yet, it is also considered one of the least effective methods
to use for adult learners. In this method, one person (the trainer) does all of the
talking. He or she may use handouts, visual aids, question/answer, or posters to
support the lecture. Communication is primarily one-way: from the instructor to
the learner.

Pros: Less time is needed for the trainer to prepare than other methods. It provides
a lot of information quickly when it is less important that the trainees retain a lot
of details.

Cons: Does not actively involve trainees in training process. The trainees forget
much information if it is presented only orally.

Seminar

Seminars often combine several group methods: lectures, discussions,

conferences, demonstrations.

Pros: Group members are involved in the training. The trainer can use many group
methods as part of the seminar activity.

Cons: Planning is time-consuming. The trainer must have skill in conducting a

seminar. More time is needed to conduct a seminar than is needed for many other
methods.

Conference

The conference training method is a good problem-solving approach. A group

considers a specific problem or issue and they work to reach agreement on
statements or solutions.

Pros: There is a lot of trainee participation. The trainees build consensus and the
trainer can use several methods (lecture, panel, seminar) to keep sessions
interesting.

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Cons: It can be difficult to control a group. Opinions generated at the conference
may differ from the manager’s ideas, causing conflict.

Role Playing

During a role-play, the trainees assume roles and act out situations connected to
the learning concepts. It is good for customer service and sales training.

Pros: Trainees can learn possible results of certain behaviors in a classroom

situation. They get an opportunity to practice people skills. It is possible to
experiment with many different approaches to a situation without alienating any
actual customers.
Cons: A lot of time is spent making a single point. Trainers must be skilled and
creative in helping the class learn from the situation. In some role play situations,
only a few people get to practice while others watch.

Case Studies

A case study is a description of a real or imagined situation which contains

information that trainees can use to analyze what has occurred and why. The
trainees recommend solutions based on the content provided.

Pros: A case study can present a real-life situation which lets trainees consider
what they would do. It can present a wide variety of skills in which applying
knowledge is important.

Cons: Cases can be difficult to write and time-consuming to discuss. The trainer
must be creative and very skilled at leading discussions, making points, and
keeping trainees on track.

Self-discovery

Trainees discover the competencies on their own using such techniques as guided
exercises, books, and research.

Pros: Trainees are able to choose the learning style that works the best for them.
They are able to move at their own pace and have a great deal of ownership over
their learning.

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Cons: Trainees can easily get side-tracked and may move slower than the trainer
desires. It is also more difficult to measure the employees progress.

Movies/videos/computer-based training

Content for the training experience comes primarily from a videotape or

computer-based program.

Pros: It is easy to provide this training and the trainer can follow-up with
questions and discussion. It is also easy to assure that the same information is
presented to each trainee.

Cons: It is expensive to develop. Most trainers choosing this option must purchase
the training from an outside vendor, making the content less specific to their
needs.

Discussion Groups

These can be set up inside or outside your job setting, with friends or co-workers.
You could set up a regular brown-bag lunch group, or an after-hours discussion
with peers, with or without a group leader or facilitator. Books, videos, current
events, or simply topics of interest to participants could stimulate discussions.
The possibilities are endless, limited only by your interest, imagination, and
initiative.

On-the-job training

This is the most common method of training. The trainee is placed on the job and
the manager or mentor shows the trainee how to do the job. To be successful, the
training should be done according to a structured program that uses task lists, job
breakdowns, and performance standards as a lesson plan.

Pros: The training can be made extremely specific to the employee's needs. It is
highly practical and reality-based. It also helps the employee establish important
relationships with his or her supervisor or mentor.

Cons: Training is not standardized for employees. There is often a tendency to

have a person learn by doing the job, providing no real training.

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Mentoring

A mentor can tutor others in their learning. Mentors help employees solve
problems both through training them in skills and through modeling effective
attitudes and behaviors. This system is sometimes known as a buddy system.

Pros: It can take place before, during, or after a shift. It gives the trainee individual
attention and immediate feedback. It also helps the trainee get information
regarding the business culture and organizational structure.

Cons: Training can be interrupted if the mentor moves on. If a properly trained
mentor is not chosen, the trainee can pick up bad habits.
When choosing from among these methods, the trainer must decide which one
best suits the trainees, the environment, and the investments available. Many
trainers will choose to combine methods or vary them. Others will select a single
method that works best for them and never vary. With so many options, a trainer
is limited only by his or her creativity.

One-to-one and Small Group Training

Many aspects of work are best explained in the workplace and some aspects can
only be trained in the workplace. Many managers, supervisors, team leaders and
specialists are thrown into the task of helping others to learn a job with little
guidance on how to do it effectively.

Brainstorming
A problem or open questions are stated to focus upon. Few moments are given to
groups to jot down their own thoughts before starting the round. All ideas are
recorded on flip chart paper. When brainstorm completes group is asked to merge
items and narrow to a manageable few.
Establish Rules of Brainstorming: one idea per person, be wild and creative, no
interruptions, no evaluation of others' comments, individuals may pass.

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When to Use:
• To generate many alternative solutions to a problem
• To come up with new uses for things or design new products
• When participants represent many different backgrounds
• When you want to create equity within a group (break through traditional,
established roles)
• To encourage all group members to speak
• To obtain the best and fullest intelligence and creativity from a combined
group

In Basket Exercise

The in basket is simulation of manager’s workload on a typical day. The

participant is required to assume the role of a manager in a hypothetical
organization. He is then presented with an assortment of problems. These
problems are presented to the manager in the form of letters, memos and
memoranda, all put in the IN- Tray of the participant. The participant is asked to
read the IN-Tray and take appropriate action within a limited time.

Pros: Rooted in the real life situation of the corporate world. Hence, effectively
enhance skills in decision-making and problem solving.

Cons: Are expensive to construct as also to administer. It is essentially individual

and non-interactive.

SENSITIVITY TRAINING

Sensitivity training is an experiential approach to training. It provides participants

an opportunity to actually experience some concepts of management just as a
manager would experience them. It attempts to develop the diagnostic ability of
participants –the ability to perceive reality. The individual is made aware of
himself and his impact on others. It increases sensitivity and awareness towards
others and their styles. It helps in understanding how conflicts arise and are
resolved.

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T- Groups:
A T-Group consist of eight to fifteen persons. The trainer after setting forth the
objectives of the T –Group recedes into the background creating vacuum which
impels participants to develop structure and meaning themselves. Data developed
by the group behaviour is used to understand the ‘here and now’. Analysis is
direct and immediate to see through and decipher reality from appearance and
perceptions. T- Group processes concentrate on the present to the total exclusion
of the past, and participants are in the act of observing while participating.

Transactional analysis:
This method is a communication between people and theory of personality.
Learning these theories, managers can better understand others behaviours and
also can assist them altering their responses so as to produce more effective results

TRAINING NEED IDENTIFICATION

“Training is useless unless you have a purpose, it's knowing for what purpose to
train for that can break men's fulfilment.”

Training needs assessment begins with identifying organizational needs in

terms of capabilities, task needs assessment in terms of skill sets that are
needed within the firm, and individual needs analysis to determine how
employee skills fit with company needs
.

A training needs assessment provides vital informationrmation about the real

needs of the organizationanization. This pre-training tool helps a company to
strategically identify specific areas needing attention (training and non-training).
The assessment results help target training more cost-effectively.

Training activities, which are ill directed and inadequately focused do not serve
the purpose of the trainers, the trainees, or the organization, hence identification of

25
training needs become the top priority of every progressive organization. In fact,
training needs analysis helps in defining the gap between what is happening and
what should happen. Identification of training needs, if done properly, provides
the basis on which all other training activities can be considered.
“Determining training needs” is not just a training process issue. It is also a rg
management issue reflecting the mission, philosophy, and strategy of the training
function.
A training need exists when an employee lacks the knowledge, skills or values to
perform an assigned task satisfactorily. A needs analysis is the process of
identifying whether training is required, and what type of training would be
appropriate for the situation. It involves considering the existing skills and
performance of the workforce, and the required/desired skills of the workforce
now and for the future. A training needs analysis can be completed broadly across
the organizationanisation, or can be completed for an individual. An analysis of
the training needs of an individual is sometimes called a "skills audit".

Broadly, a needs analysis involves the following steps:

1. An assessment of the future needs of the organizationanisation. Is training

addressing the future skills required for the organizationanisation to
achieve its strategic goals' This can be done through workforce planning,
and reviewing the strategic direction. For further informationrmation refer
to the Workforce Planning Guide.

2. An assessment of the current situation - what is currently happening and

what should be happening across broad areas of the organizationanisation.
This can be done through general observation, through conducting
surveys, interviews or focus groups.

3. Investigating if training is the appropriate response to the issues. Is the

issue training-related or is there another solution' This can be done through
reviewing the skills, knowledge and attitudes of staff, through reviewing

26
 performance data, gathering feedback from staff and people accessing the
service, observing the workflow, or through interviews and focus groups.

4. Determining what type and method of training and development will

provide the appropriate solution. Prioritise delivery.

5. Reporting the informationrmation, and gaining commitment for

development of a training plan and implementation of appropriate training.

BASIC APPROACHES TO DETERMINING TRAINING NEEDS

Following Figure shows the linkage between training input and performance
output and four approaches to determining training needs:

(1) (2) (3) (4) (5)

Knowledge/Skill Performer/ Task Job
Process/
Input Repertoire or Output Output Function
Competencies Output

APPROACHES
TO
DETERMING
TRAINING
NEEDS

A. B. C. D.
Training Compet Task Perfor-
Need -ency Analysis -mance
Survey Study Analysis

1. Performance Analysis, starts with links 5 and 4. One can begin the needs
analysis by determining the desired process and job output and ultimately
what knowledge and skill was required to perform the various tasks. This
approach will also identify the other performance factors such as
consequences and feedback-in addition to training-that are required if the job
and process outputs are to occur.

27
 2. Task Analysis, enters the linkage at point 3. if applying a task analysts
approach to determining the training needs begin by determining the tasks
performed by the supervisors and then ascertaining what knowledge and skill
was required to successfully perform those tasks. This approach to needs
analysis is output focused but does not tie directly into job performance or
address the other performance factors.

3. Competency Study, enters the linkage at point 2, the performer repertoire.

Begin by determining what experts in the claims function thought the
competences or capabilities of a claim supervisor were and then ascertaining
what knowledge and skill was required to have the capabilities to display the
competencies. This approach does not directly link the rg input to performance
output or address the performance context of the performer.

4. Training Need Survey, enters at point 1. this is a very straight forward

survey. Survey a range of informed sources within the claim function and ask
what rg they thought was required by or would be beneficial for claim
supervisors. This is basically an informed opinion survey and begins and ends
at point 1 in the linkage. This approach to needs analysis is relatively quick
but makes no direct links to performance output at any levels.
Of the four approaches mentioned above where the training analyst starts the
needs analysis depends on the circumstances.

SOURCES OF INFORMATION FOR NEEDS ANALYSIS

 Management
 Customers or End Users
 Government
 Workers
 Technology

MANAGEMENT
A reactive training approach is totally and exclusively responsive to management
as its source of information. Ask your management contacts the following
questions:

 Who will receive the training?

28
  What is the nature of the population to be trained?
 What problems have created the need for training?
 What specific results would management like the training to achieve?
 What is the time frame for training?
 What is the budget for training?
CUSTOMERS OR END USERS

No one can argue with a need for training that has been defined by an effective
customer survey. This is especially true in light of the old saying, “The customer
is always right.”
Usually a company has some form of customer feedback. It may be a customer
service or complaint department, market research, receptionists, shipping and
expediting and so on. In fact, any area or department that regularly interfaces with
the company’s customers or end users is a way to gauge customer response to
your company. Here’s what one should look for:

 Number and pattern of complaints- Document both the weekly or monthly

number of complaints and what articles, services or employees are
involved.

 Service records- too frequent service calls imply both inferior quality and
inadequate service. If your company services hardware of any kind, look
for patterns in the frequency of service, both in the items serviced and
among the departments or service people themselves. Retraining might be
an effective solution.

 Customer service- there are few better sources of information for needs
analysis than simply walking around observing how things are done. Look
at how customers react to company personnel.

 Customers Survey- All of us who travel are familiar with the ubiquitous
customers surveys in hotels and restaurants. These are an effective source
of data on how well employees are performing and whether or not they
may need training.

29
 GOVERNMENT

Most managers are aware of the impact a change in government regulations has
on company operations. Yet such a change seldom comes as a surprise. The
government debates it, the media report it, the issues are discussed.

WORKERS

Frequently the workplace can tell you when some form of training or retraining
may be in order. Here are some areas that can be monitored:

Absenteeism and Turnover rates

Union Bargaining Positions
Outside Seminars
Exit interviews
Employee Surveys

TECHNOLOGY
If your department does not currently offer new managers training in word
processing or computer applications, you will have to provide it sooner or later.
Monitor technological changes that affect the workplace. For example, electronic
mail and interactive video telephones are becoming current.

TRAINING NEED ASSESSMENT INVOLVES:

Assess your needs

Making a decision about the right training for your organization depends on a
number of factors – identifying business needs, the needs of your employees and a
recognition of existing skill levels.

Identify your business needs

An assessment of your training needs will help you identify the gaps in skills and
knowledge that are vital for your business. Your analysis can be in the form of
questionnaires, interviews, observation or any type of available research.
To assess your business needs consider the following questions:

• Where do you want your business to go?

30
 • What potential business areas can benefit from training?

• What does the business want to achieve from investing in training?

• How much time, equipment, money and other resources do you want or
need to allocate to training?
• What do you expect will be the level of staff involvement in training?
Ask key leaders or managers in your organization what goals and objectives they
must accomplish this year and how training could assist to accomplish them. For
example, if you need to reduce production costs, targeted training can improve
your production processes by decreasing re-work or rejection of defective
products.
Get feedback from your employees. Ask them:
• What areas of the business could be improved, for example, processes,
customer relations or technology?

• To identify areas where individual supervisors could improve

performance.

• Where and with whom are the specific skills vital to the output of your
business located?

Research your industry:

If you can, find out what other organizations are doing with training and then
benchmark your training plan against their experiences.
Also, find out benchmark statistics, such as the cost of production for a similar
product. These statistics can form targets for your business to meet or exceed as a
result of training.
Formal records of previous training your business has conducted, including
induction programs, are also useful. They can make it easier to review your
training needs and ensure that future training is relevant.

 Identify employee needs

When evaluating the training that's required to achieve your business goals, one
should also identify the training needs of your employees.

31
There are training options for all staff - from entry level workers to board level
executives - and training needs vary based upon how your business is structured,
and how responsibilities are shared and distributed.

First you should assess the nature of the employees' work and the competencies
that the business requires to run efficiently.

Consider the following questions:

• What skills and knowledge are required to perform the work of your staff?

• What are the measures of successful performance of their work?

• Are your employees reaching these levels?

Employees will be the best resource for this information. They will be able to tell
you what is and isn't working.
One should ensure that employees have a job description, where the skills and
knowledge required to do the job are clearly outlined. This will also facilitate the
assessment of your training needs.

Use Training Packages:

If you need help determining which competencies your staff need to achieve, you
can find ideas in one of the many training packages that are offered across all
industries. Training Packages outline the skills and knowledge a person must
demonstrate at work and provide guidelines for assessing these competencies.
Consider your employees' response
In order for the training to return maximum benefits the training should also meet
the needs of your employees individually. For example, answer these questions:

• How will your employees accept the training?

• How do your employees prefer to learn?

• What expectations do they have about the training?

• How will training impact on your employees' regular job functions?

• How will the age, gender, skills and experiences of your employees affect
the nature of the training?

32
This information will come from the employees themselves or your personal
knowledge of them. You might also conduct a questionnaire or informal
interview, which you could include in your training records.

 Skills recognition

Employees may already have the skills or knowledge that will enable them to gain
a qualification without taking part in the whole training programram.
Skills recognition is the acknowledgment by a training provider that an employee
has gained an appropriate level of skill and knowledge that would have otherwise
been developed through undertaking a course.
These skills and knowledge may have been gained through some form of study,
through a training provider or by self-tuition, work or life experience.

Why conduct Training Need Analysis?

TNA plays a critical role in planning the use of available training and
development resources. Critically it ensures that money is spent on essential
training and development that will help drive the business forward to meet its
objectives. In the same way it can help highlight occasions where training might
not be appropriate but requires alternative action such as recruitment or
contracting out work.

BENEFITS:

Employee Benefits

 Employees have the opportunity to learn from performing training

assessment.
 “Employees begin to realize that they can make choices concerning their
careers through the needs assessment programram, express concerns about
the present status of their job knowledge (without having the
informationrmation show up on their performance appraisal), facilitate the
company in achieving its objectives and goals, and evaluate their own
knowledge and learning

33
34
Organizational Benefits

 Know what their training needs are.

 Why provide a kind of training.
 Develop and new knowledge.
 Knowing what training is being planned and why.
 Justifying costs in relation to training benefits.

“A needs assessment provides a systematic, repeatable approach for customizing

training program. As a result, organizations can know what their training needs
are and develop a base for sequencing and phasing in new knowledge. Firms also
develop an understanding as to why they are providing particular training.”

OTHER BENEFITS:

 Eliminate chaos from your training efforts

 Set the direction and tone of your training effort
 Align training with your business goals and objectives
 Bring reason, cohesiveness and clarity to your training effort
 Monitor the progress of your organization in achieving its training goals

35
 SIGNIFICANCE OF THE STUDY

 The effectiveness of the training programmes can be established through

this study.
 This study helps to understand, analyze & apply the core concepts of
training in an organization.
 Managers would be able to identify the need of training for its employees.
 Managers would know what employees think of the training and
development programmes and make changes if necessary.

36
 REVIEW OF LITERATURE
Kirkpatrick (1994) has developed a model for evaluating the effectiveness of
training within organization. It has four levels:
Level 1: reaction- a measure of how participants feel about various aspects of the
program.
Level 2: learning- a measure of the knowledge acquired, skills improved or
attitudes changed during training.
Level 3: behavior - a measure of the extent to which participants change their
behavior because of training and
Level 4: results- a measure of the final results for the organization that occur due
to training, including increased sales, higher productivity, and reduced employee
turnover.
The difficulty of standardizing measurement increases from the level on the
Kirkpatrick scale.
The American society of Training and Development (ASTD) benchmarking
survey also includes questions around “initial skill change” as result of training,
and “follow-up evaluation of performance on course objectives” (with
assessments being obtained from participants and supervisors).These measures are
similar but not identical to levels one and three on Kirkpatrick’s scale for
measuring training effectiveness. Various correlations between learning
effectiveness and institutional factor and learning effectiveness and organization
outcomes may then be examined (Bassi & Ahlstrand, 2000. p12-13)
The scales described above for looking at effectiveness of training focus on effects
at the individual and organizational level. However, participation in training and
development may also have effect for the economy as a whole. The OCED (1997)
summarizes the nature of these effects as follows:
For individuals: qualification, employment, job satisfaction, earnings, career
progression:
For organization: employee morale, absenteeism, labor turnover, productivity,
quality of output, production costs, sales and profit; and
For economies: level of structural unemployment, inflation, international
competitiveness and economic growth (OCED, 1997, p20)

37
Most of these effects are measurable, either directly according to some (relatively)
standard classification system (e.g. qualifications) or through a specially designed
rating scale or other instrument (e.g. for job satisfaction).While some research
focuses on the effects of training on these variables, other research looks at my
increase skill levels, and higher skill levels are associated with higher participation
in training.

Training is widely understood as communication directed at a defined population

for the purpose of developing skills, modifying behavior, and increasing
competence. Generally, training focuses exclusively on what needs to be known.
Education is a longer-term process that incorporates the goals of training and
explains why certain information must be known. Education emphasizes the
scientific foundation of the material presented. Both training and education induce
learning, a process that modifies knowledge and behavior through teaching and
experience. The research model described here pertains to both training and
education. Therefore, in this document, "training" refers to both processes.

In contrast to informal training (which is embedded in most instances of human

exchange), formal training interventions have stated goals, content, and strategies
for instruction. Our intent is to offer a general approach to intervention
effectiveness research that addresses formal training across settings and topics.
The model integrates primary and secondary data collection with qualitative and
quantitative analyses so that the benefits of each research technique can be applied
to the evaluation of training effectiveness.

Training intervention effectiveness research is needed to (1) identify major

variables that influence the learning process and (2) optimize resources available
for training interventions. Logical and progressive study models are best suited to
identify the critical elements and causal relationships that affect training
effectiveness and efficiency.

In training research, it is often difficult to arrive at definitive answers. Typically,

many variables minimize effects and make results difficult to interpret.
Furthermore, the amount of variance attributed to any one variable is usually
small. Therefore, if training is to be an essential component of planned
interventions, a uniform system of research is needed to explain how training is
made effective and to indicate how resources for training should be organized.

38
The model described here recognizes that formal training interventions are
affected by several real-world factors such as uneven resource availability across
training settings and differing levels of experience and expertise among
instructors. Accordingly, training evaluation research should be conducted in the
field where possible in order to incorporate these variables into the study of
effectiveness.

Established techniques (such as qualitative study methods and quasi-experimental

research designs) are available to deal with the difficulties of field research [Miles
and Huberman 1984; Tuckman 1972]. These techniques enable researchers to
develop evaluation designs appropriate for investigating many of the critical
elements of effective training. As presented, the model provides a framework in
which to practice these methodologies. Consequently, routine implementation of
the model will lead to increased consistency and logic across training evaluation
studies—and to generalization of research findings to multiple training
circumstances.

Comr. S. Peter, 2008

The Statute of Artificers of 1563 is the first example of state intervention and
provided the legal basis for vocational training until 1814 when the 'laissez faire'
attitudes of the time opposing any state regulation brought about its abolition.
Nevertheless, the attitudes contained in it, notably restriction of entry and the
insistence on time-serving to qualify as a craftsman, lingered on until the latter
part of the 20th century. The craft trade unions that emerged from the mid-19th
century insisted on apprenticeship qualifications for membership, and used craft
status as a means of gaining and maintaining influence and power. And the
attitudes that had brought about the abolition of the Statute of Artificers, which
might be characterized as voluntarism versus state regulation or intervention, are
still present in debates in the 21st century.

When Labour came to power in 1997, it inherited a situation in which there was
growing evidence that the UK had more poorly qualified employees and fewer
young people in training than most of its European competitors. Two 1998 Green

39
Papers, The Learning Age and Lifelong Learning, announced the government's
commitment to lifelong learning.

Also in 1998, Labour announced its 'welfare-to-work' scheme - New Deal, to get
the long-term unemployed into employment. How successful this was is arguable:
many of those who found jobs might have done so anyway because of the growth
in the economy. There were complaints about the relevance of the training and the
associated bureaucracy. This was followed by the Leitch Review of Skills 1.
Published in 2006, it proposed tackling the continuing problem of low skills by
(among other recommendations) proposals for the UK ultimately getting to a
position where 95% of adults would achieve a Level 2 qualification, and
supporting a new ‘pledge’ for employers to voluntarily commit to train all eligible
employees up to Level 2.

G. Balucha, 2005

Writing about recent and current events, historical perspective is lacking.

The clash between voluntarism and interventionism still exists, although the
influence of the European Union, with a broadly more interventionist philosophy,
is increasing. Modern Apprenticeships, despite re-branding, struggle to succeed.
There is still no 'training culture' among many employers, as exists more widely in
certain other EU nations, and the training performance of SMEs in particular
remains a real problem. The initial responses to Leitch’s call for a skills ‘pledge’
are not encouraging, particularly amongst small firms2, and there is opposition to
the idea of intervention in the form of a statutory right to workplace training.
There are concerns that the new work-related diplomas will be regarded as inferior
to GCSEs and A-levels, although vocational qualifications sit alongside
‘academic’ qualifications easily in most of continental Europe.

As part of a larger research project on evaluation, I reviewed the relevant

Australian, British and American journals for the period 1970-1986. My intention
was to identify themes or trends in the evaluation of T&D programs, and
ultimately to extract from the literature some practical guidelines, techniques or
models useful to T&D/HRD professionals, particularly in the area of management
development and Human Resource programs.

40
I was initially surprised by the relatively small number of articles on the subject of
evaluation. A total of six articles in Australian journals was found (five by
Australian practitioners), and the Australian National Library has no record of any
publication dealing with HRD evaluation for the period 1980-86. In British and
American journals, some eighty articles were located, the most prolific period
being 1982-84.

The other impression one gains is of the uneven quality of this material. Much of
it is rather superficial and general; some on the other hand is so academic in style
it would be difficult for many practitioners to understand or apply.

The lack of extensive bibliographies and literature reviews was also a surprise
finding. As a result, one of the products of this research project was the
development of an annotated bibliography of more than eighty articles. This is
included at the end of this article.

In reviewing the literature I undertook a content analysis of the articles. In this

article I will relate my findings in relation to the definition of evaluation, the
purpose of evaluation as expressed by the author, and the models or techniques
proposed.

Current evaluation practice

There is ample evidence that evaluation continues to be one of the most vexing
problems facing the training fraternity. Catanello and Kirkpatrick's 1968 survey of
110 industrial organisations evaluating training (Burgoyne and Cooper, 1975, 60)
revealed that very few were assessing anything other than trainee reactions.

Looking at similar data and the emphasis in much of the literature, one wonders if
there has been much change in 20 years (see, for example, Brown, 1980, 11).
Galagan (1983,48) and Del Gaizo (1984, 30) both refer to a survey of Training
and Development Journal readers in which 30% of the respondents identified
evaluation of training as the most difficult part of their job. Easterby-Smith and
Tanton (1985, 25) report on their British survey involving HRD practitioners in

41
fifteen organisations. In virtually every case the only form of evaluation being
done was end-of-course trainee reactions, and the data so obtained seldom used.

Such findings are similar to my own 1985 survey of a sample of Public Service
and private company trainers in Sydney to determine both their attitude to
evaluation and what was being carried out by them in practice. All expressed a
firm belief in the principle of evaluation, and all administered end of-course forms
of varying degrees of complexity to gauge trainee reactions to the instructors,
content, and facilities. But 75% admitted that was as far as their evaluation went,
mainly because they did not know what else to do. As Easterby-Smith and Tanton
(1985) observe, much current practice is only a ritual, and in many cases the
evaluation that counts is done before the course is ever given; post-course data
merely confirm prior judgements that the training is satisfactory.

In the minds of many practitioners evaluation is viewed as a problem rather than a

solution, and an end rather than a means.

Where evaluation of programs is being undertaken it is often a 'seat of the pants'

approach and very limited in its scope. Overawed by quantitative measurement
techniques, and lacking both the budget and the time as well as the required
expertise for comprehensive evaluations, trainers often revert to checking in the
only way they know - post-course reactions - to reassure themselves the training is
satisfactory.

If the literature is a reflection of general practice, it can be assumed that many

practitioners do not understand what the term evaluation encompasses, what its
essential features are, and what purpose it should serve. Consequently the use of
training courses far outstrips what is known of their usefulness. When such
programs are evaluated, the common sources of data (other than trainee reactions)
are numbers of participants, decreased absenteeism at work, high rating of
instructors, etc. Many trainers are therefore making judgements on the basis of
activities ("employee days of training") and not on relevant results. Many
practitioners regard the development and delivery of training courses as their
primary concern, and evaluation something of an afterthought.

42
On the other hand, adopting the premise that no news is good news, many
practitioners still avoid the evaluation issue. Preferring to "remain in the dark",
and worried that evaluation will only confirm their worst fears (since they have no
other alternative to offer management if the current program is shown to be
educationally ineffective), they choose to settle for a non-threatening survey of
trainee reactions.

Towards a definition

Providing a sound definition is more than a lexicographic exercise; it can clarify

and refine concepts, generating a framework within which to develop a pragmatic
approach to the subject. Evaluation is no exception, and the apparent confusion in
the minds of many as to the purposes and functions of evaluation corresponds to
the ignorance or misunderstanding of what is meant by this and related terms such
as research, validation, and assessment. A variety of definitions can be found in
the literature, many of them stipulative, and the inconsistencies in the use of the
terminology has "muddied the waters'' of training evaluation a great deal, affecting
the success of evaluation efforts (Wittingslow, 1986, 8).

Bramley & Newby (1984a) summarise the diversity of terminology used over the
past decade, and offer a most helpful comprehensive table showing the
interrelationships between various concepts of evaluation.

Rackham (1974, 454) offers perhaps the most amusing and least academic
definition of evaluation, referring to it as a form of training archaeology where
one is obsessively digging up the past in a manner unrelated to the future!

In the literature reviewed, where a definition of evaluation is given, the majority

of writers tend to view it as the gathering of information in order to make a value
judgement about the program, such as necessary changes or the possible cessation
of the program. Williams (1976, 12) defines evaluation as the assessment of value
or worth. Harper & Bell (1982, 24) refer to the planned collection, collation and
analysis of information to enable judgements about value and worth. However, as
Williams (1976, 12) observes, value is a rather vague concept, and this has
contributed to the different interpretations of the term evaluation.

43
 OBJECTIVES OF THE STUDY

This project is an attempt to study how the development of competency among

employees through training need identification and evaluation of training
programme at Idea

• To understand the prevailing trends of training and development with

regard to the service industry.

• Frame a training module incorporating the prominent training practices for

effective encouragement training.

• To focus on training and development as an implementation of strategic

planning in IDEA

• To find out the extent to which the training has fulfilled the objectives.
• To offer policy suggestions for better implementation of the scheme.

44
 RESEARCH METHODOLOGY

METHODOLOGY
Every project work is based on certain methodology, which is a way to
systematically solve the problem or attain its objectives. It is a very
important guideline and lead to completion of any project work
through observation, data collection and data analysis.
According to Clifford Woody, “Research Methodology comprises of defining &
redefining problems, collecting, organizing &evaluating data, making deductions
&researching to conclusions.”
Accordingly, the methodology used in the project is as follows: -
 Defining the objectives of the study
 Framing of questionnaire keeping objectives in mind (considering the
objectives)
 Feedback from the employees
 Analysis of feedback
 Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the functioning of the
organization, a sample size of reasonable strength of the Company has been taken
in order to arrive at the present practices of training in the Company.
Accordingly, 20 officers and 40 workers have been selected at random from all
the departments of the organization and feedback forms (questionnaire) have been
obtained. The data has been analyzed in order to arrive at present training
practices in the organization.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data.
Random sampling from a finite population refers to that method of sample
selection, which gives each possible sample combination an equal probability of
being picked up and each item in the entire population to have an equal chance of
being included in the sample. This sampling is without replacement, i.e. once an
item is selected for the sample, it cannot appear in the sample again.

45
DATA COLLECTION
To determine the appropriate data for research mainly two kinds of data was
collected namely primary & secondary data as explained below:

PRIMARY DATA
Primary data are those, which were collected afresh & for the first time and thus
happen to be original in character. However, there are many methods of collecting
the primary data; all have not been used for the purpose of this project. The ones
that have been used are:
 Questionnaire
 Informal Interviews
 Observation
SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the
respective project. The secondary data was collected through:
 Text Books
 Articles
 Journals
 Websites
STATISTICAL TOOLS USED
The main statistical tools used for the collection and analyses of data in this
project are:

 Pie Charts
 Tables

 Sampling Unit:- Employees

 Universe:- Finite

 Type of research:- Descriptive cum Exploratory

 Sampling Area:- Rohtak

 Sample Size:- 50

 Sample Media:- Questionnaire

46
 Sampling Technique:- Convenient Sampling

 Source of Data Collection Primary & Secondary

47
 COMPANY PROFILE
Idea Cellular's antecedents date back to 1995, when the Aditya Birla Group and
AT&T (through Birla AT&T Communications – Maharashtra & Gujarat circle)
and the Tata Group (through Tata Cellular - Andhra Pradesh circle) set up cellular
networks. Both the above company were amongst the first company to
commercially start operation in circles other than metros and achieve financial
closure in Indian Telecom industry.

In the year 2000, the historic path-breaking merger of Tata Cellular with Birla
AT&T Communications and the subsequent acquisition of RPG Cellular -
(Madhya Pradesh circle) in the year 2001 - helped take the company to aim even
further and led to the formation of Birla Tata AT&T Limited. In year 2001,
company won fourth cellular license for Delhi metro circle and in year 2002
company introduced common brand “!DEA” and changed the name to IDEA
Cellular Limited.

Since then, there has been no looking back for IDEA Cellular. The company
launch Delhi operations in year 2002 and added a record 100,000 subscriber
within one month of launch.

In 2003, the company achieved the largest financial closure in Indian Telecom for
all its circle. In 2004, the company entered into definitive agreement to acquire
Escotel Mobile Communications (existing operator in Haryana, Kerala and
UP(W)) and Escorts Telecommunications (cellular licensee holder for UP(e),
Himachal Pradesh and Rajasthan)

In 2005, the share of AT&T has been taken by Aditya Birla group and raised their
share to 53%. Aditya Birla share has been taken care under the name of Indian
Rayon of Aditya Birla.

Recently in June’06, the share of Tata has been taken by Aditya Birla Group due
to the regulation of TRAI. Now the combined holding of the Aditya Birla Group
companies in Idea now stands at 98.3 per cent constituted between Aditya Birla

48
Nuvo Ltd. (35.7 per cent), Birla TMT Holdings Ltd. (44.9 per cent), Grasim
Industries Ltd. (7.6 per cent) and Hindalco Industries Ltd. (10.1 per cent).

Idea is a leading cellular operator, with a subscriber base of over 8 million across
the country. Idea controls a portfolio of India's most attractive and mainly
contiguous properties including the 11 states of Maharashtra (excluding Mumbai),
Goa, Gujarat, Andhra Pradesh, Madhya Pradesh, Chattisgarh, Uttar Pradesh
(West), Uttaranchal, Haryana, Kerala and Delhi (inclusive of NCR). Having
operations in four of the five largest cellular circles in India, Idea is the market
leader in the Maharashtra and Goa; Uttar Pradesh (West) and Madhya Pradesh and
Chattisgarh circles in terms of number of subscribers. Idea's Delhi circle is also
the fastest-growing fourth operator in the country, which is an achievement in
itself and showcases customer confidence of a high degree.

Idea covers over 3,660 small and major towns and villages along with a total
highway connectivity of over 6,000 km. There are over 380 'Idea n' U' outlets and
Idea shops and a network of over 44,000 retailers and dealers across the country.

Thanks to the frontline technology — from Nokia, Ericsson, Alcatel and

SchlumbergerSema among others — at its command, the company can offer its
customers extensive coverage, quality service and minimal congestion levels. The
company is the fastest growing GSM operator in its area of operation. The growth
rate in the last six months has been 85 per cent as against 84 per cent of all
operators in the same area of operation.

Idea offers roaming across 560 operators in India and across the world. With a
clear focus on providing unique, distinct innovative and tremendously valuable
services to the subscribers, Idea embarked upon an initiative to set up a VAS
(value-added services) factory within the company, which conceptualizes and
provides tailor-made value-added services. Idea was the first and only company to
bring the concept of Cellular Jockey to all its subscribers. Idea also launched
Global SMS for the first time in the country, which allows the users to send and
receive SMS from over 540 networks and 170 countries across technology

49
platforms like GSM, CDMA, TDMA and satellite phones. IDEA Cellular Ltd. is
headquartered in Pune.

CORE BELIEFS
The company continuously harnesses the power of wireless revolution to provide
world-class products and services. It aims at responding to customer needs
proactively by anticipating requirements and providing ready solutions.

Idea Cellular draws inspiration from the loyalty of its subscribers to keep raising
the bar, to shape the future, and to change and enrich the life of each and every
member of its ever-growing family of subscribers.

Idea Cellular's MISSION:

Innovate. Stimulate. Liberate...

Through continuous innovation, Idea Cellular seeks to liberate customers from the
shackles of time and space.

COVERAGE

Idea Cellular's footprint idea is to first achieve critical mass, then drill deep
instead of spreading thin. Thereafter, it is ready for controlled expansion. In
keeping with this, the company has been providing excellent service to its
subscribers in various states. It controls a portfolio of India's most attractive and
contiguous telecom geographies, including the states of Maharashtra (excluding
Mumbai), Goa, Gujarat, Andhra Pradesh, Madhya Pradesh, Chattisgarh and Delhi
(inclusive of NCR). With a footprint dominating the map of India, Idea Cellular
accesses over 45% of India's total telephony potential. With the objective of
critical mass achieved, Idea Cellular turned to drilling deep

Idea Cellular Ltd is adding 400 cell sites to its present strong cell site network of
500 in the Delhi circle. With this, the total number of Idea Cellular cell sites in
Delhi and NCR will go upto900. The addition in the cell sites forms part of Idea

50
Cellular’s ambitious network expansion plan and is a result of the company’s
commitment to provide enhanced coverage experience to its customers.
Idea is Delhi’s only ‘congestion-free’ network and this has been made possible by
scientific network planning as opposed to the usual practice of scaling the network
in patches. Idea Cellular is India’s premier and fastest-growing cellular company,
promoted by the country’s largest business houses — the Aditya Birla Group and
the Tata Group — and the world’s largest telecom giant, AT&T Wireless, USA.

Idea has a footprint in the seven states of Andhra Pradesh, Chattisgarh, Goa,
Gujarat, Madhya Pradesh, Maharashtra (excluding Mumbai) and Delhi. The
company created history when it became the first mobile telephony company in
India to notch up 100,000 subscribers within just 30 days of its launch of services
in Delhi.

51
 Idea Reaching

52
SERVICES

Idea offers a wide range of cellular services and products. Its post-paid and pre-
paid services are supported by a variety of package plans to suit the needs of
different customers:

M-coupon — These are electronic discount coupons that customers can get on
their mobiles which they can use is places such as restaurants and pubs.

Voice courier — Idea subscribers can send messages in their own voice to select
GSM subscribers all across the country and to any land line or cellular subscriber
in the US and Canada at a fraction of STD and ISD rates.

M-Chat — An instant-messaging service that enables subscribers to chat with

their friends in MSN, Yahoo and ICQ from Idea mobile (using the SMS feature).
Idea's M-chat enables subscribers to chat with all the three chat rooms, MSN,
Yahoo and ISQ, without having to tag along a laptop or computer with net
connection.

SMS in 9 Indian languages — Apart from English Idea subscribers can send and
receive SMS in 9 Indian languages - Hindi, Gujarati, Marathi, Bengali, Telugu,
Tamil, Malayalam, Kannada and Punjabi.

GPRS / MMS — Idea Delhi was the first mobile phone operator to launch GPRS
services in Delhi. It's 3G-compatible network supports General Packet Radio
Service (GPRS), which allows subscribers to access Internet websites and
information portals on Idea mobile. Idea was the first company in the country to
launch GPRS in November 2002. It showcased EDGE (Enhanced Data Rates for
GSM Evolution) in Delhi, in July 2004. With EDGE, subscribers can enjoy live
television with a data download rate of over 160 kbps. Idea subscribers also have
a richer experience while watching movie previews, multimedia messages with
video attachments, web-infotainment, high-speed video downloads, java game
downloads and other Internet-based multi-media experiences on their EDGE-

53
enabled mobile phones. Customer Service and Innovation are the drivers of this
Cellular Brand. With GPRS currently available on all its’ networks, for both pre
and post paid customers, IDEA Cellular is the first company to commercially
launch next generation EDGE technology (a 3G technology) for its Delhi circle.

Ring-Tone – With this facility subscribers can download ringtones on their

handsets. They just have to select the Ring-Tone out of the available ones and it
will be sent to them. Idea also offers the facility of sending the Ring-Tone as a gift
to a friend of yours.

Cricket commentary – Idea also provides the facility of cricket commentary to

its customers. Now you don’t require a TV set or a radio to listen to the
commentary, you just need a handset and an idea card and you listen to the cricket
commentary.

Caller-Tunes- Idea provides its customers the access of this facility and let the
caller listen to the exciting songs instead of the boring tring-tring.

Railway Reservation- The subscribers of Idea can make ticket reservation and
other enquiries related to railways by just dialing 456.

Star interview- By dialing 456 one can listen to the interviews of various movie
stars on his/her mobile phone.

News- Idea subscribers can keep themselves updated with the recent
developments going around the world using this service.

Jokes- Subscribers listen to funny jokes by just dialing 456. This service can also
be used to send jokes to friends and relatives.

Astrology- IDEA also recently launched Ganesha Speaks by Bejan Daruwalla, a

LIVE astrology service that can be accessed by dialing 181.

54
Commodity market- Idea subscribers can keep themselves updated with the
prices prevailing in the commodity market by just dialing 456.

CUSTOMER BASE

IDEA Cellular Ltd., the leading cellular operator of the country, has a subscriber
base of 9 lakhs in Delhi circle by the end of JUNE 2006. IDEA Cellular, through
its superior network and aggressive marketing initiatives, has cornered over 29 %
market share of the total net adds of GSM cellular subscribers since launch. Idea
Delhi has been growing rapidly in the recent months wherein it has added 16,669
subscribers in Feb and 18,114 subscribers in March. The net additions in August
‘06 were the highest among all GSM operators in Delhi. But the celebration just
does not end here. Idea Delhi is the only private GSM operator, whose revenue
grew by 3.7% in the quarter Jan –March ’06 over the previous quarter, where
competition showed a decline. In the last one year, Idea’s revenue market share
between all the three private GSM players (Airtel, Hutch and Idea) grew from
12.3% to 14.1%.

55
 TRAINING PROGRAMMES IN IDEA

IDEA follows the philosophy to establish and build a strong performance driven
culture with greater accountability and responsibility at all levels. To that extent
the Company views capability as a combination of the right people in the right
jobs, supported by the right processes, systems, structure and metrics.

The Company organizes various training and development programmes, both in-
house and at other places in order to enhance the skills and efficiency of its
employees. These training and development programmes are conducted at various
levels i.e. for workers and for officers etc.

TRAINING IN IDEA

IDEA provides training to all its employees as per the policy of the organization.

PURPOSE OF TRAINING: To ensure availability of trained manpower.

SCOPE: All categories of employees

56
 FLOW CHART OF TRAINING PROCEDURE

Identification of Needs

Preparation of Training Plan

Imparting Training

Feedback

Induction Training

Training Effectiveness

IDENTIFICATION OF NEEDS

Management Staff
The Performance Appraisal form of the organization has a section in which the
training and development needs are filed up. The person whom the concerned
employee is reporting fills the Performance Appraisal form annually. Such person
may be a branch head or department head.

Identification of training need is done at the Executive Office (EO) level for the
managers through the Performance Appraisal forms annually and the records are
maintained at the Executive Office. Managers are nominated for the various
training courses by the Executive’s Office. Managers may also be nominated to
certain training programmes from the branch if the subject’s covered are found to
be of interest or if they offer a learning opportunity in some emerging areas of
knowledge.

57
Training needs for the department through their Performance Appraisal forms
identifies the officers, which are filled in by the department head. The
Performance Appraisal forms thus give the emerging training needs. This
exercise is carried out annually.
Staff and Workers
Training needs for staff and workers are identified based on:
- Company’s strategy and policy.
- Organizational Thrust Areas.
- New Emerging Areas.

This together gives the consolidated system of needs that is prepared by the
Personnel Officer and approved by the Department Head.

PREPARATION OF TRAINING PLAN

On the basis of identified training needs, the annual training calendar is prepared
by the Personnel officer and approved by the Personnel Head. Annual Training
Budget is prepared by Branch Personnel Head and is approved by Executive
Office. This gives the final list of training activities in a particular year. It is
attempted to carry out all the programmes to fulfill the identified needs. The Head
of the Personnel Department monitors the actual training conducted vis-à-vis the
identified training needs on a monthly basis.

IMPARTING OF TRAINING
Actual training is imparted with the help of in-house and outside agencies. The
selection of these agencies is done on the basis of reputation; programmes offered
by them, past experience and feedback received from the earlier participants.
Training is also imparted by nominating the concerned employee for an external
training programme. All records of the training are maintained at branch as per
Record of Training in the Personnel folder and the same is intimated to the
Executive Office Personnel through the Monthly Personnel Report.

58
FEEDBACK
A feedback is taken from the participants through a questionnaire on the
programme and their impressions in order to further improve upon the same.
There are three such questionnaires available and one of these is used depending
upon the nature of the training programme and the level of participants. Also, a
person from the personnel department sits through the final session of the
programme and takes the verbal feedback about the programme.

INDUCTION TRAINING

Staff/ Officers/ Managers

This is carried out as the very first step for any new entrant into the branch at the
Staff/ Officer/ Manager level. The department prepares a schedule for the
employee as per which he is required to spend specific time in each department.
During such period, he is reporting to the respective department head. The
objective of the induction programme is to familiarize the participant to the
function of different department. The copies of the same are sent to the General
Manager and all concerned. At the end of the induction, the trainee has to submit a
report to the Personnel Department.

Workers
In the case of a new entrant, he is called in General shift for 2 days for training
under a senior worker to familiarize him with the welfare facilities like card
punching, canteen, public conveniences, rules and regulations, standing orders,
shift timings, spell outs, medical facilities, leave procedures etc. After two days of
training, he is deployed in the concerned department. The Personnel Officer
organizes this.

Management Trainee’s Training

Management trainees are given a fortnight of induction programme. Corporate HR
advises it as per Management Trainee Training programme designed by them.
Thereafter, a detailed training programme is carried out whereby the incumbent is
to understand in depth of working of each department at various locations as per

59
the programme given by the Corporate HR. Corporate HR maintains all relevant
records pertaining to Management Trainee’s training at Bangalore.

MARKET SHARE

15 %
%
36
16 %

%
33

Bharti Tele-Ventures Hutchison Essar

MTNL IDEA

60
TRAINING EFFECTIVENESS

For each training programme conducted in-house for IDEA Delhi branch
personnel, a training brochure is developed. The brochure developed consists of
the following information:
- Programme objectives: Need of the training and what are the objectives that
this training aims to achieve, what likely outcomes are expected to come out
of impact of this training.
- Programme content: Topics being covered during the training.
- Methodology adopted.
- Programme faculty.
- Personnel to be covered.
- Training methodology.
- Training effectiveness criteria and scale.

The training effectiveness is measured by measurement of the achievement of the

objectives. This lists down the measurement indicators, achievement of which will
ensure that programme objectives are achieved.

A person gets nominated for the training programme in the following two ways:
a) Training programme flowing from the training needs.
b) Training programme for testing out the training/ increased
awareness/ general information/ omnibus training types etc.

Training programmes flowing from training needs:

The programmes are divided into three broad categories:
- Functional
- Behavioral
- General/ Omnibus programmes
1. Functional: The outcome of the training is measured by comparing the
data pre-training and post-training. A scale is developed for measuring the
effectiveness of training based on the % achievement of the objectives.
2. Behavioral: The effectiveness of the training of this nature is measured
annually. This is seen through the training need identification for the coming

61
 year for the employee. If the training need is repeated there, then the training
provided is taken as ineffective. If the training need is repeated but with focus
on a part of the need, then the training is partially effective. If not repeated,
then the training is effective.
3. General: These are the training needs flowing directly from the organizational
needs. Examples of these can be ISO 9000 training, ISO 14000 training and
any awareness training. These are omnibus training programmes, which are
run for a large number of employees.

The effectiveness of the training is measured by:

- - Achievement of those organizational objectives within the time lines.
- - Number of audit issues raised on the areas covered in the training.
- - Any other such thing as defined in the training brochure.

The effectiveness of the outside training programme is measured on the same line
as above. However, no detailed brochure is prepared for the same. The
measurement criterion for the programme is defined in the beginning of the
programme and effectiveness measured against the same.

A consolidated effectiveness report of the training programme is prepared at the

end of the year. The programmes that are found to be ineffective are reworked.

62
TRAINING PROGRAMME FOR TESTING OUT THE TRAINING

Also there are training programmes, which are not flowing directly from the
training needs measurement of effectiveness of the training is not needed to be
measured.

TRAINING OF AN OFFICER

Identification
of
Approval from the
Training needs
Personnel
Department

Consolidation
of Annual
Training needs Training
Budget

Annual Imparting
Training Training
Calendar

Collecting Monitoring of Actual

Feedback for Training
Further vis-à-vis the Identified
Improvement needs

63
 TRAINING OF A WORKER

Company Approval from the

Strategy and Personnel
Policy Department

Organizational Identification Annual

Thrust Of Training
Areas Training needs Budget

Imparting
New Emerging Consolidation Training
Areas Of
Training needs

Collecting Feedback
for Further Training
Annual
Training
Calendar

Monitoring of
Actual vs the
Identified Training
needs.

64
 DATA ANALYSIS & INTERPRETATION
1. Does your company provides Training?
Response %age
Yes 80
No 20

No
20%

Yes
No

Yes
80%

Interpretation:
• 80% employees are agree that their company is providing training to them

• 20% employees are not agree with the statement.

65
2. If yes, then from when your company is providing training?
Response %age
Since 1 year 28
2-5 years 40
Above 5 years 32

Since 1 year
Above 5 years
28%
32%

Since 1 year
2-5 years
Above 5 years

2-5 years
40%

Interpretation:
• 40% employees are given training from 2-5 years.

• 32 % employees are given training from more than 5 years.

• 28% employees are given training since 1 year.

66
3. At which level , Training is provided to you?
Response %age
High level 40
Middle Level 30
Low level 30

Low level
30%

High level
40%
High level
Middle Level
Low level

Middle Level
30%

Interpretation:
• 40% Employees are given training at high level.

• 30% Employees are given training at middle level.

• 30% Employees are given training at low level.

67
4. Does they provide to all employees?

Response %age
Yes 86
No 14

No
14%

Yes
No

Yes
86%

Interpretation:
• 86% Employees are given training.

• 14% Employees are not given training.

68
5. Are they adopting proper training process?

Response %age
Yes 70
No 30

No
30%

Yes
No

Yes
70%

Interpretation:
• 70% Employees are given proper training.

• 30% Employees are not given proper training.

69
6. Which training method is adopted by your company?

Response %age
On the job 38
Off the job 20
Both 42

On the job
Both
38%
42%
On the job
Off the job
Both

Off the job

20%

Interpretation:
• 42% Employees are given training through on and off the job.

• 38% Employees are given training through on the job.

• 20% Employees are given training through off the job.

70
7. If on the job training is adopted then, which technique is used by
company?

Response %age
Apprenticeship Program 20
Job relation 34
Internship 26
Coaching 20

Coaching Apprenticeship Program

20% 20%

Apprenticeship Program
Job relation
Internship
Coaching

Internship
26%
Job relation
34%

Interpretation:
• 34% Employees are given internship training.

• 26% Employees are given job relation.

• 20% Employees are given apprentice program.

• 20% Employees are given coaching.

71
8. If off the job training is adopted then, which technique is used by
company?
Response %age
Conferences room/Lecturers 22
Vestibule Training/Schools 18
Films 10
Case Study 8
Computer Modeling 24
Others 18

Conferences
Others
room/Lecturers
18%
22%

Conferences room/Lecturers
Vestibule Training/Schools
Films
Case Study
Computer Modeling Vestibule Training/Schools Computer Modeling
24% 18% Others

Case Study Films

8% 10%

Interpretation:
• 24% Employees are given computer modeling through off the job training.

• 22% employees are given conference room training trough conference

room lecturers.

• 18% employees are given training vestibule training/school.

• 18% employees are given training through other methods.

• 18% employees are given training through films.

• 18% employees are given training through case study.

72
9. Do they provide training at regular interval of times?

Response %age
Yes 48
No 32
Can’t say 20

Can’t say
20%

Yes Yes
48% No
Can’t say

No
32%

Interpretation:
• 48% employees are given training at regular period.

• 32% employees are not given training at regular period.

• 20 48% employees says nothing about this statement.

73
10. Do training is beneficial to both employers as well as employees?

Response %age
Yes 50
No 30
Can’t say 20

Can’t say
20%

Yes
No
Yes Can’t say
50%

No
30%

Interpretation:
• 50% employees says that training is beneficial to employers as well as
employees.

• 30% employees are satisfied with statement.

• 20% employees are not satisfied with statement.

74
11. Why company is being provided training to you?

Response %age
Increase production 40
Low Cost 20
Low Absenteeism 30
Others 10

Others
10%

Increase production
40%
Increase production
Low Absenteeism Low Cost
30% Low Absenteeism
Others

Low Cost
20%

Interpretation:
• 40% employees are provided training for increase in production.

• 30% employees are provided training for low absenteeism.

• 20% employees are provided training for low cost.

• 10% employees are provided training for of other reasons.

75
12. Increase training helpful in proper development?

Response %age
Yes 80
No 20

No
20%

Yes
No

Yes
80%

Interpretation:
• 24% says that training is helpful in proper development.

• 20% employees are not satisfied with this statement.

76
 13. Approximately how many times in a year you receive training program?

Response %age
Quarterly 36
Half Yearly 44
Yearly 20

Yearly
20%

Quarterly
36%

Quarterly
Half Yearly
Yearly

Half Yearly
44%

Interpretation:
• 44% employees are given training half yearly.

• 36% employees are given training quarterly.

• 20% employees are given training yearly.

77
14. Which are the roles and responsibilities of trainees in order to make a
training program successfully?

Response %age
Effective & Attentive listener 40
Positive attitude 60

Effective & Attentive listener

40%
Effective & Attentive listener
Positive attitude Positive attitude
60%

Interpretation:
• 60% employees says that positive attitude is helpful in making training
program successful.

• 40% employees says about effective & attentive listener.

78
15. What are the main objective of training?

Response %age
Improving skills 22
High Production 30
Development 38
Others 12

Others
Improving skills
12%
22%

Improving skills
High Production
Development
Development Others
37%
High Production
29%

Interpretation:
• 38% employees says that development is main objective for training.

• 30% employees says about high production.

• 20% employees says about improving skills.

• 12% employees says about other methods.

79
16. Are you satisfied with current training level?
Response %age
Yes 60
No 40

No
40%

Yes
No

Yes
60%

Interpretation:
• 60% employees are satisfied with current training level.

• 40% employees are not satisfied with current training level.

80
17. If yes, at which level you are satisfied?

Response %age
Highly satisfied 40
Moderate Satisfied 32
Low satisfied 28

Low satisfied
28%
Highly satisfied
40%
Highly satisfied
Moderate Satisfied
Low satisfied

Moderate Satisfied
32%

Interpretation:
• 40% employees are highly satisfied.

• 32% employees are moderate satisfied.

• 28% employees are low satisfied.

81
18. If no, what suggestions do you want?
Response %age
Changes in methods 50
Changes in time period 30
Others 20

Others
20%

Changes in methods

Changes in methods Changes in time period

50% Others
Changes in time period
30%

Interpretation:
• 50% employees suggest for change in methods.

• 30% employees suggest for change in time period.

• 20% employees suggest for other methods.

82
19. By whom training is provided

Response %age
Supervisor 36
Senior colleges 20
Peers 30
Others 14

Others
14%
Supervisor
36%
Supervisor
Senior colleges
Peers
Peers Others
30%

Senior colleges
20%

Interpretation:
• 36% employees says that training is provided by supervisor.

• 30% employees says about senior colleges.

• 20% employees says about peers.

• 14% employees says about other methods.

83
 FINDINGS

The major findings of the project are enumerated as follows:

 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.
 The training programmes were able to improve on-the-job efficiency.
 Some respondents also recommended that the number of training programmes
be increased.

84
 RECOMMENDATIONS

Based on the data collected through the questionnaire and interactions with the
officials and employees of Idea Cellular, the following recommendations are
made for consideration:

 The organization may utilize both subjective and objective approach for the
training programmes.
 The organization may consider deputing each employee to attend at least one
training programmes each year.
 The In-house training programmes will be beneficial to the organization as
well as employees since it will help employees to attend their official work
while undergoing the training.
 The organization can also arrange part time training programmes in the office
premises for short durations, spanning over a few days, in order to avoid any
interruption in the routine work.
 The organization can arrange the training programmes department wise in
order to give focused attention towards the departmental requirements.

85
 LIMITATIONS OF THE STUDY

The following are the limitations of the study:

 The sample size was small and hence the results can have a degree of
variation.
 The response of the employees in giving information was lukewarm.
 Organization’s resistance to share the internal information.
 Questionnaire is subjected to errors.

86
 CONCLUSION
The foregoing discussion has brought out one thing very clearly that organization
has very pragmatic HRD policy to develop its employees. In spite of it outcome
has not been very encouraging. The reasons could be numerous. The results of
section A and B reveals that all workers and staff members are willing to go on for
further training program. So what should be training areas for individuals, groups
and the organization has been discussed in the ensuing section.

TRAINING NEED FOR INDIVIDUALS:

To combat the competitive environment, every organization need to have ‘Stars’

i.e. the employees with high performance and high potential level. As per the
results of the study though the nature of training needs of employees is almost
similar yet the contents required and the way of disseminating may vary as per the
cadres of employees. Moreover the training needs of staff and workers are more of
technical nature and behavioural ones. The specific training needs of individuals
are as under:

Training needs for workers

 Workers should be trained in interpersonal relations to maintain sound

industrial relations, which is the prime need for any organization’s success.

 Work planning should be taught to the worker to enable them for

maximum contribution.

 Worker should be trained on communicating and listening.

 Besides the above behavioural training the staff also need to be trained in
the technical aspects of their jobs.

87
 QUESTIONNAIRE
I, AmitSaini Student of MBA 2nd Year (4th Sem.) doing project on the topic
“Training & Development”. I ensure you not to disclose this information
elsewhere for any other purpose.
Name :
_____________________________________________________
Age :
_____________________________________________________
Designation :
_____________________________________________________
Contact No. :
_____________________________________________________
1. Does your company provides Training?
Yes ( )
No ( )
2. If yes, then from when your company is providing training?
Since 1 year ( )
2-5 years ( )
Above 5 years ( )
3. At which level , Training is provided to you?
High level ( )
Middle Level ( )
Low level ( )
4. Does they provide to all employees?
Yes ( )
No ( )
5. Are they adopting proper training process?
Yes ( )
No ( )

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6. Which training method is adopted by your company?
On the job ( )
Off the job ( )
Both ( )
7. If on the job training is adopted then, which technique is used by
company?
Apprenticeship Program ( )
Job relation ( )
Internship ( )
Coaching ( )
8. If off the job training is adopted then, which technique is used by
company?
Conferences room/Lecturers ( )
Vestibule Training/Schools ( )
Films ( )
Case Study ( )
Computer Modeling ( )
Others ( )
9. Do they provide training at regular interval of times?
Yes ( )
No ( )
Can’t say ( )
10. Do training is beneficial to both employers as well as employees?
Yes ( )
No ( )
Can’t say ( )

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11. Why company is being provided training to you?
Increase production ( )
Low Cost ( )
Low Absenteeism ( )
Others ( )
12. Increase training helpful in proper development?
Yes ( )
No ( )
13. Approximately how many times in a year you receive training program?
Quarterly ( )
Half Yearly ( )
Yearly ( )
14. Which are the roles and responsibilities of trainees in order to make a
training program successfully?
Effective & Attentive listener ( )
Positive attitude ( )
15. What are the main objective of training?
Improving skills ( )
High Production ( )
Development ( )
Others ( )
16. Are you satisfied with current training level?
Yes ( )
No ( )

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17. If yes, at which level you are satisfied?
Highly satisfied ( )
Moderate Satisfied ( )
Low satisfied ( )
18. If no, what suggestions do you want?
Changes in methods ( )
Changes in time period ( )
Others ( )
19. By whom training is provided
Supervisor ( )
Senior colleges ( )
Peers ( )
Others ( )
20 Any other Suggestions
____________________________________________________________
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