SUMMER TRAINING REPORT

ON
“TRAINING AND DEVELOPMENT PROCESS”
IN
CNCS INFOTECH LLC

Submitted in partial fulfilment of the requirement of

MASTER OF BUSINESS ADMINISTRATION (MBA)
Session 2017-2019

GUIDED BY: SUBMITTED BY:

POONAM GAUTAM PREETI SONKAR
HR MBA, III SEM
(CNCS INFOTECH LLC) ROLL NO: 1710870037

RAJARSHI SCHOOL OF MANAGEMENT AND TECHNOLOGY, VARANASI

 Rajarshi School of Management and Technology
(UdaiPratap College Campus)
Varanasi, 221002

Ph.No: 0542 2280674,228163

Fax No:0542 2281062

CERTIFICATE
This is to certify that the Summer Training report entitled

“TRAINING & DEVELOPMENT PROCESS IN CNCS INFOTECH LLC

”Submitted by PREETI SONKAR, Roll No. 1710870037 in partial

fulfilment of the Award degree of MASTER OF BUSINESS

ADMINISTRATION of

D r. A. P. J. Abdul Kalam Technical University, Lucknow is a

bonafide work of project carried out under the supervision of person

related to respected company for the summer internship after second

semester of MBA.

In my opinion the report fulfils the requirement of the regulation &

ordinance in relation to the nature and standard of work for MBA

Degree.

I recommend sending this project report for evaluation.

(P.N. SINGH)
(Co-ordinator)MBA

RSMT, VARANASI

2
 Preface

Summer training is an integral part of my academic curriculum. During the

training, a student gets an opportunity to understand the practical aspect of
theory. Training makes the concept clearer and gives modern skill which helps
me to understand the new business concept.
Under training I am aware that books gives me only basic knowledge, which is
theoretical part but during the training I learned the numerical part as well as
theoretical part. This training has helped me to get an exposure to the practical
aspects of the Organizational functions. My experience at CNCS INFOTECH
LLC in Delhi had been great and I came across many valuable concrete
experiences, which will definitely help me in making choices in my professional
decisions. This report is outcome of the summer training that I had undergone at
CNCS INFOTECH LLC for the partial fulfilment of MBA.
The topic allotted to me by the organization is “TRAINING & DEVELOPMENT”.
The project emphasizes on the training which change the working effort and
their attitude of employed in the organization after training programme. I had
tried my best to make a good and valuable report. Preparation of project requires
perseverance, initiatives, proper guidance and direction. Therefore, it is
mandatory to take the aid of various departments. Actually, project summarized
forms of seven activities-

 Planning
 Resource collection
 Organizing
 Joint efforts
 Efficiency
 Communication
 Transparency

ACKNOWLEDGEMENT

3
With deep sense of gratitude I acknowledged the encouragement and

guidance received by my Project Guide, in his valuable guidance. He has

been a constant guiding force and source of illumination for me. He was

very generous in giving me this opportunity to work under shape. I would

like to thank him for his valuable advice and guidance.

I would also like to thank Poonam Gautam (HR CNCS) without her

guidance, supervision, assistance, inspiration and cooperation the work

would not have been possible to come to the present shape.

Further I would thank all the staff members of HR division who have been

very courteous in providing all other information about company and its

product.
I am also thankful to all the respondents who spared their valuable time for filling up
the questionnaire and helped me out with this project.
I convey my heartful affection to all those people who helped and
supported me during course, for completion of my Project Report.

Preeti Sonkar

Mba

DECLARATION

4
I am Preeti sonkar , hereby declare that the project work entitled
““TRAINING & DEVELOPMENT PROCESS IN CNCS INFOTECH

LTD”was carried by me in the partial fulfilment of MBA Program from

Rajarshi School of Management & Technology, Affiliated to AKTU
lucknow ,UP.
This project was undertaken as a part of academic curriculum according
to the university rules and norms and it do not have any commercial
interest and motive. It is my original work. It is not submitted to any other
organization for any other purpose

Preeti Sonkar Date:

MBA III SEM Place:
Roll no: 1710870037

CONTENTS

TOPICS

5
SECTION-1
 Introduction
∞ Overview
∞ Company profile

SECTION-2

 Objective of the Study

SECTION-3

 Research Methodology

SECTION-4
 Theoretical Perspective
∞ Introduction of Training & Development
∞ Concept of Training & Development
∞ Objectives of Training & Development
∞ Principles of Training & Development
∞ Importance of Training & Development
∞ Benefits of Training & Development
 Training & Development in CNCS
∞ Introduction
∞ Technical Training & Management Centre

∞ Training & Development Process

∞ Training Need Identification Process
∞ Training Policy & Methodology

 Learning Processes for all

∞ Induction & Orientation Level Training
∞ Talent Management
∞ Mentoring
∞ E-Learning
∞ Quality Circles
∞ Learning System & Coaching
∞ Mock drill
∞ Benchmarking Visit
∞ Talent Retention

6
SECTION-5

 Conclusion

SECTION-6

 Limitations

SECTION-7

 Recommendation
- Action Plan

SECTION-8

 Bibliography

INTRODUCTION
7
 CNCS INFOTECH LTD

ABOUT CNCS INFOTECH

Cncs InfoTech specializes in the Website Design & Development and Software
Development of cost effective website and Customize Web Applications that
address your unique business requirements. We have the ability to analyze your
business needs and objectives and design a highly customized and effective
solution – one that compliments your business strategy and separates you from
the competition.

8
We provide creative technology services and solutions in the areas of web
design, customized web applications and e-commerce solutions, Mobile App
development and much more services to organizations all over the world. With
well defined and documented processes and practices, we ensure successful
implementation of all our projects. Our teams are highly trained in best practices
of web and application developments and are managed by certified project
managers who ensure highest levels of process control and management.

Services
Web Design & Development
As a website design company focused with all the website
design initiatives, we ensure the best possible strategic outcome
for your website designing initiative.

IT Staffing
It’s getting tougher to hire & retain talent within organization
where environment in company doesn’t upgrade compared to
aspirations of talent pool.

9
 IT Consulting
Cncs Infotech being an IT organization understand technology
requirements and skills well and leverage on internal IT
Experience to hire resource fit for our customer.

Mobile App Development

Develop native & cross-platform mobile apps for multiple
mobile OS – android, iphone, windows, blackberry. Hire top
mobile application Development Company to build an app,
which creates brand.

Digital Marketing
We are hooked in to all things digital and effective business
results for you. Our experience lies in applying advanced digital
Marketing data to complicated business

Video & 3D Animations

Cncs Infotech – Video Production Studio take care of your
budget and video-graphics, editing, 2D- 3D animation.Our video
Production team focus to ensuring the best production values for
your presentation video.

Graphic & Logo Design

Our team of Graphic designing has the vision, creativity and the
ability to create a technical piece of art, which can communicate

10
 your thoughts, feelings and ideas through graphic component,
logo, UI and illustration.

UI & UX Design
UI/UX isn’t limited to the visual interface of your product. It’s a
concept that has many dimensions and encompasses the entire
journey a person takes, including.

Brand Identity
A brand builds an icon for your business it provides a distinct
identity and takes you ahead of others. We tend to facilitate
businesses to form brands by varied activities.

IOT (Internet Of Things)

IOT has evolved from the convergence of wireless technologies,
micro-electromechanical systems (MEMS), micro services and
the internet.

11
 Company profile

Cncs Infotech in Noida Sector 2, Delhi

Cncs Infotech in Delhi. Placement Services (Candidate) with Address,

Contact Number, Photos, Maps. View Cncs Infotech, Delhi on
Justdial.
Location and Overview:
Cncs Infotech in Noida Sector 2, Delhi is a top player in the category
Placement Services (Candidate) in the Delhi. This well-known
establishment acts as a one-stop destination servicing customers both
local and from other parts of Delhi. Over the course of its journey, this
business has established a firm foothold in it’s industry. The belief that

12
customer satisfaction is as important as their products and services,
have helped this establishment garner a vast base of customers, which
continues to grow by the day. This business employs individuals that
are dedicated towards their respective roles and put in a lot of effort to
achieve the common vision and larger goals of the company. In the
near future, this business aims to expand its line of products and
services and cater to a larger client base. In Delhi, this establishment
occupies a prominent location in Noida Sector 2. It is an effortless task
in commuting to this establishment as there are various modes of
transport readily available. It is at , Near Br Sec 14 Metro, which
makes it easy for first-time visitors in locating this establishment. It is
known to provide top service in the following categories: Placement
Services (Candidate), Placement Services For IT Industry (Candidate),
Placement Services For HR (Candidate), Staffing Services.
Products and Services offered:
Cncs Infotech in Noida Sector 2 has a wide range of products and
services to cater to the varied requirements of their customers. The
staff at this establishment are courteous and prompt at providing any
assistance. They readily answer any queries or questions that you may
have. Pay for the product or service with ease by using any of the
available modes of payment, such as Cash, Debit Cards, Cheques,
Credit Card. This establishment is functional from 10:00 - 20:00.
Please scroll to the top for the address and contact details of Cncs
Infotech at Noida Sector 2, Delhi.

13
14
 HR VISION

“To provide an enabling environment where employee’s competencies are nurtured and
harnessed towards sustainable business growth & leadership.”

HR MISSION

“To proactively assess and provide services for the HR needs of the business & customers for
the attainment of organizational goals.”

HR OBJECTIVES

 To collaborate with and support internal customers of HR in achieving business

objectives through services viz. effective manpower planing ensuring harmonious
industrial relations etc.

 To review and redesign the structure of the organization with clarity of roles,
responsibility and accountability for overal organizational effectiveness and speedy
response to the emerging business challenges.

 To develop knowledge and skills of the employees and groom leaders with functional
and business competencies to meet future demands of the organization ( viz.
Flexibility & change management)

 To benchmark best HR practices in order to enhance human resource efectiveness.

 To promote employee involvement in decision-making, team working, creatively

and empowerment.

 To institutionalise transparency by farming, updating & communicating systems and

processes.

 To maintain good liaison with government/ external agencies in order to better serve
the organizational cause.

 To provide a safe and healthy work environment and continuously benchmark and
upgrade the standerds of safety and hygiene.

15
OBJECTIVE OF
THE STUDY

16
 OBJECTIVE OF THE STUDY

Training is one of most important and effective means of bringing about change
in an organization. Implementation of Training & Development in the
Organization helps the employees to become people oriented and inculcates in
them respect and regard for general public.
This study shows that how Training & Development enhances the efficiency of
the employees and develop their capacities.
The main objectives of this project are –

 To find out the process of training and development undertaken by CNCS

INFOTECH LLC
 To develop training effectiveness form for behavioural programs.
 To study about the various innovative training practices.

17
 REASERCH
METHODOLOGY
&
SURVEY

RESEARCH METHODOLOGY

18
 Research methodology:-
“IF A MAN WILL BEGIN WITH CERTAINITIES HE SHALL END IN
DOUBTS; BUT IF HE WILL BE CONTENT TO BEGIN WITH DOUBTS HE
SHALL END IN CERTAINITIES “ .(Francis Bacon)
Research is a scientific and systematic search for pertinent information on a specific topic.
Research is an art of scientific investigation. It is an academic activity and thus the term
should be used in a technical sense. Research comprises defining the problem, formulating
hypothesis or suggesting solutions; collecting organizing and evaluating data; making
deductions and reaching conclusions to determine whether they fit the formulating hypothesis.
Research is thus, an original contribution to the existing body of knowledge, making for its
advancement..
Research methodology is a way to systematically solve the research problem. The research
methodology included the various methods and techniques for conducting a research.
“Research is a systematic designing, collection, analysis, and reporting of data and finding
relevant solution to a specific situation or problem.” Research is thus, an original contribution
to the existing stock of knowledge making for its advancement, the purpose of research is to
discover answers to the questions through the application of scientific procedure.
My research project has a specified framework for collecting the data in an effective manner.
Such framework is called “RESEARCH DESIGN”.
The research process which was followed by me consisted of following steps:
A. DEFINING THE PROBLEM & RESEARCH OBJECTIVES
It is said, “A problem well defined is half solved”. The first step is to define the
problem under study and decide the research objective. The definition of problem is to get the
feedback of employees regarding the training and development given to them in JCBL.

B. DEVELOPING THE RESEARCH PLAN:

The second stage of research calls for developing the efficient plan for gathering the
needed information. Designing a research plan calls for decision on the data sources, research
approach, research instruments, sampling plan and contacts method.
The development of Research plan has the following Steps:
 DATA SOURCES
Two types of data were taken into consideration i.e.

19
primary data and secondary data. My major emphasis was on gathering the primary data.
Secondary data has also been used to make things more clear.
i. PRIMARY DATA: Direct collection of data from the source of information,
personal interviewing, survey etc.
ii. SECONDARY DATA: Indirect collection of data from sources containing past or
recent information like, publication in newspapers, magazines and data availability
on company website.
RESEARCH APPROACH
Surveys are best suited for Descriptive Research. Surveys are undertaken to learn about
people’s knowledge, beliefs, preferences, satisfactions and so on and to measure these
magnitudes in the general public. Therefore I have done this Survey for the Descriptive
Research Process.
1. RESEARCH INSTRUMENT
A close friend questionnaire was constructed for my survey. A Questionnaire consists
a set of statements was presented to respondents for their answers
2. SAMPLING PLAN
The sampling plan calls for two decisions.
(a) Sampling unit: Who is to be surveyed? The employees at the CNCS INFOTECH.
(b) Sample Size: How many people have to be surveyed?

Sample Size:
For the purpose of the study, the selection of the Managers is done with the help of
department. The samples are selected randomly. The following table summarized the sample
size in terms of units in nature of job.

20
 NATURE OF SAMPLE NO OF SAMPLE

RESPONDENTS 100

(B) CONTACT METHODS

Once the sampling plan has been determined, the question is how the subject should be
contracted i.e. by telephone, mail or personal interview. Here in this survey, I have
contacted the respondents through personal interviews.
NEED FOR THE STUDY
Training and development is an attempt to improve current and future performance by
increasing an employee’s ability to perform through learning, usually by changing the
employee’s attitude or increasing his/her skills and knowledge.
1. The quality and variety of the training provided is the key for motivation.
2. Training and development helps to remove performance deficiencies in employees.
3. It is very important to change negative attitude with respect to job satisfaction, resistance to
change and job commitment.
PURPOSE OF THE STUDY
The broad based objectives of undertaking the studies to explore the areas where training of
workers is required in the organization.

SCOPE OF THE STUDY:-

Different head of departments have given their points on this problem. The study will help in
reducing the turnover of employees in the organization.
With the help of this study it will become easier to know the perception of employees
regarding satisfaction by the organizations system.
After going through the results, the study will help to look after the overall development of the
organization.
The study would also be helpful to the organization as well as for the betterment of the
employees in the organization
DATA COLLECTION TECHNIQUE:-

21
 The collection of data is a tedious task. For conducting any sort of research. Data was
needed. So for my research, there was plenty of primary data. I have collected the information
from the respondents with the help of questionnaire.
A) COLLECTION OF PRIMARY DATA: Primary Data is the data collected from the
original source Questionnaire and personal interviews were the main instruments, which
were used for collecting primary data.
Research Design in This Case:- Interview and interaction with the officers and officials of
the corporation has been conducted in order to find out the existing system of training and
development and to suggest feasible improvements in the system of JCBL. Discussions with
the officials of the company have provided detail insight into these discussions.
Contact Method:- Interview/interaction method.
Sampling Procedure:- Random & Convenience
Sample Size:-100 respondents.

22
 THEORITICAL
PRESPECTIVE OF
TRAINING &
DEVELOPMENT

INTRODUCTION

Every organisation needs to have well-trained and very experienced people to perform the
activities that have to be done. If the current or potential job occupant can meet this
requirement, then also training is important for any oranzation.

Empoyee’s traning is the pricess where learn the skill’s , knowledge, attitude and
behaviour necessary to perform the job effectively. A newly employed person is introduced
to his department, its relation to other departent, its place in the whole organization, the
organization’s objective, philosophy and practices. Training is required at every assignment to
an other one of different nature. As the job has become more and more complex, the
importance of employees training has increased. When jobs were easy to learn, simple and
influenced to only a small degree by technological changes, there was little need for the
employee’s to upgrade or alter their skills.

23
 The management development on the other hand is designed to over all effectiveness of
manager to their present position and them to preapair for greater responsibility when they are
promoted. Management development has become more prevalent in recent year because of
increasingly complex demand, being made on manager and training the manager only through
experience is a time consuming and unreliable process . Training is linked with
performance appraisal career development. Employees are trained on jobs are through house
training programs. For some employees including manager outside training may be utilized to
enhance, upgrade or develop specific skills. Thus it can be concluded that training and
devopment is an essential tool in human resource development. A society is facing a rapid rate
of technological social changes, so management need to be developed as they have to tackle
problem arising out of automation intense market competition growth of new market, enlarge
labour participation in management and greatest interest taken by the public government in
various activities of business.

The participants also have opportunity to improve their knowledge base by learning the
theme related to concept and building their skills and attitudes through various practical
exercise. Besides above the small group exercises, Role-play, interface/ panel dicussion also
promote participant culture and break the psychological barriers.

Some programs have a common methodology like knowledge sharing, group discussion
and presentation etc., however a judicious mix of Lecture/ Discussion/ Case studies/ Role
play/ Business game etc. is used to make absorption learning spontaneous and instant.

CONCEPT OF TRAINING AND DEVELOPMENT

Definition:

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

of knowledge. It’s an attempt to improve the performance on the current job and prepare
them. Training should be an integral component of the business activity which makes good
business sense to train the whole staff.

Training is essentially a process of developing skills, knowledge, attitude or behaviour of

the people through instruction, practice domestic demonstration or other techniques, either on
the job or in the class room. It aims at ensuring the effective use of people at all levels and in
all types of employment and creating such individually or collectively, enable people to make
the best contribution to the success of helping employees to be more effective in present or
future work. Well-trained employees will not only do the job efficiently but also get more
satisfaction from work.

24
 OBJECTIVES OF TRAINING AND DEVELOPMENT

 Training helps the trainees to accquire the subject matter.

 Training helps to bring a change of attitude and behaviour towards a particular
problem.
 Training aims at enhanching the capabilities of the trainees so as to enable them to
increase their probem solving capacity.
 Training aims at bridging the gap between the expected levels of performance and
actual performance.
 To assure the organization the availability of required number of manager with
requisite skills to meet the present and anticipated future needs of business.
 To encourage manager to grow as efficient person and increased their capacities and
handling more responsibility.
 To improve the performance of managers at all levels of job they hold.
 To sustain good performance of manager through out their career.
 To prepare managers with forward-looking approach.

PRINCIPLES OF TRAINING
A sound program of operative training is based on the following principle:
 Every human being is capable of being trained.
 An adequate interest and motive for training is essential.
 People achieve more of their training when they are informed of their achievements.
 Training is an active process.
 Training is related to attention concentration process.
 Trainees learn better when they learn at their own place .
 Training technique and process should be directly related to the needs of the
organization.
 Training should be conducted in the actual job environment to the maximum
possible extent. There is always some gap beetween actual performance and the
capacity to perform, which provide opportunities for improvement.
 Feedback from subordinate to superiors & group to individual is necessary for
recognition of shortcomings and for keeping oneself in touch with the progress.

IMPORTANCE OF TRAINING
 Training makes employees more effective and productive.

25
  Training helps to keep the human factor upgraded and keeping pace with the
competitors.
 Training helps to upgrade their skills.
 Training helps in rescaling and multi-scaling.
 Training is important to develop the potential leaders in futures and to take care of key
positions and managerial effectiveness.
 To develop identified executives and have sufficient number of year, good track record
and adequate qualification.
 Training imparted is beneficial in term of organization performance as well as the
individual growth in performance and training.

BENEFITS OF TRAINING
 It will create healthy competition among different organizations.
 It helps in reducing wastages because of good technologies.
 It makes people of the organization updated.
 It helps in individual development in all fields.
 It helps in motivating the employees.
 Employees can gain recognition for skills and knowledge through achievement of
vocationally relevant qualifications.

TRAINING
Among the many components that go into making a company competitive are the skills
of its employees. Other components like technology and capital are not crucial.
Technology can be copied and money can be borrowed. This being an information era,
whoever is able to use information properly will have an advantage over other
competitors in the same field. This is why Human Resource Development (HRD), which
transforms information into various skills of the personnel, has great responsibility in
any organization. We would call this transformation of information into human skills as
training.
Training needs arise from restructuring, expansion, performance gaps, replacing of
employees who are leaving, motivating of staff and, new technology.
The goal in training is to meet the organization objectives at shortest possible time,
efficiently and with minimum use of resources. To meet this objective, various training
models have been developed.
Definitions Of Training:-

26
“Training constitutes a basic concept in Human Resource Development. It is the
systematic modification of behaviour through learning which occurs as a result of
education, instruction, development and planned experience”.
As was said earlier, it is concerned with developing a particular skill to a desired
standard by instruction and practice.
Training was defined in greater detail Lundy and Cowing as follows:
“A planned process to modify attitude, knowledge or skill behaviour through
learning experience to achieve effective performance in an activity or range of
activities. Its purpose, in the work situation, is to develop the abilities of the
individual and to satisfy the current and future manpower needs of the
organization”.
Training is highly useful tools which can bring an employee into a position where he/she
can do his/her job correctly, effectively and conscientiously:
a) Correctly, in that he/she can apply whatever he/she has been taught,
b) Effectively, in that he/she may be in a position where he/she can perform to the
expected standards, and
c) Conscientiously, in that the behaviour of the trainers can bring the trainees to the
position where they can put their maximum effort at the right time.
A training course should constitute a key feature in a formal development programme,
and this could be a standard offering by various specialist bodies or in -house courses
developed for the organization’s specialist needs. Increasingly, these options are being
combined so that there is the possibility of an externally provided course tailored to suit
an organization’s particular needs.
The Goals Of Training
The main goal of training is to help the organization achieve its objectives by
adding value to its key assets – the people it employs. Training means investing in
people to enable them to perform better and to empower them to make the best use
of their natural abilities. The particular objectives of training are to:
 Develop the competencies of employees and improve their performance.
 Help people grow within the organization in order that, as far as possible, its future
needs for human resources can be met from within.

27
 Reduce the learning time for employees starting in new jobs on appointment, transfer
or promotion, and ensure that they become fully competent as quickly and effectively
as possible.
Challenges In Training
Upgrading employees' performance and improving their skills through training is a necessity
in today's competitive environment. The training process brings with it many questions that
managers must answer. Included in these questions are: Is training the solution to the
problems? Are the goals of training clear and realistic? Is training a good investment? Will the
training work?
 Is Training the Solution?
 Are the Goals Clear and Realistic?
 Is Training a Good Investment?
 Will Training Work?

Understanding training and its process.

To understand how training should be developed and operated within an

organization, the first requirement is to appreciate learning theory and approaches
to providing learning and development opportunities in organizations. It is then
necessary to understand the following approaches to training.
1) Training Philosophy.
2) Types And Process Of Training.
3) Identifying Training Needs.
4) Planning Training.
5) Conducting Training.
6) Responsibility For Training.
7) Evaluating Training.

1) Training Philosophy
The training philosophy of an organization expresses the degree of importance it
attaches to training. Organizations with a positive training philosophy understand
that they live in a world where effectiveness is achieved by having higher quality

28
people than other organizations employ, and that this need will not be satisfied
unless they invest in developing the skills and competencies of their people. They
also recognize that actual or potential skill shortages can threaten their future
prosperity and growth. In hard economic terms, these organizations are convinced
that training is an investment that will pay off. They understand that it may be
difficult to calculate the return on that investment but they believe that the tangible
and intangible benefits of training will more than justify the cost.
It is not enough, however, to believe in training as an act of faith. This belief must
be supported by a positive and realistic philosophy of how training contributes to
the bottom line. Underpinning this belief is the need to set concrete objectives for
training in terms of a return on investment, in the same way as other investments
have to demonstrate a pay-back. The main areas in which such a philosophy should
be developed are the following:
 A strategic approach to training: this takes a long-term view of what skills,
knowledge and levels of competence employees of the organization need.
 Relevance: Training must be relevant to identify appropriate training needs.
 Problem-based: Training should be problem-based in the sense that it should be
planned to fill the gaps between what people can do and what they need to do,
now and in the future.
 Action-orientated: Training philosophy should stress that training exists to
make things happen, to get people into action, and to ensure that they can do
things they are doing now better, or will be able to do things that they could not
do before.
 Performance-related training: A performance-related training philosophy
involves training specifically to performance and competence requirements.
 Continuous development: Learning is a continuous process and, therefore, a
policy of continuous development should be pursued.
 Training policies: These should provide guidelines on the amount of training
needed, the proportion of turnover that should be allocated to training, the
scope and aims of training schemes, and the allocation of responsibilities for
training.

29
2) Types And The Process Of Training
a) Systematic training
“Systematic training is training which is specifically designed to meet defined
needs. It is planned and provided by people who know how to train, and the impact
of training is carefully evaluated”. It is based on a simple, four-stage model
expressed as follows:
 Define training needs.
 Decide what sort of training is required to satisfy these needs.
 Use experienced and trained trainers to plan and implement training.
 Follow up and evaluate training to ensure that it is effective.

The model of systematic training provides a good basis for planning training
programmes, but it is often oversimplified – training is a more complex process
than this. Another drawback of systematic training is that insufficient emphasis is
placed on the responsibilities of managers and individuals for training. The concept
of planned training provides a more comprehensive description of the training
process.
b) Planned training
Planned training is defined by Kenney and Reid as “a deliberate intervention a imed
at achieving the learning necessary for improved job performance”. The process of
planned training consists of the following steps:
 Identify and define training needs.
 Define the learning required.
 Define the objectives of training.
 Plan training programmes.
 Decide who provides the training.
 Implement the training.

3) Identification Of Learning And Training Needs

Training must have a purpose and that purpose can be defined only if the learning
needs of the organization and the groups and individuals within it have been

30
systematically identified and analyzed. According to Kempton , training needs can
be identified at the individual and the organization level.
 At the individual level
 Identification will need to begin with the job description. This will p rovide a
list of the skills and knowledge required. It can be compared with the actual
skills and knowledge that the job holder processes.
 Another approach could be to look at critical incidents over, say, the past
three months that were particularly challenging or stressful. The training
can then be directed at the areas that are most relevant.
 Managers will also be able to identify training for their subordinates. One of
the best ways of achieving this is through the appraisal interview, where
agreed training needs can be identified.
 Individuals may request training that they perceive will equip them for a
change of job, either laterally or through promotion.
 At the organizational level
 Training needs may be identified through the performance appraisal system.
This may provide the key channel for feeding back individual needs. The
information should be processed by a human resource professional in order
to plan the overall needs of the organization.
 The management team may identify areas from the corporate plan that they
want included in the training plans.

4) Planning Training Programmes

Every training programme needs to be designed individually, and the design will
continually evolve as new learning needs emerge, or when feedback indicates that
changes are required. According to Kempton, before consideration is given to
special aspects of training programmes for managers, team leaders, craft and
technical trainees, and office staff, decisions are necessary in the following areas:
 Objectives: The objectives need to be considered against the desired results. The
end-result will be the acquisition of a new skill or changed behaviour. Skills and
behaviours can be learned. A skill can be learnt in isolation whereas a
behavioural change will lead to permanent change in the values and behaviours

31
 held. That means, teaching the skill of juggling to people who can not juggle is
achievable.
 Location: Is the training to be on-site? Is the training to be run by an external
source?
 Timing: Is there an optimum time for the training to take place? What is the
duration of the training, and if it is to be a series of courses does a pilot course
need to be planned?
 Level: If the training is to be just conceptual, are the trainees experienced
enough to be able to relate it to the work situation?
 Techniques: Consideration should be given to elements of technique. Is it
appropriate to use case studies or role plays? What is the objectivity level of the
trainer and the expectation of the trainee? There is a variety of training
techniques that can be used.

These techniques can be divided into:

 On-the-job techniques, which are practiced on a-day-to-day basis or as part

of a specially tailored training programme. These techniques include
demonstration, coaching, job rotation, planned experience and mentoring
 Off-the-job techniques, which are used in formal training courses away from
the place of work. These techniques include lectures, talks, discussions, the
discovery method, case study, role-playing, simulation, group exercises, team
building, distance learning, outdoor learning and workshops.
 On- or off-the-job techniques, which include instruction, question and
answer, action learning, assignments, projects, guided reading, computer-
based training, interactive video and video.

5) Conducting Training Programmes

The only general rules for conducting training programmes are that first, the
courses should continually be monitored to ensure that they are proceedi ng
according to plan and within the agreed budget and second, all training should be

32
evaluated after the event to check on the extend to which it is delivering the
required results.
There are, however, a number of considerations which affect the conduct of
training for specific occupations, and those concerning managers and team leaders,
sales staff, skilled workers and office staff are the following:
 Management and team leader training.
 Sales training.
 Technical and skill or craft training.
 Training office staff.
 Team building training.
 Meeting the training needs of special groups.

6) Responsibility For Training

It is believed that most learning occurs on the job through coaching, planned
experience and self-development. The onus is on managers and individuals to
ensure that it takes place. Senior management must create a learning organization
in which managers recognize that training and development are a key part of their
role and one on which their performance will be assessed.
The role of a specialized training function is generally to provide advice and
guidance to managers on their training responsibilities.
Some of the responsibilities of a training function are the following:
 Developing training strategies which support the achievement of business
strategies.
 Analyzing and identifying corporate and occupational training needs.
 Developing proposals on how these needs should be satisfied.
 Preparing plans and budgets for training activities.
 Identifying external training resources, selecting external training providers,
specifying what is required from them and ensuring that their delivery of
training meets the specification.
 Advising on external training courses for individuals or groups.
 Organizing internal courses and training programmes, but often relying on
outside help for the whole or part of formal training courses

33
 Training managers, supervisors and mentors in their training responsibilities.
 Providing help and guidance to individuals in the preparation and
implementation of personal development plans.
 Monitoring and evaluating the effectiveness of training throughout the
organization.

7) Evaluation Of Training
One of the most nebulous and unsatisfactory aspects of training programmes is the
evaluation of their effectiveness. Evaluation has been defined by Hamblin, as “any
attempt to obtain information (feedback) on the effects of a training programme,
and to assess the value of the training in the light of that information”. Evaluation
leads to control which means deciding whether or not the training was worth the
effort and what improvements are required to make it even more effective.
According to Hamblin, there are five levels at which evaluation can take place:
 Reactions of trainees to the training experience itself.
 Learning evaluation requires the measurement of what trainees have learned as
a result of their training.
 Job behaviour evaluation is concerned with measuring the extent to which
trainees have applied their learning on the job.
 Organizational unit evaluation attempts to measure the effect of changes in the
job behaviour of trainees on the functioning of the part of the organization in
which they are employed.
Ultimate value evaluation aims to measure how the organization as a whole has
benefited from the training in terms of greater profitability, survival or growth.

Trainees and Trainers

Since the real organizational needs are known, the process of training can begin.
Exclusive of the training techniques, the trainees and the trainers constitute other
key elements of a training programme.
The selection of trainees is a very important activity in order for an organization to
achieve desirable training results. According to Peel, the elements of trainees which

34
have to be taken into consideration in order for the selection of appropriate
training methods are the following:
 How many they are.
 The level of education they have.
 The qualifications they have.
 The experience they have.
 Why they are chosen.
 What job they do now.
 Why they have to be trained.
 If they work as a team.
The trainers
Trainers constitute the key for the successful holding of a training programme. It is
really difficult for an organization to succeed effective training if the trainers do
not have the necessary abilities for that. According to Peel , possible trainers can
be:
 Inside the company trainers.
 Outside consultants.
 Universities.
 Managers.
 Colleagues.

Many employees of the same company can be excellent with their work but it can be
proved that they are not relevant to be trainers. According to Stout , the ideal
trainer must be:
 Knowledgeable about the organization.
 Able to communicate effectively and listen carefully to others.
 Able to analyze and solve problems.
 Flexible in the use of training methods.

THE TRAINING MODELS

The Training Models Can Be Classified As:

35
  Classroom training.
 On-the- job- training.
 Electronic based training
Classroom Based Training
Classroom based or instructor led training has been the traditional way of training and
accounts for over 60 % of training in leading firms. One advantage of this mode of
training is that it allows for immediate feedback. The instructor is able to assess the
student’s ability to follow and speed of understanding and adjust the delivery method
accordingly. Training is a form of communication and as with other forms of
communication; information is transmitted not only with words but by other cues l ike
body language, emotional expressions like shock, and surprise. Such kind of
communication is only possible in a classroom setting.
Learners and the instructor are able to share experiences which add to the students’
understanding. With classroom training a lot of information can be passed within a short
time. The instructor is able to make sure that what is necessary to be covered for the
particular skill required is included in the course. The instructor is therefore able to
assess when the student has acquired the required skills.
Classroom training can be said to offer full interaction which ensures maximum skills
transfer.
One disadvantages of classroom training is that it requires participants to be away from
there work places and during that time they are not productive. If there is need to consult
them for some urgent matters, it may not be possible. Also to move to the training
centres may be expensive because the employer has to pay for travel and hotel
accommodation.
Classroom training can be conducted within an institution owned by the organization or
carried out by another organization.

On The Job Training

On the job training requires that the employee work under an experienced person from
whom he has to learn the new skills. This model of training has the advantage that the
employee is learning in real life situation and hence retentive ability is highest. Also
there is immediate feedback as to the results. Whereas in classroom training one has to
wait to see how the employee applies the skills learned, on the job training the employer

36
is able to see immediately whether the employee has acquired the skill or not. This mode
of training is cheap as there are no extra expenses to be paid.
There are however serious shortcoming with this model. It is only limited to skills that
organization already has. The rate of learning is also slow as the employee learns only
what is related to what is happening when he is at the place of work. There is the danger
that the employee will take whatever practice at the work place (whether good or bad) as
the standard. Bad practices sometimes take root in a particular section. Also not all
people are good teachers even if they may be excellent workers. The officer assigned to
offer on the job training may deliberately withhold valuable information fearing that the
new employee may take over his job.
It must be noted that, since this training is conducted on live equipment, care must be
taken in allowing the trainee to have hands-on-experience until sufficient competence
has been gained. If not properly undertaken, it may be costly through poor workmanship
which may result in unnecessary faults.

Electronic Based Training

With the advances in information technology more and more training is now being
carried on electronically. This has taken many names such as Web-based training
(WBT), Computer Based Training (CBT), Distant learning, CD-ROM training, and
Internet Based Training (IBT).
This kind of learning range from live two-way interaction including video and audio
interaction. It may take the form of distribution of learning material via the internet.
Another way is searching the internet for information using powerful search engines.
Also specialized training centers offer training over the Internet.
This new model of training achieves cost and time savings. Employees learn at there
own pace and modules can be tailored to suit each individual employee.
This method assumes that computers are widely available and there is company-wide
computer literacy. This is far from being the case. There is also the acceptance stage
which employees must undergo. Also Web based training could cause many distractions
as the employees try to down load information from the Internet. To sieve out materials
that are relevant and those that are not relevant appears to be a daunting task as well.
Most Training Schemes And Processes Are Based On The Following Steps:
1) Identification And Selection Of Training And Development Methods.

37
 2) Creating Training Budget.
3) Selecting Training Methods & Designing Modules.
4) Implementation Of The Training Program.
5) Evaluation Of The Training Program.

1) Identification Of Training Needs

Training has always been important. In recent years, however, the process of
training is more important than ever in order for organizations to cope with
accelerating change which affects existent training needs (eg inefficient job
performance) and future training needs (eg responding to the continuous progress
of technology).
According to Kenney and Reid, the most common methods of diagnosis of
organizational training needs are the following:
 Evaluation of personnel. The director (or a team) evaluates the personnel’s
performance. This process takes place periodically with an evaluation form.
That form contains questions in which the ability to take good knowledge and
the abilities of organizing, leadership and progress will be reported.
 Analysis of work. Every step which takes place during the work performance
examined in order to determine if it is really needed. After determining the
necessary steps, the areas in which employees need training must be identified.
 Analysis of skills. The trainer must first identify the differences between new
and experienced employees, in relation to their effectiveness. These differences
will show the size of the training need for the new employees.
 Observation. Observation can help the trainer find out what an employee does
not do correctly and in that way to determine the training needs.
 Changes in the organization or the job. The creation of new job positions, the
abolition of old positions and the integration of positions are some important
changes which often take place in a company and generate the need for training.
 Interviews between super ordinates and subordinates. Very often, when the
super ordinate and the subordinate discuss matters which concern the
organization, it is a good opportunity to discuss training needs as well. Thes e
interviews can be formal or informal.

38
 Analysis of data. Selecting data from departmental records (such as personnel
statistics, accident records, training reports, and staff appraisal forms) also
helps to identify training needs.
 What other organizations do. According to this method, small organizations
must take advantage of information about what larger organizations do in
relation to training.

Training needs analysis is the first critical stage in the training cycle. The cycle is

continuous. The evaluation step includes a re-assessment of training needs.

There are many aspects to training needs analysis, but the essential activity involves:

Determining what is required to complete the work activity;

 Determining the existing skill levels of the staff completing the work:
 Determining the training gap (if any).

The training gap is the difference between required and existing skill levels. The word

"skill" is generic in this case - it includes the knowledge, skills, attitude and aptitude

required to undertake the activity efficiently and effectively.

Training need analysis is done at three levels

1. Organizational analysis

2. Personal Analysis

3. Task Analysis

Organizational Analysis – involves determining:

 The appropriateness of training, given the business strategy

 Resources available for training

 Support by managers and peers for training

Task Analysis – involves:

39
  Identifying the important tasks and knowledge, skill, and behaviors that

need to be emphasized in training for employees to complete their tasks

Person Analysis – involves:

 Determining whether performance deficiencies result from a lack of

knowledge, skill, or ability (a training issue) or from a motivational or

work design problem

 Identifying who needs training

 Determining employees’ readiness for training

40
 LEVELS OF TRAINING NEED ANALYSIS

What is the
Context?

Organization
al analysis

Task In what do
Analysis they need
training?

Personal
analysis

Who needs
the training?

2) Creating A Training Budget

Budgeting for training does not mean using surplus money when it’s available. Instead,
you should build a separate line item for training into your yearly budget. A training
budget should include the following costs:

41
  Initial communication about the training program
 Training delivery (e.g. classes, video tutorials, e-learning, course fees)
 Training materials (workbooks, videos)
 Staff time (including replacement time)
 Instructor fee
 Travel, lodging or meal expenses required to participate
 Ongoing training (upkeep)
 Contingencies

Managing the Budget

Once approved, your training budget will need careful management to ensure that costs
stay on track. Unforeseen events can lead to changing costs. A specially trained staff
member might unexpectedly leave the company before their knowledge is passed on to
others. Training costs will increase if you need to rely on external resources.

How Much to Spend?

Many large organizations commit to investing anywhere from two to five percent of
salary budgets back into training. While that may not be realistic for you, it's important
to find a number you feel your budget can absorb. Base the figure you'll use on your
needs analysis. You may be tempted to use the least expensive trainers or training
materials available. Often, using "b" level resources produces "b" results. Increase the
likelihood of success by always striving for A's. Use the best caliber training you can
afford.

Ways to Save

Depending on the size of your staff, you may find training costs add up quickly. Here
are some ways you can save on costs:

 Group training: earn volume discounts by training numerous employees at once

(sometimes as few as three participants will qualify)
 Re-use materials: training materials such as videos have a long shelf life and may
be used repeatedly

42
  Teach one, teach all: spend on off-site training for one employee, but have him or
her present their knowledge to remaining staff
 E-learning: electronic options are cheaper than traditional, instructor-led training

Another tip is to negotiate free or reduced-cost training from your vendors, who will be
happy to help you if it means their product will be successful.

Securing Commitment

Don't forget that employee commitment is necessary for training to succeed. One way to
ensure employees take the effort seriously is to have those getting specialized training to
share the cost. Employees who have made a personal investment in learning will be
more focused on completing the task.

If you are footing the bill, get employees to commit to working for you for a specified
period of time following the training's completion. Let them know you will require
reimbursement if they aren't able to fulfill the agreement.

It is also important to have full support for training efforts from senior people in your
organization. If they understand the long-term value of employee development, they
should be able to help by earmarking funds for training.

3) Selecting Of A Training Methods.

The best type of training methods has to be selected keeping in mind the employees
needs and capabilities.
• Lecture
The Lecture is an efficient means of transmitting large amounts of factual information to
a relatively large number of people at the same time. It is traditional method of teaching
and is used in many training programs. A skilled lecture can organize material and
present it in a clear and understandable way. How ever a lecture doesn’t allow active
participation by learners.
• Case method
A Training method in which trainees are expected to study the information provided in
the case and make decisions based on it.

43
• Simulations
Simulators are training devices of varying degrees of complexity that duplicate the real
world. Simulation refers to creating an artificial learning environment that approximates
the actual job conditions as much as possible.
• Apprenticeship
This type of training refers to the process of having new worker, called an apprentice,
work alongside and under the direction of skilled technician.
• Internships
Internships and assistantships provide training similar to apprenticeship training;
however’ assistantships and internships typically refer to occupations that require a
higher level of the formal education than that required by the skilled trades. Many
colleges and universities used to develop agreements with organizations to provide
internships opportunities for students.
• Coaching and Mentoring
Some organizations assign an experienced to serve as a mentor for new employees.
Effective mentors teach their protégés job skills, provide emotional support and
encouragement. Coaching and mentoring are primarily on-the-job development
approaches emphasizing learning on a one-to-one basis. Coaching is often considered a
responsibility of the immediate boss who has greater experience or expertise and is in
the position to offer sage advice. The same is true with a mentor, but this person may be
located elsewhere in the organization or even in another firm. The relationship may be
established formally or it may develop on an informal basis.
• Discussions
Conferences and group discussions, used extensively for making decisions, can also be
used as a form of training because they provide forums where individuals are able to
learn from one another. A major use of the group discussion is to change attitudes and
behaviors.
• Games
Simulations that represent actual business situations are referred to as business games.
These simulations attempt to duplicate selected parts of a particular situation, which are
then manipulated by the participants
• Role playing

44
A Training method in which participants are required to respond to specific problems
they may actually encounter in their jobs.
• Computer-based
Computer based training is a teaching method that takes advantage of the speed,
memory, and data manipulation capabilities of the computer for greater flexibility of
instruction.
• Multimedia
Multimedia is an application that enhances computer-based learning with audio,
animation, graphics, and interactive video.
• Virtual reality
It is a unique computer-based approach that permits trainees to view objects from a
perspective otherwise impractical or impossible.
• Video Training
The use of videotapes continues to be a popular Training method. An illustration of the
use of videotapes is provided by behavior modeling. It has long been a successful
Training approach that utilizes videotapes to illustrate effective interpersonal skills and
how managers function in various situations.
• Vestibule training
Training that takes place away from the production area on equipment that closely
resembles the actual equipment used on the job.
3) Delivering The Training.
The training program that results from assessment should be a direct response to an
organizational problem or need. Approaches vary by location, presentation, and type.
These are summarized below the
1. Location Options
a. On the job: Training is at the actual work site using the actual work equipment
b. Off the job: Training away from the actual work site. Training is at a Training facility
designed specifically for Training.
For the delivery of the training it must be taken care that the best methods, faculty, and
environment are chosen so as the training get absorbed. Success of the training is
directly related to absorption and implementation of the training information given. It
should be well designed and well planned.
4) Evaluating Training

45
The credibility of training is greatly enhanced when it can be shown that the
organization has benefited tangibly from such programs. Organizations have taken
several approaches in attempting to determine the worth of specific programs. In this
phase, the effectiveness of the training is assessed. Effectiveness can be measured in
monetary or non-monetary terms. It is important that the training be assessed on how
well it addresses the needs it was designed to address.
• Participants’ Opinions:
Evaluating a training program by asking the participants’ opinions of it is an
inexpensive approach that provides an immediate response and suggestions for
improvements. The basic problem with this type of evaluation is that it is based on
opinion rather than fact. In reality, the trainee may have learned nothing, but perceived
that a learning experience occurred.

• Extent of Learning:
Some organizations administer tests to determine what the participants in training
program have learned. The pretest, posttest, control group design is one evaluation
procedure that may be used.
• Behavioral Change:
Tests may indicate fairly accurately what has been learned, but they give little
insight into desired behavioral changes.
• Accomplishment of Training Objectives:
Still another approach to evaluating training programs involves determining the extent to
which stated objectives have been achieved.
• Benchmarking
Benchmarking utilizes exemplary practices of other organizations to evaluate and
improve training programs. It is estimated that up to 70 percent of American firms
engage in some sort of benchmarking.
• A Case for Simplicity:
Value is the measure of impact and positive change elicited by the training.
The most common approaches used to determine the effectiveness of training programs
are as under:
Other Approaches For Evaluation Of Training
a) Post Training Performance Method

46
In this method the participants’ performance is measured after attending a training
program to determine if behavioral changes have been made.

b) Pre-Post Test approach

Most commonly used approach towards measurement of effectiveness of training is
Pretest Post test approach this approach performances the employees is measured prior
to training and if required training is provided. After completion if the training again the
performance is measured this is compared with performance before training if evaluation
is positive e.g. increase in productivity that means that training is effective.
c) Pre- Post Training Performance with control group Method
Under this evaluation method, two groups are established and evaluated on actual job
performance. Members of the control group work on the job but do not undergo
instructions. On the other hand, the experimental group is given the instructions. At the
conclusion of the training, the two groups are reevaluated. If the training is really
effective, the experimental group’s performance will have improved, and its
performance will be substantially better than that of the control group.
Maintaining Performance after Training
Effective training can raise performance, improve morale, and increase an organization's
potential. Poor, inappropriate, or inadequate training can be a source of frustration for
everyone involved. To maximize the benefits of training, managers must closely monitor the
training process. Developing learning points, to assist knowledge retention, Setting specific
goals, identifying appropriate reinforces and teaching trainees, self-management skills can
help organizations to maintain performance after training.
Following up on Training
Any training or development implemented in an organization must be cost effective. That is
the benefits gained by such programs must outweigh the cost associated with providing the
learning experience. Training to be more effective, is supposed to be followed with careful
evaluation. Evaluation methods are discussed in the previous lecture. Different techniques and
approaches can be used to evaluate the training program and, if required at any level, revisions
and redesigning should not be avoided. It is not enough to merely assume that any training
effort of an organization is effective; we must develop substantive data to determine whether
our training effort is achieving its goals- that is, if it’s correcting the deficiencies in skills,

47
knowledge or attitudes that were assessed in needing attention. Training programs are
expensive. The cost incurred alone justify evaluating the effectiveness.

TRAINING
&
DEVELOPMENT
IN
CNCS INFOTECH

48
TRAINING AND DEVELOPMENT

Introduction:

CNCS seeks to create an environmet where each employee can give his best, through the
acquisition of the needed competencies and skills.

The Training and Development Centre has taken up a comprehensive, innovative, real
world approach to employee education, training and development that mirror the multi
disciplinary nature of today’s business and opportunity. This approach expands the scope and
reach of training programs to clarify challenges, identify opportunities, develop relevant
competencies and deliver effective training solution.
T & D Centre offers the training services to the individual, departments/ functions. The
Training Programs are designed to support employees at various levels from High Potential,
Young Achiever, to Middle level to Supervisor including workers.

TRAINING & DEVELOPMENT PROCCESS IN RENUSAGAR

49
Framework:
SETTING TRAINING OBJECTIVES

TRAINING NEED IDENTIFICATION (TNI)

TRAINING MODULE PREPARATION

IMPARTING TRAINING

PREPARATION OF DEVELOPMENT PLAN

EVALUATION AND FEEDBACK

TRAINING NEED IDENTIFICATION PROCESS

Competency
Hr Meet Departmental Performance Talent Mapping & Recruitment
Brain Storming Appraisal Management Skills Chart Planning(IOLT)

Individual IDP
Hr Priorities Department Training &Training Competency Skill Gaps
Priorities Needs Need Gaps(Staff) Workmen

Analysis of Staff Analysis of Workmen

Training Need Training Need

Learning planner

50
 TRAINING POLICY

At CNCS, we are commited to develop and maintain the training culture through the grass
root to apex level. The training shall equip the employees with modern technological
innovation for manufacturing facilities along with the development on social and
behavioral aspects.
Training shall also be to maintain a positive work culture with a skilled and motivated
workforce with a sense of pride.

Continuous development of human resources at all levels will be the guiding principle to realize
our vision “To be one of the best operated & maitained Captive Power Plant, with enviable Plant
Load Factor, to suply uninterrepted power ti hindalcp-renusagar at the lower cost”.

Our Training & development resources will be directed towards –

 Optimum utilization of existing resources and enhancing productivity.

 Bridge the skill gap- Functional & Managerial, arising from career growh and
technological advancements.
 Develop multiskill workforce for overall business perspective, pocess orientation and
flexibiulity in ther deployment.
 Nurture talent to develop across all levels of the organization.
 Provide multiple learning opportunities to employees and help them realize their full
potential.
 Prepare the organization to anticipate & lead change.

51
  Promote the work ethos, which emphasize performance orientation, participation and
innovation.

Management is commited to provide opportunity to all employees, time and resources to

develop their full potential.

TRAINING METHODOLOGY

Selection of methodology has been done very carefully keeping the sensitivity and
objectives of the programs in mind. Fine blend of theoretical & practical approach is used to
make programs more learning oriented.
TRAINING

ON- THE- JOB OFF- THE- JOB

TRAINING TRAINING

a) Job Rotation a) Lecture & Case Studies

b) Apprenticeship b) Conference & Seminar

ON THE JOB TRAINING:

a) Job Rotation
Job rotation is an organization strategy that has been advocacy to prevent the development of
work-related musculoskeletal injuries after engineering controls have failed to reduce
musculoskeletal stress. Included in the recommendation of the use of job rotation is usually
the qualification that the jobs must be dissimilar. The goal is to "dilute" the exposure of the
worker to injurious movements.
It is a movement between different jobs. This avoids employee becoming bored with job and
help them in learning new skills. It has number of positive impacts as well as negative impacts

52
on employees as well as organisation. Multi skilled employee may be good in one
organisation but may not be at all suitable with precision/ speciality based organisation.

b) Apprenticeship
Apprenticeship is a system of training a new generation of practitioners of a skill. Most of
the training is done on the job while working for an employer who helps the apprentices learn
their trade, in exchange for their continuing labor for an agreed period after they become
skilled. Theoretical education may also be involved, informally via the workplace and/or by
attending vocational schools while still being paid by the employer.
During the programme it is not allowed to assign the apprentice to a regularly employment
and he is well protected from abrupt dismissal until the programme ends. The defined content
and skill set of the apprentice profession must be fully provided and taught by the employer.
The time taken is also regulated. Each profession takes a different time, usually between 24
and 36 months.

OFF-THE JOB TRAINING:

a) Lecture & Case Studies

Lectures present training material verbally and are used when the goal is to present a great
deal of material to many people. Lecturing is one-way communication and as such may not be
the most effective way to train. Also, it is hard to ensure from the trainer’s side that the entire
trainees understand a topic on the same level. It is the most cost-effective way of reaching
large trainees. The main attraction of lecturing as a training method is its deceptive simplicity
and the control over the session it purportedly yields to trainers. The simplicity of lecturing is
deceptive, first and foremost, because what lecturers say is not directly related to what
listeners learn. This relation, as we have seen, is anything but neat. The very qualities of a
good lecture threaten its value as a training method. The more complete and logically
consistent the argument, the more erudite its deviation, and more appealing its delivery, more
it tends to be “bought” as the final answer. It is effective at that stage of the learning process
which seeks to increase intellectual understanding.
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. It 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. One purpose of case study is to multiply, well beyond what they would meet in
their day-to-day work, situations and problems participants can be exposed to during training.
Another is to present each sample of real life in slow motion, so that through its detailed study
trainees can learn the most from the data offered. The communication should be clear. The
third purpose of case method is to help trainees to develop the habit of taking more factors
into account than usually done, to analyze them carefully, and to put them together in an
integrated picture for guiding understanding and action.

53
 b) Conference & Seminar

Conference is a group composed usually of 2 to 50 persons who represents different

organizations, departments, or points of view but who have some common interest or
background. They gather information and discuss mutual problem, with a reasonable solution
as the desired end. Problem identification and solution is often the basic objective of
conference.

Seminar is a group of person gathered together for the purpose of studying a subject under the
leadership of an expert or learned person. Often the procedure followed is to identify the
problem, explore the problem, discuss or lay out necessary research involved in the solution
of the problem, conduct the research, share the findings with others in the group, and reach a
conclusion on the basis of the research.

Workshop is a group of person with a common interest or problem, often professional or

vocational, who meet for an extended period of time to improve their individual proficiency,
ability, or understanding by means of study, research and discussion. The workshop allows
considerable flexibility, and the emphasis is on improving individual proficiency and
understanding. Theory and practices are often treated concurrently. The learner is encouraged
to work out a program of personal study and receives help with this program from the other
participants and resources people.

LEARNING PROCESSES FOR ALL

In Addition to these, some other Learning Processes are –

1) Induction Orientation Level Training (IOLT)

2) Talent Management (TM)
3) Mentoring
4) E- Learning
5) Quality Circles (QC)
6) Learning System & Coaching (LSC)
7) Mock Drill
8) Benchmarking Visit
9) Talent Retention (TR)

1) Induction Orientation Level Training

Induction Orientation Training is a type of training given as an initial preparation upon taking
up a post. Its goal is to help new employees reach the level of performance expected from an

54
experienced worker. It often contains information dealing with the layout of the firm's
operating facility, health and safety measures and security systems.

In CNCS, Induction Orientation Level Training is conducted to new Graduated Engineering

Trainees(GETs), Diploma Engineering Trainees (DETs), MBAs and MCAs to acquaint them
with plant, equipment, organization structure and more importantly to make them aware about
organization culture & values. 1 year schedule is for GETs and 1and1/2 year for DETs. The
training schedule includes 3 months classroom training include plant visit, group discussion,
assignment & video based session on all topics related to Technical, Mechanical &
Supportive areas. After completing 3 months classroom training the trainees are placed on the
job training & assigned with a Mentor, who guides and monitor the progress of trainees. The
Training centre monitors the development of trainee through the mentor by getting
information’s getting from him.

The main objective of this program is to learn best practices from other units and implement it
in their respective areas.
The methodology for this IOLT Program is -

 First of all Needs Survey for Inter-unit visit is done.

 After receiving the need, projects are finalized alongwith the list of persons who will
be sent for Inter-unit visit to learn the best practices.

 Data is collected by the team on existing level of performance and System being
followed at Renusagar.

 The team visits the partner unit and compare the performance level and studies their
processes to find out the practices responsible for superior performance.

 The team prepares on action plan to implement the best practices and improve our
performance to reach the benchmark level.

 The Action Plan is monitored.

2) Talent Management

Talent management refers to the process of developing and nurturing leadership pipeline of
the organization.
Talent Management is an approach to attract, develop and retain people with the:
 Aptitude and abilities to meet current and future organizational needs.
 It involves individual and organizational development in response to a changing and
complex operating environment.

55
 To develop Leadership in Pipeline, there are two criteria-
1. Employee Performance Rating
2. Employee Potential Rating

For making a rating scale of an employee’s performance, there is a 9 Box Matrix Performance
Rating.

For understanding the concept of Employee’s Performance Rating,

here is a nine box matrix-

1A 2A 3A
HIGH A

HIGH POTENTIAL HIGH POTENTIAL

HIGH POTENTIAL
MEDIUM HIGH
LOW PERFORMANCE
PERFORMANCE PERFORMANCE
P O T E N T I A L

2B 3B
1B
MEDIUM B

MEDIUM POTENTIAL MEDIUM POTENTIAL

MEDIUM POTENTIAL
MEDIUM HIGH
LOW PERFORMANCE PERFORMANCE PERFORMANCE

2C 3C
1C
LOW POTENTIAL LOW POTENTIAL
LOW POTENTIAL
LOW C

MEDIUM HIGH
LOW PERFORMANCE PERFORMANCE
PERFORMANCE

LOW 1 MEDIUM 2 HIGH 3

P E R F O R M A N C E

56
 PROCESS OF TALENT MANAGEMENT

Career Stage Classification

Talent Segmentation

Potential Validation

Consensus Discussion

Individual Development Plan

Talent Review Discussion

Fig. xxv

The individual development plan (IDP) is prepared, which details training courses as
well assignment to be given to the Individual for developing identified competencies. It also
encompasses rotation, major cross functional team projects and role amalgamations. Progress
on IDPs is monitored by Functional Head, HR head and Unit Head.
In summary there are many benefits of taking on the complicated multi-layered
project of creating an integrated talent management and workforce planning structure.

 Predictability of performance
 Higher customer satisfaction rates
 Lower employee turn-over

57
  Increased profits as a result of right people/right time
 Increased revenue as a result of efficiencies
 Increased employee engagement


3) Mentoring
Mentorship is an informal transmission of knowledge, social capital, and the psychosocial
support perceived by the recipient as relevant to work, career, or professional development;
mentoring entails informal communication, usually face-to-face and during a sustained period
of time, between a person who is perceived to have greater relevant knowledge, wisdom, or
experience (the mentor) and a person who is perceived to have less.
In CNCS, Mentoring is practicing for smooth induction of new employees into the
organization and their overall development.
After completion of 3-month induction and orientation level training, new employees are put
for on-the-job-training. During on-the-job training and after completing it they are assigned to
a Mentor, who guides them in their day-to-day clarifications and facilitate their learning.
Mentors monthly sends the progress report of mentees to be reviewed by the training centre.
Presently we have 22 experienced Mentors, who support this exercise-
The main objective is to discover and develop the Mentee’s latent abilities and thereby
empower the Mentees. The process also aims at helping the Mentee to fit into organization
culture.

Who is a Mentoree: New Employee

Who is a Mentor: An experienced and successful professional/manager with a mindset to
help someone who is willing to invest in others.
Selection of Mentor: Jt. President (Power) appoints Mentors with -
 Good Soft skills
 Great Values
 Willingness to help young protégés.

In the earlier system Mentors used to be senior executives from the same department. In the
revised system Mentor will be Cross-Functional.

Period of Mentoring: Two years from date of joining.

Role of a Mentor: Role of the Mentor is primarily:

 To infuse Group’s Values in the protégé.
 To help the Mentee gel smoothly in the organizational culture.
 To develop protégé by making use of his knowledge and experience.
 To develop a pragmatic approach.
 To help the protégé develop good communication & inter personal skills.
 To help the protégé overcome emotional lows.
 To keep track of Mentee’s professional development.

58
The Mentor will send a Quarterly Mentor’s Report regarding development of the Mentee to
TTMDC.
Role of a Mentee: Mentee will meet his Mentor (at least twice in a month) and Guide
regularly to discuss issues and seek clarifications. The Mentee will send a monthly Mentee’s
Report to TTMDC. (Annexure III)

Role of Mentoring Coordinator: The mentoring coordinator will compile/analyze the

reports, monitor progress of the Mentee and give feedback to the concerned HOD and HR
Head, if required. His role is to create opportunity for informal interaction among Mentors
and Mentees. He will be in close touch with Mentors to monitor the progress & development
of Mentees.
Mentoring Process
1. A minimum of two monthly meeting of the Mentor & the Mentee.
2. Mentor, Guide & Mentee shall submit progress reports to TTMDC.
3. Quarterly informal get together.
4. Monthly progress report to be submitted to Unit Head & HR Head.

MENTOR’S REPORT

Name of the Mentee: ______________________________

Quarter: __________________

How would you describe the progress (professional development) of the Mentee?

Your opinion on how the Mentee is adapting to working environment and culture of the
organization? Is he facing any problem (give description)?

Did you recommend any assignment, project for him and how is he doing on it?

Date: ____________________ (Signature of the Mentor)

Monthly Progress Report of the Mentees

59
 (To be filled & signed by Guide)

Name of the Mentee: Month:

Designation: Deptt:
1. Sections/Subjects covered during the month.
2. Performance of the trainee – in terms of learning the subject matter.
Grading as per BMC.
3. Was there any variation from the training schedule and reason for
variation?
4. Is Mentee maintaining work diary regularly?
Work dairy was checked and sign on date? (Yes/No)
5. Do you have regular interaction with Mentee?
Topic discussed.
6. Duration and date of discussion.
7. How do you perceive the personal attributes of the trainee with
regard to his interpersonal relations, communication, learning
aptitude and attitude.
8. How do you plan to improve upon the short comings?
9. What specific training you recommend for him-
Technical-Behavioural/Managerial.
10. Has the Mentee being given on the job in the plant training Yes/No
schedule for one week/one month/one year. Duration

Signature:

Name of the Guide:

Grading as per BMC

Very Good - “A” (81-100%)

Good - “B” (71-80%)
Average/Fair - “C” (60-70%)
Poor - “D” (Below 60%)

4) E-Learning

60
E-learning refers to using electronic applications and processes to learn. E-learning
applications and processes include Web-based learning, computer-based learning, virtual
classrooms and digital collaboration.
As the letter “e” in e-learning stands for the word “electronic”, e-learning would incorporate
all educational activities that are carried out by individuals or groups working online or
offline, and synchronously or asynchronously via networked or standalone computers and
other electronic devices.
In CNCS, E-learning initiative started in June 2002, has been extremely successful in
imparting quality training at the learner's convenience, on his/her computer, and at his/her
pace. A chat-based virtual class gives the learner an opportunity to interact with experts and
share experiences with colleagues, while online databases allow access to a host of learning
materials such as presentations, articles and training guides.
To increase the learner comfort we have e-facilitators. It consist of a team of 2 people, one
from HR and one from IT .In the year 2008-09 we achieved the target of 6 courses per user.
Today we have more than 350 Courses Online and a Course Completion rate 107.8% which is
a benchmark.

61
 ANALYSIS OF
DATA
INTERPRETATION

Q1: - How do you feel about this training pro

gramme?

62
 S.N Response Number of Response percentage
1 Very good 13 76.46
2 Good 4 23.52
3 Average 0 0

Good, 23.52
very good
Good
Average
very good,
76.46

IMPACT:
Impact of training is very good according to percentage of survey out of 17
emmployees.76.46% trainees were satisfied with the training program according to this
question.

Q2:-What do you think about the quality of this programme?

63
 S.N. Response No of Response Percentage
1 Very good 11 64.70
2 Good 6 35.29
3 Average 0 0

Column1
Very Good Good Average

35%

65%

IMPACT:
After the answer of this question it is cleared that impact of
training is to good because only 65% employees are satisfied with the
training programme .But overall performance of training is measured as
good.

Q3:-How was the communication skill of the trainer?

64
 S.N Response No of Response Percentage
1 Very good 7 41.18
2 Good 9 52.94
3 Average 1 5.88

60
50
40 Very good
30 Good
20
Average
10
0

Communication skill

IMPACT:
This gives both positive and negative response in the matter of
communication.

Q4:-Duration of the training programme is adequate?

S.N. Response No of Response Percentage

1 Yes 14 52.94
2 No 6 47.05
65
 53
52
51
50 Yes
49
48 No
47
46
45
44
Time duration

IMPACT:
In more than 50% of trainees are satisfied with timing. But they
want more time.

Q5:-Did you already know about the content which is covered in

this training programme?

S.N. Response No of Response Percentage

1 Yes 1 5.88
2 No 16 94.12

66
 100
90
80
70
60
Yes
50
40 No
30
20
10
0
Knowledge before training

IMPACT:
Most of the trainees near about 90% says that they have no any
knowledge of training programmed before.

Q6:-Do you share the knowledge gained by this training programme?

S.N. Response No of Responses Percentage

1 Yes 15 88.24
2 No 2 11.76

67
 Knowledge share with other

12%

Yes
No
88%

IMPACT:
More then 80% of the employees say that they have shared the
knowledge of training program.

Q7:-Has your supervisor provide you the new knowledge after attending the
training programme?

S.N. Response No of Response Percentage

1 Yes 15 75
2 No 5 25

68
 80
58.8235
60
41.1764
40 Yes
No
20

0
New knowledge after trainnig

IMPACT:
More than 50% employees are satisfied with supervisor’s behavior.

Q8:-Has your supervisor assigned the new job after attending the training
programme?

S.N. Response No of Responses Percentage

1 Yes 9 58.82
2 No 8 41.18

69
 54
58.8235
53
52
51
50
49 Yes
48 41.1764 No
47
46
45
44
Assign the new job after training

IMPACT:

Most of the employees accept that after the training program they have assigned new work
and new environment

Q9. Your Organization considers training as a part of organizational strategy. Do

you agree with this statement?

Ans. Parameter no. of respondent’s %

Strongly agree 05 10
Agree 20 40
Somewhat agree 10 20
Disagree 02 4
Strongly disagree 13 26

70
 TABLE 1
25

20
20
15
14
10 Series1
10
5
6

0
senior staff junior staff new staff based on
requirement

INTERPREATION:-
The given graph shows, the 40% (20) respondent agree on a statement
that training is a vital part of the organization. But 13 strongly were opposite to the statement.
But result shows the training provides the benefits to the organization..

Q10. How many training programs will you attend in a year?

Ans. Parameter no. of respondent %

Less than 10 10 20

10-20 30 60

20-40 07 14

More than 40 03 06

71
 TABLE 2
based on senior staff
requirement 12%
20%

junior staff
28%
new staff
40%

INTERPRETATION:-
The given graph shows the 60% of the employees attend 10-20 training
programs in a year. 20% said less than 10 and 14 % between 20-40 in a year. But the portion
in favor of 10-20 is high so they attend mid of 10-20 programs in a year at JCBL.

Q11. To whom the training is given more in your organization?

Ans. Parameter no. of respondent %
Senior staff 06 12

Junior staff 14 28
New staff 20 40
Based on requirement 10 20

72
 TABLE 3

senior
based on staff
requirement 12%
20%
junior staff
28%
new staff
40%

INTERPRETATION:-
The given graph shows. 40% in the favor that organization provides
the training to new staff to familiar with the working of the organization. And 28% in the
favor of junior staff. So it means the organization provides training to entry level employees.

Q12. What are all the important barriers to Training and Development in your

organization?

Ans. Parameter no. of respondent %

Time 20 40

Money 05 10

Lack of interest by staff 15 30

Non availability of skilled trainer 10 20

73
 25
20
20
15
15
10
10
5
5

0
education of off job training strong budget hiring efficient
employees trainer

Series1

INTERPRETATION:-
The given bar chart shows, the organization faces problem of time
(40%) in training & development program. Lack of interest (30%) and non availability of
skilled trainer (20%) also an problem for the organization. It reveals the organization willingly
wants to provide the training but staff, time and trainer are the problems.

Q13. What tactics organization used to remove the barriers in the training program? That
makes success of training program in organization?
Ans. Parameter no. of respondent %
Education of employees 20 40
Off job training 10 20
Strong budget 05 10
Hiring efficient trainer 15 30

74
 TABLE 5

30% education of employees

40%
off job training
strong budget
hiring efficient trainer
10%

20%

INTERPRETATION:-
The given pie chart show, the 40% of the favor that organization stress
on education of the employees to increase their interest for training programs. And
organization likes to provide off job training (30%) to remove the problem of time. And less
20% respondents were in favor that organization prepared strong budget for the efficient
implementation of training program.

Q14. What mode of training method is normally used in your organization?

Ans. Parameter no. of respondent’s

%
Job rotation 10 20
External training 18 36
Conference/discussion 15 30
Programmed instruction 07 14

75
 TABLE 6
20
18
16 18
14
12 15
10
8 10
6
4 7
2 Series1
0

INTERPRETATION:-
The given graph shows, the maximum (36%) of the respondents in the
favor that organization provides the external training. 20% and 30% in the favor that
organization provides the job rotation and conference/discussion training.

Q15. What are the conditions that have to be improved during the training sessions?
Ans. Parameter no. of respondent %
Redesign the job 12 24
Remove interference 15 30
Reorganize the workplace 04 08
Upgrade the information 19 38

76
 fond of should possess
talking to only technical
people skills
24% 20%

people and soft

skills are more
important
44%
generalist
makes better
personnel
manager
12%

INTERPRETATION:-
The given pie chart shows, the organization doing the lots of practices to
make training program more effective. 38% respondent in favor of upgrade the information
while training program implemented in the organization. 30% and 24% respondent in favor to
remove the interference and redesign the job to make training program more effective.

Q16. What are the skills that the trainer should possess to make the training more effective?
Ans. Parameter no. of respondent %
Should possess only technical skills 10 20
People or soft skills are more important 22 44
Generalist makes better personnel manager 06 12
Fond of talking to people 12 24

77
 fond of should possess
talking to only technical
people skills
24% 20%

people and soft

skills are more
important
44%
generalist
makes better
personnel
manager
12%

INTERPRETATION:-
The given pie chart shows the different skills of the trainer that should be
possess. 44% respondent said, the trainer should possess people skills and soft skills. 24% said
fond of talking to people, 20% said should possess only technical skills and rest 12% said
generalist makes better personnel manager.

Q17. Do you agree that enough time was provided to learn about the subject

covered in the training program?

Ans. Parameter no. of respondent

%
Strongly agree 10 20
Agree 30 60

78
 Undecided 02 04
Disagree 05 10
Strongly disagree 03 06
25

20

15

10

0
strongly agree agree undecided disagree strongly
disagree

INTERPRETATION:
The given graph shows, big portion of the respondents (40) in the favor
that organization provides the enough time to understand the subject covered in the training
program. But rest 10 against the effort of organization.

Q18. Do you think that the training leads to enhancement of your skill?

Ans. Parameter no. of respondents %

Strongly agree 12 24

Agree 26 52

Undecided 02 04

Disagree 08 16

Strongly disagree 02 04

79
 25

20

15

10

0
strongly agree agree undecided disagree strongly
disagree

INTERPRETATION:-
The given graph shows, 12 and 26 responded in favor that training
helps to increase the skills of the employees. But 2 were undecided. And rest 10 responded
were in against. JCBL continuously keep check on the training program in the organization to
enhance the skill of the employees.

Q19. Do you think that the knowledge and skills gained from the training program

directly apply to your work?

Ans. Parameter no. of respondents %
Strongly agree 20 40
Agree 22 44
Undecided 02 04
Disagree 04 08
Strongly disagree 02 04

80
 25

20

15

10

0
strongly agree agree undecided disagree strongly
disagree

INTERPRETATION:-
The given graph shows, huge no. of respondents (20+22) in favor that
they apply the knowledge, skills learned from the training programs to their work. Some
portions of respondent were against of the statement. Here it’s clear the training program
really beneficial for the organization.

Q20. Do you think that freedom is given to you to show your skills and knowledge

during training program?

Ans. Parameter no. of respondent %
Strongly agree 10 20
Agree 20 40
Undecided 04 08
Disagree 10 20
Strongly disagree 06 12

81
 25

20

15

10

0
strongly agree agree undecided disagree strongly
disagree

INTERPRETATION:-
The given bar chart shows, 10 and 20 respondent in favor that
organization gives the freedom to employees to use their own skills in training program. 04
don’t want to comment on the statement. But 10 and 06 were against of the statement that
organization not giving the freedom to the employees.

Full satisfaction

82
 • The trainer clearified your confusion in this training
Question programme.

• This training programme should be arrenged for colleaque..

Question

Question • Did this training programme improved your kownledge.

Question • Do you satiesfy with the contents of this training programme.

• Was this training programme helpfull for you.

Question

83
 100

90

80

70

60

50

40 Yes
No
30

20

10

IMPACT:
Most of employes accept that they 100% satisfy
with the programme

84
 RESULT OF WORKMEN SURVEY

Qu. No. Very Good Good Average

1 85% 15% 0%

2 45% 55% 0%

Qu. No. Yes No

3 100% 0%

4 95% 5%
Qu. No. Very Good Good Average

5 45.% 50% 5%

Qu. No. Yes No

6 95% 5%

7 70% 30%

8 100% 0%

9 30% 70%

10 95% 5%

11 100% 0%

12 100% 0%

13 75% 25%

14 40% 60%

85
 CONCLUSION

Human Resources play a vital role in shaping a healthy and growing

organization. The increasing complexity and problems of managing human
resources places heavy demands on ensuring equal emphasis on all the sub-
systems which play a crucial part in ensuring holistic development of the human
resources. People can gain recognition for skills and knowledge through
achievement of vocationally relevant qualifications. Today for any organization
training should be an integral component of the business activity & good
business sense to train the whole staff. For that, it is important to know about the
main concepts of training & development.
In my project” Training & Development”, I have analyzed the policy, processes
and methodologies of training & development which had been conducted since
long time in Delhi, CNCS INFOTECH limited.
Based on this study at this esteemed organization it can be concluded that human
resource is an organization’s most valuable asset and, investment in the learning
and development of this precious resource, if they got well equipped training in
the best possible way, they shall definitely help in achieving the bottom line for
the company. The action plan developed by me is based on my careful study
and practical training here at CNCS, this shall help the organization to overcome
its shortcomings in the training and development process and shall definitely
support the system to grow and maintain its reputation globally.

86
 LIMITATIONS OF TRAINING & DEVELOPMENT PROGRAM

Although this organization includes relevant and beneficial training processes

and methodologies in their working schedule, but then also they are not able to
check whether the employees are satisfied with their work or they required
personal development also.
After getting a thorough overview of process & methodologies of training &
development, I found some limitation in that which is as follows:

 Time Constraints
 Since it is a broad topic, therefore, in depth analysis of each & every
aspects of this topic is not possible.
 Training effectiveness response obtain from immediate supervisor is
based on perception of concerned supervisor, actual on the job impact in
terms of increased productivity is not measured.

87
 RECOMMENDATION

Thus to overcome this limitation I created an action plan, with the help of it one can easily
evaluate how much the participant/trainee has grasped and what more efforts are required to
make him/her equally competent and dexterous so that his learning can be well utilized for the
well-being of the organization and the trainee’s personal development also.

The Action Plan is a document containing two parts. The Former section (Feedback Form) is
to be filled by the trainee and the Latter Section is filled by the HOD of the concerned
department.

The document incorporates various attributes to be filled by the participant after he has
attended the Training Program, So he/ she can mention what he has learned from the program
and how he/ she is going to implement the same and in what span. The form is then forwarded
to the Departmental Heads who observe the trainees work and behaviour over the Time Period
(as mentioned by the trainee in the Feedback Form) and scrutinises him whether he has
accomplished what he has mentioned in the feedback form and as per his/her performance he
is graded at the prescribed scale by the HOD of his department.

88
 BIBLIOGRAPHY

Related Articles from-

 Manuals & Reports.

 Learning Planner of the organization.

Books from Library-

 “Training & Development Handbook”, Craig, III Edition, Sponsored by

“The American Society for Training & Development.
 “Training for Development all you need to know”, Sahu R.K., EB
Publication.
 “Training for Development”, Lynton & Pareek, II Edition.
 “Organization Behaviour”, Robbins, IX Edition, Prentice-Hall India.

Websites-

 www.adityabirla.com
 www.CNCS.com
 www.google.com
 www.renugyansagar.com
 www.humanresourcemanagement.com
 www.googlescholars.com

89
 Questionnaire
ANNEXEURE/APPENDIX
Q1. Your Organization considers training as a part of organizational strategy. Do

you agree with this statement?

Ans. A. Strongly agree B. Agree C. Somewhat agree D. Disagree

E. Strongly disagree

Q2. How many training programs will you attend in a year?

Ans. A. less than 10 B. 10-20 C. 20-40 D. more than 40

Q3. To whom the training is given more in your organization?

Ans. A. senior staff B. junior staff C. new staff D. based on requirement

Q4. What are all the important barriers to Training and Development in your organization?
Ans. A. time B. money C. lack of interest D. non availability of skilled
worker

Q5. What tactics organization used to remove the barriers in the training program? That
makes success of training program in organization?
Ans. A. education of employees B. off job training C. strong budget
C. High efficient trainer.

Q6. What mode of training method is normally used in your organization?

Ans. A. job rotation B. external training C. conference/discussion D. programmed
instruction.

90
Q7. . What are the conditions that have to be improved during the training sessions?
Ans. A. redesign the job B. remove interference C. reorganize the workplace
D. upgrade the information

Q8. What are the skills that the trainer should possess to make the training more effective?
Ans. A. should possess only technical skills B. people or soft skills are more important
C. generalist makes better personnel manager D. fond of talking people

Q9. Do you agree that enough time was provided to learn about the subject covered in the
training program?
Ans. A. Strongly agree B. Agree C. Somewhat agree D. Disagree
E. Strongly disagree

Q10. Do you think that the training leads to enhancement of your skill?
Ans. A. Strongly agree B. Agree C. Somewhat agree D. Disagree
E. Strongly disagree

Q11. Do you think that the knowledge and skills gained from the training program directly
apply to your work?
Ans. . A. Strongly agree B. Agree C. Somewhat agree D. Disagree
E. Strongly disagree

Q12. Do you think that freedom is given to you to show your skills and knowledge during
training program?
Ans. A. Strongly agree B. Agree C. Somewhat agree D. Disagree
E. Strongly disagree

DATE:-…………………

91
PLACE:-…………………

THANK
YOU

92