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Research Report
2010
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As a part of the fulfillment of the c programme at ../
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through training & development system. Mys objectives are to present level
that is being awarded to the employees. The other objectives of the research
human resources as more valuable than other resources and their proper
step where management finds out how efeective it has been hiring and
development program.
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At the very outset I wish to express my gratitude to all those concerned
persons who extended all kind of their help, guidance and suggestions
without whom it could not have been possible for me to complete this
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I would like to thank Dr. Rahat Ali (HOD MBA Department) as without his
support and help this research report would have been possible.
without her support and valuable help this research report would not have
And finally I would like to thanks God, my parents& friends who inspired a
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Many companies do the Training Program in India but rarely some do the
evaluation for the same. With the help of the Evaluation one can easily judge
the worth of the training and whether the training is really meeting its
From among a broad spectrum of problems, then, critical problem areas need
training and explains why certain Information must be known. Both training
performance.
the training program and measure whether or not the goals have been
6
achieved. It can consist of evaluations completed by learners at the end of
committee. You should ask questions that are tied to the goals and
competencies set at the beginning of the process and any possible concepts
you want to add for future training. The information you collect can inform
of the staff and public and respond to the ever-changing world of technology.
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During the training program there are faced many problems. This research
the training & development program. Thatswhy this research report implies
development´.
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This research report will help any organization to identify the training and
development need for the top, middle and lower management, which in turn
organization.
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effectiveness.
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? HYPOTHEI
? 1'" Training & development program are the most suitable plans
alternative hypothesis is
A? 1 " Employees are aware about the effective training & development
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" This paper addresses the effectiveness of the processes involved in
managers and to explore their views and perceptions in relation to the skills
the main sources of qualitative and quantitative data. The respondents were
University. The study tested the validity and relevance of the ³integrated
skills and knowledge, namely task, people, and self-related skills. The results
showed that a combination of these skills enables the managers to work more
what managers actually need. Also it was discovered that in Iran business
managers tend to place more emphasis on the importance of the task and
15
for the implications for the business schools and other universities who deal
" The article utilises contrasting heuristical perspectives -
, Vol. 21.
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4. Hendry, C., Jones, A., Arthur, M., Pettigrew A. (1991),
,
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sharpen their skills & keep themselves abreast of the latest development &
changes. The one who refers to change will be left behind & will be lost.
½? To except & adapt to the changes in the field of service & technology.
½? To upgrade & sharpen one¶s skill that are needed to do the job
successfully.
½? To learn the current way of doing things or doing things right way for an
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organizations¶
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/- " It helps a trainee to know facts, policies, procedure & rules
F " It helps him to increase his technical & minerals efficiency
" It moulds his behaviors towards his co-workers & supervisor &
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Every organization should provide training to all employees irrespective of
their squalification, skill, suitability for the job etc. Training is not something
that is done once to new employees; it is used continuously in every well run
the skill & knowledge. As such an organization has to retain the old
employees.
pecifically, the need for training raises due to the following reasonsÔ
9&? To match the employee specifications with the job requirements &
organizational needs.
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A multitude of methods of training are used employees. The most commonly used
methods areÔ
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½? Understudy
½? Multiple Management
½? Coaching
½? Job Rotation
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½? Transactional Analysis
½? Case tudy
½? Management Games
½? Role Playing
½? Managerial Grid
½? Brainstorming
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On the job methods of development are very popular and used widely by majority
organizations. These methods are popular among trainees also. They are more
effective and not boring as in case of classroom method. These methods are most
suited to technical personnel & scientists. These are low cost methods. The following
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It is a development technique to prepare a manager for taking over the charge of his
senior after his retirement, promotion or death . This technique provides an equally
the company problems & to make advice or give recommendations to the top
management.
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BDC
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The job Rotation is a very good method of transforming a functional specialist into a
generalist executive. The job Rotation refers to managers from one job to another or
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direct personnel instructions & guidance usually with demonstration & continuous
critical evaluation & correction. On the job training is given by superior as he teaches
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On the job development techniques are insufficient for the total development of
executives of any organization. This gap can be bridged by adopting off the job
development techniques. The important off the job development methods are the
following.
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individual
psychiatric technique for the executive development of recent origin used by many
organizations.
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Under this technique the cases based on actual business situations are prepared &
given to the trainee managers for discussion & arriving at a proper decision. Managers
are given opportunity to find out the latest problems & suggest alternatives to tackle
theThis technique helps in improving the decision making skills by making analytical
judgment.
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Under this technique the trainee executives are divided into rival groups assuming the
management of simulated companies. Each rival group has to discuss a given subject
relating to production, marketing, pricing etc & at a decision. The groups react to the
decision of each other. They get immediate feedback on their performance. This
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individuals are given the role of different managers who are required to solve a
problem or to arrive at a decision .Role playing helps the trainees to develop better
perspective in performing then job because they may see job from different angles.
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It is multiphase programme ranging from three to five years. It improves managerial
skills, intergroup relations & develops leadership style.
developing creative
28
solution to problems. It works by focusing on a problem & then deliberately coming
with as many solutions as possible & by pushing the ideas as far possible.
It is a group creativity technique designed to generate a large number of ideas for the
solution of a problem . Brainstorming is a process for developing creative solution to
29
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The most well-known and used model for measuring the effectiveness of training
programs was developed by Donald Kirkpatrick in 1959. It has since been adapted
and modified by a number of writers however the basic structure has well stood the
31
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training program was met. It¶s not that conducting an evaluation at one level is more
important that another. All levels of evaluation are important. In fact, the Kirkpatrick
model explains the usefulness of performing training evaluations at each level. Each
level provides a diagnostic checkpoint for problems at the succeeding level. o, if
participants did not learn (Level 2), participant reactions gathered at Level 1
(Reaction) will reveal the barriers to learning. Now moving up to the next level, if
participants did not use the skills once back in the workplace (Level 3), perhaps they
did not learn the required skills in the first place (Level 2).
The difficulty and cost of conducting an evaluation increases as you move up the
levels. o, you will need to consider carefully what levels of evaluation you will
conduct for which programs. You may decide to conduct Level 1 evaluations
(Reaction) for all programs, Level 2 evaluations (Learning) for ³hard-skills´ programs
only, Level 3 evaluations (Behavior) for strategic programs only and Level 4
evaluations (Results) for programs costing over $50,000. Above all else, before
evaluation.
29 L
Just as the word implies, evaluation at this level measures how participants in a
training program react to it. It attempts to answer questions regarding the participants'
perceptions - Did they like it? Was the material relevant to their work? This type of
32
should at least be evaluated at this level to provide for the improvement of a training
learning (level two). Although a positive reaction does not guarantee learning, a
Assessing at this level moves the evaluation beyond learner satisfaction and attempts
Measurement at this level is more difficult and laborious than level one. Methods
possible, participants take the test or assessment before the training (pretest) and after
This level measures the transfer that has occurred in learners' behavior due to the
training program. Evaluating at this level attempts to answer the question - Are the
newly acquired skills, knowledge, or attitude being used in the everyday environment
of the learner? For many trainers this level represents the truest assessment of a
impossible to predict when the change in behavior will occur, and thus requires
important decisions in terms of when to evaluate, how often to evaluate, and how to
evaluate.
33
2?
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Frequently thought of as the bottom line, this level measures the success of the
program in terms that managers and executives can understand -increased production,
and even higher profits or return on investment. From a business and organizational
perspective, this is the overall reason for a training program, yet level four results are
11.2
. To find out where the desired expectations (goal) are and aren¶t being met.
. To give instructors and course developers feed back to help them improve.
34
. To manage the training function more professionally.
c 2:
* Check metrics (e.g., scrap, re-work, errors, etc.) to measure if participants achieved
training objectives
* Interview trainees and their managers, or their customer groups (e.g., patients, other
departmental staff)
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½? . Industrial growth can not take place without manpower. The technological
advancement is taking place at such a rapid speed that is knowledge and skill
½? . Effective training save time by ensuring that skilled and competent staff is no
hand when they are needed rather than untrained staff who will take longer to
35
½? . Effective training saves effort by showing people the most effective ways to
things and getting it right first time, rather than having them get it wrong six
times first.
organization goal. Indeed it could tend, should be argued that any planning
process that has not had input from training will necessary be incomplete. In
fact the likelihood of the achievement of the strategy is increase the more the
There are some role of training which are followed by the organization. uch as
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Training results about increase in quality & quantity of goods produced resulting in
high productivity . A Well trained employees makes better & economical available
higher profit.
develop a feeling that organization is taking care & interest in them through training
program.
36
A trained employees knows what job has to do & how to do that job & requires no
guidance & supervision . upervision can devote their time to solve more important
continuous training .
products & by products etc . most of the companies have become complex . The calls
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Through proper training employees become eligible for promotion handling more
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An untrained worker consumers a lot of time to learn the methods , techniques of
doing work . killed & trained employees reach the acceptable level of performance .
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The training programme can be made effective and successful if the following hints
are consideredÔ
37
½? pecific training objectives should be obtained on the basis of the type of
form a well defined set of performance standards toward which each trainee
should be directed.
½? It should be recognized that the entire trainee do not progress at the same
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a)? Extent of achievement of the programme.
38
b)? Relevance of objectives to work.
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a)? Use of Audio Visual Aids
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b)? Quality of Audio Visual Aids
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a)? eating Arrangement
noise, etc.)
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a) Clarifying objectives of the training.
b) Clarity in explanations.
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a) Applying learning to the workplace.
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Human FactorsÔ-
The TeacherÔ-
The teacher¶s knowledge, managerial and teaching experience, and personality are all
put it bluntly the teacher has to have a clear and significant message to pass, and his
commercial links can be established quickly and easily. If these conditions are
tudies should use instead of long and complex cases; simple programmed books
and skills- which should afterwards lead to improved managerial action. Various
training
41
situations will be concerned with various types and levels of knowledge, attitudes and
skills. A preliminary analysis of need will help to identify what objectives a particular
programmed ought to have. Method will then be selected with regard to their ability
Obviously, knowledge, skills and attitudes are inter-related and this must not be
overlooked when setting the objectives of training and choosing teaching methods.
Furthermore they are related to certain specific management functions or subject areas
2. ubject Area
Various subject areas (finance, personnel, operations research management, etc) have
their own specific features. For example, operations research techniques are based on
combination of lectures (using audio-visual aids) and exercise during which the
However, the main thing from the management point of view is not to know the
technique itself, but to know when and how it can be used. This ability can be
studies, etc.
42
combined in way, which give the participants numerous opportunities to analyses
the same tome directly influence the attitudes and behavior of the participants
themselves.
However, in management education and training the principal problem is not how to deal
with specific subject areas and functions. It is much more important toÔ
a)? Explain the relationship between various sides and functions of the enterprise and
b)? Help the participants to avoid a one-sided and oversimplified approach to multi-
dimensional situations;
management.
Decisions about the choice of teaching methods are not independent of time, financial
Preparation time (which affects the cost of the teaching material as well) varies for the
different teaching methods. As a rule, complex case studies and business games
require long and costly preparation, which includes testing with teachers or
experimental groups, and making necessary revisions. The length of the course
predetermines the kinds of methods, which can be used. The longer the course, the
43
better are the teachers will be able to use business games, complex cases and practical
participative methods, which are not time consuming and are liable to quickly pass
The time of day is more important than many course designers would imagine. For
The teaching facilities may be a limiting factor in some institutes, or in course given
outsides the institute, e.g. in small towns. Factor such as the number of rooms
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extent this can be obtained through any method, including a good lecture. However,
knowledge to real life situations. The diverse ways in which they can be combined
and sequenced can add to the enjoyment of learning and minimize participant fatigue.
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The principle of active involvement is perhaps the main ³raison deter´ of participative
teaching methods. As a rule, the deeper the involvement, the higher the motivation,
the more the participants retain and the better they are equipped to apply it. It should
not be overlooked, however, that the method itself, although considered as highly
participative, does not assure that each person will be fully involved. Involvement
also depends on organization of case study preparations, leadership style and other
factors. The participant may also be passive if the considers the material to be of poor
quality or the performance of the teachers to be below his own professional level.
*&
On the job training is a method, which can be based on the training, needs of one
individual, with full regard to his present and future job. It has, however, many
limitations and that is why group-training programmers should also involve work
outside the enterprise. The must take into account the fact that individuals have
different capabilities and learn at different paces, have personal styles of study and
course design and methods of teaching have to provide, therefore, not only work in
group and terms, but also the opportunity for individual reading, thinking, exercise,
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ome methods are better suited than others for introducing new topics and ideas, for
correctly sequencing them or for explaining the structure of a vast and complex area.
That is why in certain situations the teacher cannot do without lectures and reading
assignments.
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Different types of feedback are needed and have to be provided in learning.Feedback
on ones competence and behavior (as seen by the other course participants, by the
business games, whereas in case discussions the only feedback on the individual¶s
analytical abilities is the opinion of other participants and of the discussion leader.
usefulness of learning.
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This principle requires that education and training help the individual to transfer what
he has or learned to live situations. ome teaching methods, like lectures, study of
literature or discussions do not pay much attention to this transfer. On the other hand,
in many simulation and practical application some teachers as the most effective ones
consider projects.
Examining teaching methods from the viewpoint of principles of learning shows the
secure the greatest impact on learning. It also explains why there is a growing interest
in certain methods; those with high motivational feedback and transfer capabilities.
This, of course, does not eliminate other methods, which are needed for different
purposes. Neither should it lead to the other method, which, in fact, may fulfill its role
only in combination with other methods ü ) or serve only very special
46
concepts and it is designed for managers. It involves broader education and its
Development involves preparing the individual for a future job and growth of the
resources can exert their full potential only when the learning process goes far beyond
simple routine.
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1.? To improve the performance of managers at all levels in their present job.
3.? To ensure availability of required numbers of managers with the needed skills,
5.? To replace elderly executive who have risen from the ranks by highly
47
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First of all present and future needs of organization are ascertained. It is necessary to
determine how many and what type of executives are required to meet the present and
future needs. A critical analysis of organization structure in the light of future plans
will Reveals what the organization needs in term of department, functions and key
executive positions. Then job description and specifications are prepared for all
executive positions.
executive is compared with the standard expected of him. His personal traits are also
This inventory is prepared to obtain complete information about each executive. Data
on the age, education, experience, health, test result and performance appraisal result
is collected. Analysis of this result will show the strengths as well as deficiencies of
Each one of us has a unique set of physical, intellectual and emotional characteristics.
Therefore, development plan should be trail made for each individual. uch tailor-
48
made programs of development should give due attention to the interests and goals of
the organization.sÔ
programs. The department identifies development needs and may launch specific
its recommendations,
49
"
To meet the many demands of performing their functions, managers assume multiple
roles. A role is an organized set of behaviors. Henry Mintzberg has identified ten
roles common to the work of all managers. The ten roles are divided into three
groupsÔ interpersonal, informational, and decisional. The informational roles link all
managerial work together. The interpersonal roles ensure that information is provided.
The decisional roles make significant use of the information. The performance of
managerial roles and the requirements of these roles can be played at different times
by the same manager and to different degrees depending on the level and function of
management. The ten roles are described individually, but they form an integrated
whole.
50
The three interpersonal roles are primarily concerned with interpersonal relationships.
In the figurehead role, the manager represents the organization in all matters of
formality. The top level manager represents the company legally and socially to those
outside of the organization. The supervisor represents the work group to higher
management and higher management to the work group. In the liaison role, the
manger interacts with peers and people outside the organization. The top level
manager uses the liaison role to gain favors and information, while the supervisor
uses it to maintain the routine flow of work. The leader role defines the relationships
The direct relationships with people in the interpersonal roles place the manager in a
unique position to get information. Thus, the three informational roles are primarily
concerned with the information aspects of managerial work. In the monitor role, the
manager receives and collects information. In the role of disseminator, the manager
transmits special information into the organization. The top level manager receives
and transmits more information from people outside the organization than the
information into its environment. Thus, the top level manager is seen as an industry
The unique access to information places the manager at the center of organizational
decision making. There are four decisional roles. In the entrepreneur role, the
manager initiates change. In the disturbance handler role, the manger deals with
threats to the organization. In the resource allocator role, the manager chooses where
the organization will expend its efforts. In the negotiator role, the manager negotiates
on behalf of the organization. The top level manager makes the decisions about the
51
organization as a whole, while the supervisor makes decisions about his or her
The supervisor performs these managerial roles but with different emphasis than
outlook. Thus, the figurehead role becomes less significant and the disturbance
handler and negotiator roles increase in importance for the supervisor. ince
leadership permeates all activities, the leader role is among the most important of all
c
To varying degrees, the aim of organization and management theory has always been
in the effectiveness concept, which lies at the heart of many organization theories
(Lewin and Minton, 1987). At the same time the literature shows an uneasiness with
the fact that, when scrutinized more closely, effectiveness keeps proving to be an
elusive concept.
predictors for effectiveness (Goodman, Atkin and choorman, 1983; henhav, hrum
and Alon, 1994). The quest for universal theories of effectiveness seems doomed to
According to the principal agents theory (e.g. MacDonald, 1984) managers pursue
value-maximizing ends in proportion to the buffers they can secure for themselves
52
against the demands and pressures put on them. Here, managerial effectiveness is
stresses the competing values that are concurrently put forward. This approach (e.g.
these roles. Neither theory generates insights into why or how the concept of
It helps to concentrate on the ways in which skillful practitioners make sense of their
organizational situation, and how they come to define the content of effectiveness.
subject. Instead it is seen as emerging and developing within a specific social context
through interaction processes (Maas, 1988). In the terms of Weick and Daft (1983),
Nevertheless, while on the one hand the outcome of this negotiation is not
predetermined, on the other the negotiation itself is not value- and power-free, and
53
managers, while in reality the individual, societal and institutional webs of relations
they are embedded in influence, constrain, and even define their range of choices
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Research in common parlance refers to search for knowledge. One can also define
According to John it is best defined as ³the systematic and objective analysis and
events.´
this project report I have done the survey on employees of PRL to assess the
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Our research design is basically Exploratory in nature which helps in developing the
new ideas and insights about the problem under study. These are flexible in nature
that helps in gathering the relevant data to the problem, and hence many different
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56
cope of the study is to find out how far the existing training developments cater to
the requirement of the employees. The study will be table to throw light on the dark
spots where it needs some sort of improvement in the training developments that have
been implementedThe investigation was taken around the work place and offered an
opportunity to be with men at work .the purpose of the visit was made clear to them
.they were being, convinced and made to understand that the study was only of
academic interest. The necessary records and files were exposed the investigation to
have clear understanding of its policies and to have employees existing training and
development.
57
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tatistical method of analysis was adopted for analysis and interpretation of the data
collected during the survey. Each question of the questionnaire is interpreted with the
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In this Research Report we have to findÔ
´? In the null hypothesis test the employees are aware about the training &
development program and they are interested to join the training &
development program.
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training & development program but they are not satisfied with this
program.
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As we know, in today¶s global scenario the employees are the most important assets
for any organization. In order to cope up with the changing market conditions,
technical / professional knowledge & core / job specific competencies prepared to take
on future opportunities from the research, it can be identified that the basic objective
of training program for a particular level differs from that of other level. Rank & file
employees need specific job training while management group needs broad based
group of people. Again, within a particular group, an individual may need a particular
training while others may need some other program. Thus the training program would
be determined by the level of an individual in the organization & his own personality
characteristics.
74
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9&? There should be a test before conducting any training program related to
selection of trainees. o that only needed trainees can get the training.
)&? The quality of the training program should be relevant to the current job of the
trainees so that they can get new ideas & increase their efficiency.
*&? The training program should in the direction of self development &
?&? It can be suggested that program should be clear & more understandable to the
trainees. o that it maintain interest of the trainees.
76
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Prakashan.
Company.
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1? www.shrirampistons.co.in
2? www.hr.com