PROJECT REPORT EMPLOYEES TRAINING AND DEVELOPMENT

IN THE PARTIAL FULLFILLMENT OF REQUIRMENT FOR THE AWARD OF DEGREE IN B.B.A Part III (Bachelors of Business Administration)

ON

SUBMITTED TO HR DEPT. M\S JAMKASH VEHICLEADES Pvt. Ltd, Channi Himmat, Jammu SUBMITTED BY Pranav Gupta BBA III(2011-2012) Rno. 9 S.P.M.R College of Commerce Canal Road

HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manage organization. It comprises of the functions and principles that are applied to retaining, training, developing, and compensating the employees in organization. It is also applicable to non-business organizations, such as education, healthcare, etc Human Resource Management is defined as the set of activities, programs, and functions that are designed to maximize both organizational as well as employee effectiveness Scope of HRM without a doubt is vast. All the activities of employee, from the time of his entry into an organization until he leaves, come under the horizon of HRM. The divisions included in HRM are Recruitment, Payroll, Performance Management, Training and Development, Retention, Industrial Relation, etc. Out of all these divisions,one such important division is Training & Development.

Training Introduction

This activity is both focussed upon, and evaluated against, the job that an individual currently holds education . This activity focusses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.
Training and personal development is an important method for a business to improve the performance of employees. Training is a process whereby an individual acquires job-related skills and knowledge. It is a cost to firms to pay for the training and also to suffer the loss of working hours whilst an employee is being trained. However, the potential gains from employee training are significant. The main benefits of training are improved productivity and motivation of staff and also better quality products being made. Some of the specific reasons as to why a business should train its employees are: Introduce new employees to the business (this is known as induction training) see below Help provide the skills the business needs (in particular making the workforce more flexibleor being trained on new higher technology machinery) Provide employees with better knowledge about the business and the market it operates in Provide support for jobs that are complex and for which the required skills and knowledge are often changing (e.g. a firm of lawyers training staff about new legislation) Support the introduction of new working methods, such as a firm introducing new lean production techniques Reduce the need for supervision and therefore free up valuable manager timeHelp achieve a good health and safety recordHelp improve quality of a product or service and lower customer complaints

 Increase employee motivation and loyalty to the business Induction training Induction training is important as it enables a new recruit to become productive as quickly as possible. It can avoid costly mistakes by recruits not knowing the procedures or techniques of their new jobs. The length of induction training will vary from job to job and will depend on the complexity of the job, the size of the business and the level or position of the job within the business. The following areas may be included in induction training: Learning about the duties of the job Meeting new colleagues Seeing the layout the premises Learning the values and aims of the business Learning about the internal workings and policies of the business On-the-job training On the job training occurs when workers pick up skills whilst working along side experienced workers at their place of work. For example this could be the actual assembly line or offices where the employee works. New workers may simply shadow or observe fellow employees to begin with and are often given instruction manuals or interactive training programmes to work through. Off-the-job training This occurs when workers are taken away from their place of work to be trained. This may take place at training agency or local college, although many larger firms also have their own training centres. Training can take the form of lectures or self-study and can be used to develop more general skills and knowledge that can be used in a variety of situations, e.g. management skills programme.

Methods of training
Human Resource Management is concerned with the planning, acquisition, training & developing human beings for getting the desired objectives & goals set by the organization. The employees have to be transformed according to the organizations' & global needs. This is done through an organized activity called Training. Training is a process of learning a sequence of programmed behavior. It is the application of knowledge & gives people an awareness of rules & procedures to guide their behavior. It helps in bringing about positive change in the knowledge, skills & attitudes of employees. Thus, training is a process that tries to improve skills or add to the existing level of knowledge so that the employee is better equipped to do his present job or to mould him to be fit for a higher job involving higher responsibilities. It bridges the gap between what the employee has & what the job demands. Since training involves time, effort & money by an organization, so an organization should to be very careful while designing a training program. The objectives & need for training should be clearly identified & the method or type of training should be chosen according to the needs & objectives established. Once this is done accurately, an organization should take a feedback on the training program from the trainees in the form of a structured questionnaire so as to know whether the amount & time invested on training has turned into an investment or it was a total expenditure for an organization. Training is a continuous or never ending process. Even the existing employees need to be trained to refresh them & enable them to keep up with the new methods & techniques of work. This type of training is known as Refresher Training & the training given to new employees is known as Induction Training. This is basically given to new employees to help them get acquainted with the work environment & fellow colleagues. It is a very short informative training just after recruitment to introduce or orient the employee with the organization's rules, procedures & policies.

Training plays a significant role in human resource development. Human resources are the lifeblood of any organization. Only through trained & efficient employees, can an organization achieve its objectives. * To impart to the new entrants the basic knowledge & skills they need for an intelligent performance of definite tasks. * To prepare employees for more responsible positions. * To bring about change in attitudes of employees in all directions. * To reduce supervision time, reduce wastage & produce quality products. * To reduce defects & minimize accident rate. * To absorb new skills & technology. * Helpful for the growth & improvement of employee's skills & knowledge.

METHODS OF TRAINING: The most widely used methods of training used by organizations are classified into two categories: On-the-Job Training & Off-the-Job Training. ON-THE-JOB TRAINING is given at the work place by superior in relatively short period of time. This type of training is cheaper & less time-consuming. This training can be imparted by basically four methods: Coaching is learning by doing. In this, the superior guides his sub-ordinates & gives him/her job instructions. The superior points out the mistakes & gives suggestions for improvement. Job Rotation: - In this method, the trainees move from one job to another, so that he/she should be able to perform all types of jobs. E.g. In banking industry, employees are trained for both back-end & front-end jobs. In case of emergency, (absenteeism or resignation), any employee would be able to perform any type of job. OFF THE JOB TRAINING: - is given outside the actual work place. Lectures/Conferences:- This approach is well adapted to convey specific information, rules, procedures or methods. This method is useful, where the information is to be shared among a large number of trainees. The cost per trainee is low in this method. Films: - can provide information & explicitly demonstrate skills that are not easily presented by other techniques. Motion pictures are often used in conjunction with Conference, discussions to clarify & amplify those points that the film emphasized. Simulation Exercise: - Any training activity that explicitly places the trainee in an artificial environment that closely mirrors actual working conditions can be considered a Simulation. Simulation activities include case experiences, experiential exercises, vestibule training, management games & role-play. Cases: - present an in depth description of a particular problem an employee might encounter on the job. The employee attempts to find and analyze the problem, evaluate alternative courses of action & decide what course of action would be most satisfactory. Experiential Exercises: - are usually short, structured learning experiences where individuals learn by doing. For instance, rather than talking about inter-personal conflicts & how to deal with them, an experiential exercise could be used to create a conflict situation where employees have to experience a conflict personally & work out its solutions. Vestibule Training: - Employees learn their jobs on the equipment they will be using, but the training is conducted away from the actual work floor. While expensive, Vestibule training allows employees to get a full feel for doing task without real world pressures. Additionally, it minimizes the problem of transferring learning to the job. Role Play: - Its just like acting out a given role as in a stage play. In this method of training, the trainees are required to enact defined roles on the basis of oral or written description of a particular situation. Management Games: - The game is devised on a model of a business situation. The trainees are divided into groups who represent the management of competing companies. They make decisions just like these are made in real-life situations. Decisions made by the

groups are evaluated & the likely implications of the decisions are fed back to the groups. The game goes on in several rounds to take the time dimension into account. In-Basket Exercise: - Also known as In-tray method of training. The trainee is presented with a pack of papers & files in a tray containing administrative problems & is asked to take decisions on these problems & are asked to take decisions on these within a stipulated time. The decisions taken by the trainees are compared with one another. The trainees are provided feedback on their performance.

RECOMMENDATIONS & CONCLUSION: No doubt Training is a very powerful tool for the smooth functioning of the organization, but it needs to be used with care in order to derive all the benefits. Here are seven recommendations for getting the best out of this tool: 1. Learn about the needs and proficiency of each and every employee before an organization invests its effort, time & money on training. Its better to identify the needs & shortcomings in an employee before actually imparting training to him/her. 2. Experienced & skilled trainer, who possesses good amount of knowledge & understanding about the organization's objectives, individual abilities & the present environment, should give training. 3. Active participation from the trainees should be encouraged. There should be a two-way communication between the trainer & trainee. 4. Feedback should be taken from the trainees after the training is over, so that the organization comes to know about the deficiencies in the training program & also suggestions to improve upon the same. 5. Focus of training should be on priority development needs and to produce strong motivation to bring change in employees. 6. The cost incurred on the training program should not exceed its benefits. 7. The method or type of training should be very cautiously selected by the organization depending upon the organizations' resources & an employee's individual need for training. Thus, training is a vital tool to cope up with the changing needs & technologies, & everchanging environment. It benefits both the organization as well as the employees.

There are many different ways to train. Indeed, entire books have been written on the ways to deliver training. How can a manager charged with training his or her employees choose an appropriate method? This article defines some of the most common training methods and reviews pros and cons for each one. The method by which training is delivered often varies based on the needs of the company, the trainee, and on the task being performed. The method should suit the audience, the content, the business environment, and the learning objective. Ideally, the method chosen will motivate employees to learn, help employees prepare themselves for learning, enable the trainees to apply and practice what they've been taught, help trainees retain and transfer what

they have learned, and integrate performance with other skills and knowledge. Other factors affecting the choice of a training method include: -Age, gender, or level of education of the trainees -Learning styles of the trainees -Number of trainees -Budget -Trainer's skills and training style Common group training methods include: Lecture A lecture is the method learners often most commonly associate with college and secondary education. Yet, it is also considered one of the least effective methods to use for adult learners. In this method, one person (the trainer) does all of the talking. He or she may use handouts, visual aids, question/answer, or posters to support the lecture. Communication is primarily one-way: from the instructor to the learner. Pros: Less time is needed for the trainer to prepare than other methods. It provides a lot of information quickly when it is less important that the trainees retain a lot of details. Cons: Does not actively involve trainees in training process. The trainees forget much information if it is presented only orally. Demonstration Demonstration is very effective for basic skills training. The trainer shows trainees how to do something. The trainer may provide an opportunity for trainees to perform the task being demonstrated. Pros: This method emphasizes the trainee involvement. It engages several senses: seeing, hearing, feeling, touching. Cons: It requires a great deal of trainer preparation and planning. There also needs to be an adequate space for the training to take place. If the trainer is not skilled in the task being taught, poor work habits can be learned by the trainee. Seminar Seminars often combine several group methods: lectures, discussions, conferences, demonstrations. Pros: Group members are involved in the training. The trainer can use many group methods as part of the seminar activity. Cons: Planning is time-consuming. The trainer must have skill in conducting a seminar. More time is needed to conduct a seminar than is needed for many other methods. Conference The conference training method is a good problem-solving approach. A group

considers a specific problem or issue and they work to reach agreement on statements or solutions. Pros: There is a lot of trainee participation. The trainees build consensus and the trainer can use several methods (lecture, panel, seminar) to keep sessions interesting. Cons: It can be difficult to control a group. Opinions generated at the conference may differ from the managers ideas, causing conflict. Panel A panel provides several points of view on a topic to seek alternatives to a situation. Panel members may have differing views but they must also have objective concerns for the purpose of the training. This is an excellent method for using outside resource people. Pros: Trainees often find it interesting to hear different points of view. The process invites employees to share their opinions and they are challenged to consider alternatives. Cons: It requires a great deal of preparation. The results of the method can be difficult to evaluate. Role Playing During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and sales training. Pros: Trainees can learn possible results of certain behaviors in a classroom situation. They get an opportunity to practice people skills. It is possible to experiment with many different approaches to a situation without alienating any actual customers. Cons: A lot of time is spent making a single point. Trainers must be skilled and creative in helping the class learn from the situation. In some role play situations, only a few people get to practice while others watch. Case Studies A case study is a description of a real or imagined situation which contains information that trainees can use to analyze what has occurred and why. The trainees recommend solutions based on the content provided. Pros: A case study can present a real-life situation which lets trainees consider what they would do. It can present a wide variety of skills in which applying knowledge is important. Cons: Cases can be difficult to write and time-consuming to discuss. The trainer must be creative and very skilled at leading discussions, making points, and keeping trainees on track. Simulations Trainees participate in a reality-based, interactive activity where they imitate

actions required on the job. It is a useful technique for skills development. Pros: Training becomes more reality-based, as trainees are actively involved in the learning process. It directly applies to jobs performed after training. Simulations involve yet another learning style, increasing the chance that trainees will retain what they have learned. Cons: Simulations are time-consuming. The trainer must be very skilled and make sure that trainees practice the skills correctly. Only perfect practice makes perfect. Projects Projects require the trainees to do something on the job which improves the business as well as helps them learn about the topic of training. It might involve participation on a team, the creation of a database, or the forming of a new process. The type of project will vary by business and the skill level of the trainee. Pros: This is a good training activity for experienced employees. Projects can be chosen which help solve problems or otherwise improve the operation. Trainees get first-hand experience in the topic of the training. Little time is needed to prepare the training experience. Cons: Without proper introduction to the project and its purpose, trainees may think they are doing somebody elses work. Also, if they do not have an interest in the project or there is no immediate impact on their own jobs, it will be difficult to obtain and maintain their interest. Common individual training methods include: Self-discovery Trainees discover the competencies on their own using such techniques as guided exercises, books, and research. Pros: Trainees are able to choose the learning style that works the best for them. They are able to move at their own pace and have a great deal of ownership over their learning. Cons: Trainees can easily get side-tracked and may move slower than the trainer desires. It is also more difficult to measure the employees progress. Movies/videos/computer-based training Content for the training experience comes primarily from a videotape or computerbased program. Pros: It is easy to provide this training and the trainer can follow-up with questions and discussion. It is also easy to assure that the same information is presented to each trainee. Cons: It is expensive to develop. Most trainers choosing this option must purchase

the training from an outside vendor, making the content less specific to their needs. On-the-job training This is the most common method of training. The trainee is placed on the job and the manager or mentor shows the trainee how to do the job. To be successful, the training should be done according to a structured program that uses task lists, job breakdowns, and performance standards as a lesson plan. Pros: The training can be made extremely specific to the employee's needs. It is highly practical and reality-based. It also helps the employee establish important relationships with his or her supervisor or mentor. Cons: Training is not standardized for employees. There is often a tendency to have a person learn by doing the job, providing no real training. Mentoring A mentor can tutor others in their learning. Mentors help employees solve problems both through training them in skills and through modeling effective attitudes and behaviors. This system is sometimes known as a buddy system. Pros: It can take place before, during, or after a shift. It gives the trainee individual attention and immediate feedback. It also helps the trainee get information regarding the business culture and organizational structure. Cons: Training can be interrupted if the mentor moves on. If a properly trained mentor is not chosen, the trainee can pick up bad habits. When choosing from among these methods, the trainer must decide which one best suits the trainees, the environment, and the investments available. Many trainers will choose to combine methods or vary them. Others will select a single method that works best for them and never vary. With so many options, a trainer is limited only by his or her creativity.

Training and Human Resource Management

Traning and Development Home Training and Human Resource Management The HR functioning is changing with time and with this change, the relationship between the training function

and other management activity is also changing. The training and development activities are now equally important with that of other HR functions. Gone are the days, when training was considered to be futile, waste of time, resources, and money. Now-a-days, training is an investment because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. If training is not considered as a priority or not seen as a vital part in the organization, then it is difficult to accept that such a company has effectively carried out HRM. Training actually provides the opportunity to raise the profile development activities in the organization. To increase the commitment level of employees and growth in quality movement (concepts of HRM), senior management team is now increasing the role of training. Such concepts of HRM require careful planning as well as greater emphasis on employee development and long term education. Training is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of skill development and covers a multitude of courses. Role of HRD Professionals in Training This is the era of cut-throat competition and with this changing scenario of business; the role of HR professionals in training has been widened. HR role now is: 1. Active involvement in employee education 2. Rewards for improvement in performance 3. Rewards to be associated with self esteem and self worth 4. Providing pre-employment market oriented skill development education and post employment support for advanced education and training 5. Flexible access i.e. anytime, anywhere training Training Effectiveness The effectiveness of training is a measurement of learning. It is determined by comparing post-test scores with pre-test scores and then measuring the net change. There are several methods to measure thison a per-student basis, on a per-skill point base or on a per-dollar basis. Lets look at the skill-point base, which measures the cost of raising a students skill by one unit." This is dangerously wrong! Let me explain! The difference between a pre-test score and a post-test score can be for many reasons, several of which may actually apply together. Without any root cause analysis to identify the causal links between the different scores (pre-test and post-test) all you can truthfully say about this situation is that the pre-test scores were X and the post-test scores were Y - you cannot say WHY they are like this. This does NOT mean there is no link, just that you haven't demonstrated one - and this is where evaluation practitioners get in to bother - yes, even if you follow Kirkpatrick or Phillips' approach - you have to have PROOF when the CFO and CEO ask for it - CORRELATION IS NOT CAUSATION!!! A measurement of learning is not training effectiveness - it's a measure of learning! You can learn everything required, but fail to put it to required use and the required outcomes are not achieved. Training in organisations is ALMOST ALWAYS about achieving a better performance or capability than is currently available - it's about OUTCOMES that favour the customer and the shareholder - it's not about learning that's a bonus (in my humble opinion!). Generally effectiveness measures are defined in terms of the extent to which a set of objectives are met. It would be quite easy to have a large overlap here with efficiency measures. (Training) efficiency is generally defined as the number of units output for the number of units input. Taking a similar theme I suggest training efficiency can be measured several ways - here are some examples: Number of training courses achieving the required outcomes ----------------------------------------------------------------- ---- x 100% Total number of training courses delivered Or 100% x (Number of trainees behaving as requried/operating equipment to required standard) / (Total number of people trained) Or 100% x Total benefits / Total costs Coming back to the effectiveness focus again there is some help to be found from our old friend Kirkpatrick. Effectiveness at Level 1 (Reactions of trainees) could be measured in terms of getting at least 4 out of 5 in each area being rated. If 100% of trainees rate all the aspects at least 4 out of 5, then at Level 1 we'd be

100% effective. But if these same trainees have line managers sho report that these trainees are only demonstrating new but required behaviours for 40% of the time, then arguably the training at Level 4 (Business Impact of training) is just 40% effective. Going back to the article I quoted from above... IF you can demonstrate causal links as I discussed earlier, then arguably the pre and post test scores CAN be seen as a measure of effectiveness. Read carefully with definitions!!

Measuring of training
Training is a critical component in any organization's strategy, but organizations don't always evaluate the business impact of a training program. Given the large expenditures for training in many organizations, it is important to develop business intelligence tools that will help companies improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. Cross-functional and reporting and learning analytics provide important connections between the measures of learning effectiveness offered by a learning management system (LMS) and the larger enterprise metrics that indicate whether learning is transferred and positively affects business results.

Training Effectiveness & its Significance

In India, training as an activity has been going on as a distinct field with its own roles, structures and budgets, but it is still young. This field is, however; expanding fast but controversies seem to envelop any attempts to find benefits commensurate with the escalating costs of training. Training has made remarkable contributions to the improvement of all kinds. Training is essential; but doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness and waste. The training apparatus and costs have multiplied but Unhappiness persists and is growing at the working level where the benefits of training should show up most clearly. This disillusionment shows in many ways reluctance to send the most talented workforce for training, inadequate use of personnel after training, etc. With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in its development. Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight into what training can or cannot do, and skill in designing and executing training successfully and cost-effectively. At the present time, all the organizations give more trust on commercializing their activities. All the firms, in order to continue to exist in the competitive global market and to be effectual, should espouse the most modern technology, i.e., mechanization, computerization and automation. Technical know-how alone, however, does not assure success unless it is sustained by workforce possessing indispensable expertise. Hence, organizations should train the employees to enrich them in the areas of changing technical skills and knowledge from time to time. The Input-Process-Output Model for an Effective Training Input Training need analysis: survey based on performance gaps in previous year & performance opportunities in the next year. Periodical request from department heads based on potential appraisal exercises. Information on implementation of new practices, technological changes, strategic moves, and changes in the environment. Information on new recruitments. Updation of procedures, rules & regulations. Training policy of the administration Process Exercise of determining needs & maintenance of training register

 Verification of need to prepare training plans Deciding to conduct onsite programmes, if large number of participants require training. Deputation of employees for short term training programmes conducted by local training institutes. Conducting induction training for new recruits. Monitoring the training conducted by various departments. Implementation of changes in the prgramme as necessitated by the feedback. Output Release of training plan Issue of orders of deputation for individual programmes Feedback on effectives: from participants, from departmental heads

Training starts with a strategy It is important that a business provides training that is consistent with the business strategy. The main steps in developing a training strategy are to: - Identify the skills and abilities needed by employees; - Draw up an action plan to show how investment in training and development will help meet business goals and objectives; - Implement the plan, monitoring progress and training effectiveness Benefits of training to a business The main benefits to a business of a well-trained workforce are: - Better productivity (and, therefore, lower production / operating costs) - Higher quality - More flexibility - training helps employees develop a variety of skills. Multi-skilling is only possible if the workforce is well trained - Less supervision - lower supervision and management costs if employees can get on with their jobs. This might also improve motivation - through greater empowerment - More successful recruitment and employee retention - businesses with a good reputation for training are likely to find it easier to attract good quality staff - and then keep them - Help in achieving change - businesses with strong training systems and culture find it easier to implement change programmes

Development - Introduction

This activity focusses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate. TRAINING AND DEVELOPMENT :It is a subsystem of an organization. It ensures that randomness is reduced and learning or behavioural change takes place in structured format. In the field of human resource management, training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including employee development, human resource development, and learning and development. Harrison observes that the name was endlessly debated by the Chartered Institute of Personnel

and Development during its review of professional standards in 1999/2000. "Employee Development" was seen as too evocative of the master-slave relationship between employer and employee for those who refer to their employees as "partners" or "associates" to be comfortable with. "Human Resource Development" was rejected by academics, who objected to the idea that people were "resources" an idea that they felt to be demeaning to the individual. Eventually, the CIPD settled upon "Learning and Development", although that was itself not free from problems, "learning" being an overgeneral and ambiguous name. Moreover, the field is still widely known by the other names.

Training and development encompasses three main activities: training, education, and development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note that these ideas are often considered to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. Line managers are responsible for coaching, resources, and performance. The participants are those who actually undergo the processes. The facilitators are Human Resource Management staff. And the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others. The conflicts are the best part of career consequences are those that take place between employees and their bosses. The number one reason people leave their jobs is conflict with their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John Hoover points out, "Tempting as it is, nobody ever enhanced his or her career by making the boss look stupid." Training an employee to get along well with authority and with people who entertain diverse points of view is

one of the best guarantees of long-term success. Talent, knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or customer

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT Traditional Approach Most of the organizations before never used to believe in training. They were holding the traditional view that managers are born and not made. There were also some views that training is a very costly affair and not worth. Organizations used to believe more in executive pinching. But now the scenario seems to be changing. The modern approach of training and development is that Indian Organizations have realized the importance of corporate training. Training is now considered as more of retention tool than a cost. The training system in Indian Industry has been changed to create a smarter workforce and yield the best results. TRAINING AND DEVELOPMENTS OBJECTIVES :The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal. Individual Objectives help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Organizational Objectives assist the organization with its primary objective by bringing Individual effectiveness. Functional Objectives maintain the departments contribution at a level suitable to the organizations needs. Societal Objectives ensure that an organization is ethically and socially responsible to the needs and challenges of the society

Importance Of Training and Development

Optimum Utilization of Human Resources Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. Development of Human Resources Training and Development helps to provide

an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and all over personality of the employees. Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates and peers. Quality Training and Development helps in improving upon the quality of work and work- life. Healthy work-environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individuals goals aligns with organizational goal. Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence. Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive attitude towards profit orientation. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies. Training and Development helps in developing leadership skills, motivation,

loyalty, better attitudes, and other aspects that successful workers and managers usually display.
What training cannot solve it is tempting to think that training is the solution to many if not all business problems. However, there are some things that training can rarely solve: these include: - Poor management (although management training might help!) - Poor job design - Ineffective or inefficient equipment, production organisation - Recruitment If training is so important, why do some businesses invest so little in it? Ideally training should be seen as an investment in the future of the business. it takes time for the effects of training to impact business performance. Some businesses are reluctant to spend on training because: - They fear employees will be poached by competitors (who will then benefit from the training) - A desire to minimise short-term costs - They cannot make a justifiable investment case

Training should meet two basic objectives.

1. Training should make the personnel skilled enough to do the job on hand efficiently leading to targeted productivity levels. 2. Training should be cost effective. Training must be based on scientific approach and quality training material to meet objective number one. The training duration should be as short as possible and resources used efficiently for meeting objective number 2. In this connection, I would like to describe about a training approach, called ICAO TRAINAIR Methodology, which is accepted and followed by many Civil Aviation Training establishments all over the world. The TRAINAIR is a programme of the International Civil Aviation Organization that was evolved to strengthen the basic civil aviation concept of safety and and regularity of air transport operations, by means of a high standard of training for aviation personnel through what are known as Standardized Training Packages (STPs). The TRAINAIR course development methodology is a scientific approach of developing training courses for a job-oriented objective. This methodology has both the process standard and product standard. Process standard means the standard in which the process is important but no weightage is given to the end result. Product standard means the standard in which end result is important but no weightage is given to the process. TRAINAIR methodology has both process and product standards. This methodology seeks to impart skill, knowledge and attitude required to perform

the job and eliminate all things which are extraneous and not required to perform that job. That means the trainees are taught only the Need-to-Know Things and not the Nice-toKnow Things. Because of this, training becomes focussed and the training time and costs, and duration of absence of the workforce from the operational units are minimized. The TRAINAIR Standardized Training Package (STP) preparation methodology is based on an engineering approach called the system approach. It consists of following three activities. 1. Analysis 2. Design and production 3. Evaluation All these activities are divided into 9 Phases. Phase 1, Preliminary analysis, is invoked when a decision is to be taken whether or not training is needed to do a job on hand; then assistance of a qualified Course Developers team is requested. The course developers team visits the operational unit, analyzes the system and interviews the personnel working. The result of analysis is one of the following: 1. Recommending non-training management solutions like developing a job aid such as checklists, flow charts or automation etc. 2. Develop a Standard Training Package (STP) as a training solution If it is found appropriate to proceed with a training solution by development of an STP, the Phase 2 activities commence. In Phase 2, Job analysis, again the Course Developers team visits operational unit, interviews the working experts. The job is divided into duties, duties are divided into tasks, tasks are divided into sub-tasks, and further the skill/ knowledge/ attitude required to carryout sub-tasks are decided. In the Phase 3. Population Analysis, the data on target populations (i.e., intended trainee group) acquired skill/ knowledge/ attitude, qualifications, job experience, social background, learning preferences are collected and analyzed. In Phase 4, Design of Curriculum, the difference in skill/knowledge/ attitude required (decided in phase 2) and those acquired (decided in phase 3) will become the Course Curriculum. The modules and sequence of training program are decided in this phase. In Phase 5, Design of modules, all the course materials such as Trainee Handouts, Instructor guide, Practical exercise sheets, Progress tests, key to progress tests, Mastery tests, key to mastery tests will be developed.

In Phase 6, Production and developmental testing, the prepared Mastery tests, Progress tests and practical exercises are tried out as developmental testing to check the accuracy and reliability of training materials. Detailed lesson plans to guide the instructors, hand outs for the trainees, audio-visual materials etc are all prepared ready for the initial Validation delivery of the package. In Phase 7, Validation and Revision, for the first time, the prepared course material will be tried on a group of trainees for whom the course is designed. The group of Course Developers will monitor the delivery of the course throughout, and observe the reactions of trainees and instructors. . They also take a note of the result at the end of the course. If 80% of the participants passes with 80% marks or attain the standard, then the same course will be administered to the remaining trainee population in subsequent sessions. Any deficiencies noted will be corrected during this phase. At the end of this phase, all the developed training materials will be sent to the ICAO TRAINAIR Central Unit, Montreal for accord of approval as full-fledged STP. In Phase 8, Implementation, full STP Course is available for future deliveries. The same course is also available for global sharing among the members of TRAINAIR programme. In Phase 9, Post-training evaluation, the effectiveness of the course which is now implemented is evaluated by analyzing 1. Was there the desired improvement of the trainees performance when they return to their jobs? 2. Did the training program effectively meet the operational need which gave rise to it?. This is done by gathering information which is used to make improvement in the training and determine the costs and benefits of the training development project. During the entire process of course of development, Course Developers interact with the Subject Matter Experts and skilled job performers as and when required and get the required inputs.

Sales Organisation Effectiveness - High Performing Sales Organisations

Sales organisations are facing higher level challenges, driven by various factors in the marketplace: Increased competition, including from non-traditional competitors. Globalisation of markets. Impact of technology, leading to new purchasing methods and changing relationships

with customers (more e-based business). Rising customer expectations, especially in the case of longer term contract based relationships, where customers are looking for value and insight from their suppliers. Organisations moving towards preferred supplier agreements. The challenges many organisations face in response to the above factors: Developing sales managers who lift performance through best practice leadership of sales teams. Development and retention of high performing sales people. Productivity differentials between high and medium performing sales people can be significant. Cross-functional teams developing strategic customer relationships. Hemsley Fraser works with organisations to: Develop sales managers, as a key differentiator of sales team performance. Create differentiated skills and behaviours in sales teams to lift the performance of sales people. Drive reliable processes and practices throughout the sales organisation. Support cross-functional teams who develop high value strategic customer relationships. Create clear strategies for development and retention of high performing sales people. Create a strong focus on a strategy, with supporting processes, to acquire and retain long-term profitable customers. Measuring the Effectiveness of Training and Development More and more successful organisations are increasingly intent on measuring the impact of training on their organisations, to reaffirm the performance outcomes expected and to make changes to training plans where necessary. This programme has been designed to aid all Human Resource practitioners in measuring the effectiveness of training. Having an evaluation of training effectiveness in place is also one of the dimensions of the People Developer Standard. Key Benefits Introduction to the different Training Evaluation models Learn how to make detailed measurements of training Measure the effectiveness at various levels up to the impact of training on the organisation Course Content Introduction to various Training Evaluation Models Measuring the Impact of Training on Operational Results Measuring the Impact of Training on the Organisation using Corporate Indicators Identifying and Measuring Soft Areas in the Organisation Understanding and Measuring Organisational Development through a Morale Survey

 Measuring the Personal Competencies of Employees

Learning Methodology Group work and exercises will be used to provide participants with many opportunities to demonstrate their knowledge, learning and skills. Who Should Attend All Human Resource Personnel who are involved in Training and Development and those responsible for attaining the People Developer Standard for their organisation. Training emplyees Importaance of training Training your employees do have a significant role in modern business era. Not just to equip them with latest tools your company has implemented, there is a lot more to it.I have sorted down them in a list. This is a must read if you employ or mean to employ in future atleast one person. Training your emplyess is important because 1. Rapid technological innovations impacting the workplace have made it necessary for people to consistently update their knowledge and skills 2. People have to work in multidimensional areas , which usually demand far more from their area of specialisation. 3. Change in the style of management. 4. Due to non-practical collage education. 5. Lack of proper and scientific selection procedure. 6. For career advancement. 7. For higher motivation and productivity. 8. To make the job challenging and interesting 9. For self and development 10. For employee motivation and retention 11. To improve organisational climate 12. Prevention of obsolescence 13. To help an organisation to fulfil its future manpower needs. 14. To keep in pace with times 15. To bridge gap between skills requirement and skills availability 16. For survival and growth of organisation and nation EVALUATION OF STAFF DEVELOPMENT AND TRAINING Introduction Staff development is an important part of assisting performance improvement at organisational, faculty/central department, unit and individual levels. It is therefore important that the transfer of learning into the workplace is assessed through a process of review and evaluation so that its success or otherwise can be established and so that we can demonstrate the contribution learning makes towards overall organisational success. Evaluation is the process of finding out how the development or training process has affected the individual, team and the organisation. The benefits of evaluating training and development are to:

Promote business efficiency by linking efforts to train anddevelop staff to operational priorities, goals and targets. Identify cost effective and valuable training events orprogrammes, leading to better focused learning anddevelopment. Ensure the transfer of learning into the workplace. Use and reinforce techniques learned to help improve quality and customer service within the organisation. Help define future development objectives. Stages of Evaluation There are four key stages at which training and development should be evaluated: Reaction: At this stage evaluation provides information on the attitudes and opinions of participants to the learning they have undertaken typically via evaluation forms or comment sheets Learning attained: Evaluation at this stage looks at the extent to which learning objectives have been achieved. Evaluation of learning can take place during the activity using interactive sessions, tests and practical application and after the activity by re-testing knowledge and skills and comparing them with pretraining results, observing Performance: Evaluation at this stage looks at the impact of a learning experience on individual/team performance at work. Key to this level of evaluation is the need to have agreed clear learning objectives prior to the learning experience so that when evaluation takes place there are measures to use. Organisational Impact: At this level evaluation assesses the impact of learning on organisational effectiveness, and whether or not it is cost effective in organisational terms.

Responsibility for evaluation

Responsibility for evaluation of staff development rests at the following levels: Individual: The Universitys Staff Development Application Form and Record requires individuals to identify their objectives linked to strategic development and training priorities and job role for the requested development activity.. Manager: The manager is responsible for ensuring that staff have identified learning objectives for any development activity they plan to undertake and to agree on the methods to be used to evaluate learning Faculties/Central Departments: The Staff Development Plan template requires Faculties and Central Departments to annually set out their planned staff development activities and an explanation of how they will be evaluated. Central Training Providers: All training courses delivered by central training providers are assessed by the University end of course review form. At this level evaluation provides information on the attitudes of a participant to learning but does not measure

how much they have actually learned. Organisation Development and Training (ODT): ODT will carry out follow up evaluation of a sample of centrally delivered courses/programmes 3-6 months after the event to measure how learning has been applied in the workplace.

Training Program Evaluation

The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines. Purposes of Training Evaluation The five main purposes of training evaluation are : Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it To learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training. Control: It helps in controlling the training program because if the training is not effective, then It can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the Expected outcomes. Process of Training Evaluation : Before Training: The learners skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style. During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals After Training: It is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Control: It helps in controlling the training program because if the training is not effective,

then it can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes. Process of Training Evaluation Before Training: The learners skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style. During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals After Training: It is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Techniques of Evaluation : Observation Questionnaire Interview Self Diaries Self recording of special incidents

QUESTIONNAIRE
Dear Sir/Madam, I am doing a research work on Employees Training & Development. I would request you to kindly spare some time to fill up this questionnaire. Thank you very much for your cooperation. Name -------------------------------------------------Designation-------------------------------------------

Department-------------------------------------------

Section I

Q1. Please mention your age 20-25 25-30 Above 30 Q2. Sex: Male Female Q3. Marital Status: Single Married Divorced Q4. No. of years of experience: Less than 3 years 3 to 5 years More than 5 years Q5. Is this your first organization? Yes No

Section II NOTE: Please tick mark (u) the option you feel is most appropriate as per
the following:

Rate on a scale of 1-6 to indicate your option, 1 being strongly disagree and 6 being strongly agree
Q1. You know what is expected of 1 2 3 4 5 6 you at work. Q2. You have the materials and 1 2 3 4 5 6 Equipment that you need to do your everyday work. Q3. The work you do has appropriate 1 2 3 4 5 6 task variety. Q4.You are performing a job that 1 2 3 4 5 6 matches your skills. Q5.You are given ample flexibility to 1 2 3 4 5 6 perform your job. Q6.The organization clarifies how its 1 2 3 4 5 6 culture is evident through employee behavior. Q7.The organization rewards or 1 2 3 4 5 6 recognizes such employee behavior.

Q8.You feel comfortable working with 1 2 3 4 5 6 your team members. Q9.Your organization has created a 1 2 3 4 5 6 professional, attractive work area that is functional and promotes productivity Q10.The company provides you a safe 1 2 3 4 5 6 work environment by accident prevention & safety programs. Q11.Your work interferes with your 1 2 3 4 5 6 personal relationships & family responsibilities. Q12.Your salary is fair, equitable 1 2 3 4 5 6 and competitive. Q13.You are offered economically feasible 1 2 3 4 5 6 employee benefit programs tailored to individual needs. Q14.Rewards in your organization are 1 2 3 4 5 6 immediate and appropriate. Q15.Performance goals are behavioral, 1 2 3 4 5 6 result-oriented and achievable. Q16.Performance is regularly tracked 1 2 3 4 5 6 and measured. Q17.Performance measures are mutually 1 2 3 4 5 6 agreed on & discussed by both the employee & supervisor. Q18.Performance is appropriately rewarded 1 2 3 4 5 6 with raises, incentives, rewards and recognition. Q19.Performance measurement is used 1 2 3 4 5 6 as criteria for promotions. Q20.You are a part of a supportive and 1 2 3 4 5 6 productive team. Q21.A variety of training & development 1 2 3 4 5 6 programs are offered to improve skills Q22.You feel attached with your company, 1 2 3 4 5 6 team & other employees. Q23.You have the opportunity to grow and 1 2 3 4 5 6 prosper with the organization. Q24.You work in a trusting and ethical 1 2 3 4 5 6 environment Q25.You have a supervisor who is 1 2 3 4 5 6 respectful and one who inspires you

Section III
Q1. Has your company organizes a training and development programme? . Yes . No Q2. If your organisation identifies the training needs for the employees? . Yes . No Q3. On an average, how much time did it used to take for training and development programme? . One Month . Two Month . Three Month Q4. How much training programs has been made in the past one year? . One . Two . Three Q5. Do you have any training programs in the coming financial year? . Yes . No Q6. Do your top management take feed back? . Yes . No Q7. What do you think the training programs will be run in future? . Yes . No Q8. Do employee development programs raise unrealistic expectations about promotions? . Yes . No Q 9. Do the Executive Director engage development activities for him/herself? . Yes . No Q10. Do you feel trust in your supervisors? . Yes . No Q11. Do the practice's supervisors use positive attitude with employees? . Yes . No Q12. Does the practice have a consistent, timely and fair method for evaluating individual performance?

. Yes . No Q13. Do you feel, you are being paid fairly? . Yes . No Q14. Does your practice's equipment (everything from computers to scales) work properly? . Yes . No Q15. Does your company use a specific training process? . Yes . No Q16. Do you require a high degree of technical knowledge for your job? . Yes . No Q17. Are office conditions comfortable? . Yes . No Q18. Do you satisfy with organizational training and development programmme? . Yes . No

Limitations:
In view of the limited time available for the study, only the Training and Development process could be studied. The sample size is too small to reflect the opinion of the whole organization. The answers given by the respondents have to be believed and have to be taken for granted as truly reflecting their perception.

BIBLIOGRAPHY :
1. Making performance work effectively: - Philip Tom: McGraw Hill Book Company: England: 1983. 2. Principles and procedures in evaluating performance: John C. Flanagan: volume 28. 3. Public Personal Administration: S L Goel: Sterling Publishers Pvt. Ltd.: New Delhi.

4. Training & Development : A Better way: Robert Hayden: Volume 52. 5. Research Methodology Methods and Techniques: Kothari C. R.: Willey Easter: New Delhi. 6. P. Jyothi, P., Venkatesh, D.N., Human Resource Management 7. Kothari, C. R., Methods and Techniques, New Delhi, New Age International Publications 8. Aswathappa, K., Human Resource Personal Management

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