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  • Chapter-1: Human Resource Management (HRM) Is The Strategic and Coherent

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    Human resource management involves strategically managing an organization's employees, who are its most valuable asset. People have skills and abilities that competitors cannot replicate, making effective HRM important for gaining competitive advantages. The concept of HRM evolved from employee welfare programs in the late 19th century to the modern focus on developing organizational culture and treating employees as long-term investments. Training and developing employees benefits organizations by increasing job satisfaction, motivation, productivity and the ability to adapt to changes. Both formal and informal training methods are used to achieve objectives like improving performance or preparing employees for new roles.

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    custmer satisfaction project report for MBA ......................

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    Final 1

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    Human resource management involves strategically managing an organization's employees, who are its most valuable asset. People have skills and abilities that competitors cannot replicate, making effective HRM important for gaining competitive advantages. The concept of HRM evolved from employee welfare programs in the late 19th century to the modern focus on developing organizational culture and treating employees as long-term investments. Training and developing employees benefits organizations by increasing job satisfaction, motivation, productivity and the ability to adapt to changes. Both formal and informal training methods are used to achieve objectives like improving performance or preparing employees for new roles.

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    27 views89 pages

    Chapter-1: Human Resource Management (HRM) Is The Strategic and Coherent

    Uploaded by

    Jugraj Gill
    Human resource management involves strategically managing an organization's employees, who are its most valuable asset. People have skills and abilities that competitors cannot replicate, making effective HRM important for gaining competitive advantages. The concept of HRM evolved from employee welfare programs in the late 19th century to the modern focus on developing organizational culture and treating employees as long-term investments. Training and developing employees benefits organizations by increasing job satisfaction, motivation, productivity and the ability to adapt to changes. Both formal and informal training methods are used to achieve objectives like improving performance or preparing employees for new roles.

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    CHAPTER-1 INTRODUCTION

    People are the assets on which competitive advantage is built, whether in the public or private sector, whether in the corporate world or in the world of education. In the words of the latest theory on human resource management, people are an inimitable asset. People and their skills is the one thing that competitor organizations cannot imitate. So, human resource management and the practices associated with it have become accepted by managers in all forms of organizations as one of the most important strategic levers to ensure continuing success. Human resource management !"#$ is the strategic and coherent approach to the management of an organization%s most valued assets & the people working there who individually and collectively contributes to the achievement of the ob'ectives of the business. (he !uman "esources #anagement widely replaced the phrase Personnel #anagement as a representation of managing the people in the association. (he !uman "esources #anagement always functions for the welfare of the employees, as they are the valuable resource of the organization HRM: where d d t come !rom" (he modern concept of human resource management finds its roots in the early )*th century notion of employee welfare. (he large factories that evolved in the +nited States in the late ,- th and early )*th centuries presented managers with ma'or problems of workforce control. Part of the solution to

    the problem of re&establishing management control on the factory floor was found in the development of Scientific #anagement. .rom its employee welfare roots, personnel management spread within the +S/ and later into 0urope and an increasing number of issues concerned with the management of people in organizations came to find a home in the personnel departments of the mid&)*th century. 1y the ,-2*s, the notion of personnel management had become well&established with a number of clear areas of responsibility attached to it including3 , 4 selection and recruitment ) 4 training and development 5 4 pay and conditions 6 4 industrial relations 7 4 employee welfare 2 4 8ccupational health and safety. Modern HRM In the ,-9*s, the concept of human resource management began to gain ground at the e:pense of personnel management. (he integration of human resource management practices was to create an organizational culture that allowed workers to identify their own success with that of the corporation. (hus, organizational or corporate culture became an important element in understanding the competitive success of firms and was a ma'or theme of management thinking in the early ,-9*s.

    Tra n ng and De#e$o%ment


    In the past, organizations developed managers by recognizing an individual;s knowledge about the organization;s products or services. (hese
    )

    individuals were promoted to first&level positions that included work direction. 8ne cannot say they supervised in the current sense of the word, that is, they usually didn%t delegate, support career counseling, conduct performance reviews, etc. "ather, they told workers what to do and workers did it. (hese work directors had little training about supervision, e.g., about delegating, interpersonal skills, stress management, career developments, etc. In 7*s to 9*s management training focused on covering certain standard topics or types of activities in the organization, e.g., planning, organizing, finances, sales, accounting, etc. !owever at that time, manager in the workplace seldom solves a problem by applying his or her knowledge of one specific topic then goes on to solve the ne:t problem but not much training was provided to e:ecutives as well as managers. <ith the !uman "elations movement, training programs recognized the need to cultivate supervisory skills, e.g., motivating, coaching, mentoring, etc.

    Tra n ng
    (raining is the ac=uisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. (raining is an organized procedure by which people learn knowledge and skills for a specific purpose.(he basic training is re=uired for all trades, occupations or professions. >ow a days the need for training is recognized to continue training beyond initial =ualifications to maintain, upgrade and update skills throughout working

    life. People within many professions and occupations may refer to this sort of training as professional development.

    D !!erence &etween Tra n ng and De#e$o%ment


    (raining is distinct from development. (raining is a short term process utilizing a systematic and organized procedure by which non managerial personnel learn technical knowledge and skills for a definite purpose. ?evelopment is a long term educational process utilizing a systematic and organized procedure by which managerial personnel learn conceptual and theoretical knowledge for general purpose. (raining refers to instructions in technical and mechanical operations like operation of a machine. (raining helps an individual learn how to perform his present 'ob satisfactorily. ?evelopment involves preparing the individual for future 'ob and growth of individual in all respects. (raining is mostly the result of initiative taken by the management. It is the result of some outside motivation development is mostly the result of internal motivation. ?evelopment complements training because human resourses can e:ert their full potential only when the learning process goes far beyond simple routine. ?evelopment is a future oriented training, focusing on the personal growth of the employee. (raining and development process is self directed or others directed. .or self directed informal training will serve the purpose whereas in other directed formal training is done.

    O&'ect #es o! Tra n ng


    ,. (he main ob'ective is to develop capacities and capabilities of the employees both new and old by upgrading their skills and knowledge.

    ).

    ?eveloping self consciousness among the employees and greater awareness to recognize their responsibility and contribute their best to the organization.

    5.

    /nother ob'ective of training is to bring about efficiency and effectiveness in an organization, so that the organization remains competitive in highly competitive market situation and for the achievement of the organizational goals. has its ob'ective t

    6.

    (raining aims to help the e:isting employees in improving their levels of performance on their present 'ob assignments. In case of new employees, training has its ob'ective to provide them with basic knowledge and skills which they need for an intelligent performance of their specific skills.

    7.

    (he technical changes become like automation, highly computerized systems, which may in their turn creates new problems, new methods, new products, new 'obs, new procedure, new skills& all these make the functioning of training a must in the organization as the otherwise the employees will find themselves helpless to handle and adapt to changes.

    2.

    Sometimes it is not possible for the management to fill in some important work position from outside. +nder such conditions, the apprenticeship programmes aiming at improving the skills of the present employee come to the aid of the company to tide over the position by making available their re=uirements of the personnel from within the organization.

    T(%es o! Tra n ng and De#e$o%ment


    In!orma$ Tra n ng Informal training and development is rather casual and incidental. (ypically, there are no specified training goals as such, nor are their ways to evaluate if the training actually accomplished these goals or not. (his type of training and development occurs so naturally that many people probably aren%t aware that they%re in a training e:perience at all. Probably the most prominent form of informal training is learning from e:perience on the 'ob. 0:amples are informal discussions among employees about a certain topic, book discussion groups, and reading newspaper and 'ournal articles about a topic. )orma$ Tra n ng .ormal training is based on some standard. .ormal training might include declaring certain learning ob'ectives or an e:tent of knowledge, skills or abilities that will be reached by learners at the end of the training by using a variety of learning methods to reach the ob'ectives. / systematic formal training involves carefully proceeding through the following phases3 a$ /ssessing what knowledge, skills and @or abilities are needed by learnersA b$ ?esigning the training, including identifying learning goals and associated ob'ectives, training methods to reach the ob'ectives, and

    means to carefully evaluate whether the ob'ectives have been reached or notA c$ d$ e$ ?eveloping the training methods and materialsA Implementing the trainingA and 0valuating whether ob'ectives have been reached or not, in addition to the =uality of the training methods and materials themselves.

    Reasons !or Tra n ng and De#e$o%ment


    (raining and development can be initiated for a variety of reasons for an employee or group of employees, e.g.

    <hen a performance appraisal indicates performance improvement is needed. /s part of an overall professional development program. (o help an employee to be eligible for a planned change in role in the organization.

    (o test the operation of a new performance management system. (o train about a specific topic.

    *ene! ts o! Tra n ng and De#e$o%ment


    (here are several benefits for supervisors to conduct training among employees. (hese benefits include3

    Increased 'ob satisfaction. Increased morale among employees. Increased employee motivation.
    B

    Increased efficiencies in processes, resulting in financial gain and better =uality and =uantity of production.

    Increased capacity to adopt new technologies and methods. / trained worker is more adaptable to change than an untrained person.

    Increased innovation in strategies and products. "educed employee turnover and absenteeism. / trained person will be more satisfied with the 'ob than the untrained one. So there will be less turnover and absenteeism with training.

    0nhanced company image by conducting ethics training. "isk management, e.g., training about se:ual harassment, diversity training.

    Cess supervision will be re=uired by trained employee. (rained employee may not give any opportunity to the supervisor for complaint.

    Cess wastage will be there. /s the trained workers may waste more materials or damage machines and e=uipment and may not cause accidents.

    #ore employee development will be there. (raining first helps in finding talent in employees and then developing it to the ma:imum.

    Ident ! cat on o! tra n ng needs


    (raining needs are to be identified to know what educational courses or activities should be provided to employees to improve their work

    productivity. In order to identify the training needs we can focus on the following areas3 &

    (o pinpoint if training will make a difference in productivity. (o decide what specific training each employee needs and what will improve his or her 'ob performance.

    (o differentiate between the need for training and organizational issues.

    /nd to bring about a match between individual aspirations and organizational goals.

    Identification of training needs if done properly provides the basis on which all other training activities. /lso re=uiring careful thought and analysis, it is a process that needs to be carried out with sensitivity as people%s learning is important to them, and the reputation of the organization is also at stake.

    D !!erent +e#e$s at wh ch tra n ng s to &e Conducted


    Identification of training needs can be done at three levels to ascertain three kinds of needs3 & Organ ,at ona$ Needs (his concern the performance of the organization as a whole. !ere identification of training needs is done to find out whether the organization is meeting its current performance standards and ob'ectives and if not, e:ploring ways in which training or learning might help it to do so. Sometimes organizational training needs are also identified when the organization decides that it has to adopt a ma'or new strategy, create a new
    -

    product or service, undergo a large&scale change programme, or develop significant new relationships, such as 'oining with others to form new partnerships. -rou% Needs (raining needs are nowadays even identified at the group level. (raining needs here are concerned basically with the performance of a particular group, which may be a team, department, function, sub&unit, or so on. It is used to find out how efficiently a particular team or group goes about its business and meets its current ob'ectives. Ind # dua$ Needs (hese concern the performance of one or more individuals as individuals, rather than as members of a group$. !ere identification of training needs is about finding out to what e:tent individuals need to learn or be trained in order to bring their current performance up to the re=uired level as a result of changes in methods and processes that call for new competencies and skills. It also sees to it that there is continuous improvement initiative taken by them. #oreover it also helps to find out whether individuals are comfortable in working across boundaries, with people from different backgrounds. (his is especially important because there is so much work force diversity observed today in organisations that it has become impossible to retain workforce, which is not fle:ible enough to accommodate such changes into their daily work schedule.

    .ources !or Ident !( ng Tra n ng Needs

    ,*

    (here are three sources for identifying training needs. /lthough they are independent sources for gathering the necessary data but it is usually beneficial if they are considered complementary to one another as the ob'ective of the e:ercise is to prepare as consolidated data of training needs as possible. (he three sources are as follows3 & /o& Pro! $e:It is a comprehensive description of all the functions and the responsibilities that a person has to carry out in due course of his 'ob. It is very common for us sometimes to find that people of a particular department more or less perform the same kind of 'ob and therefore a comparative study can be done on their performance to pinpoint on the training needs of those people who have not performed up to the mark. Dob analysis is included in order to have a realistic and systematic appraisal of training needs. Inorder to do this first we need to break up the functions and responsibilities into categories. >e:t we have to classify these activities on the basis of their relative importance to the nature of the 'ob. /nd lastly we can compute a priority listing of these tasks in order to have a catalogue of knowledge, skills and attitudes re=uired for effective performance of the 'ob. E0%er ences o! the tra n ng agenc( It is very common for organizations nowadays to hire professional training agencies in order to look into the training matters. (he training agency and the trainers thus should also draw from their own e:periences of organizing programmes for comparable groups or in similar areas. !owever, earlier e:periences can only serve to facilitate the process. It cannot be the sole basis, as training needs of ma'ority of organizations are very specific.
    ,,

    Pre-tra n ng sur#e( o! the %art c %ant1s needs (his is suggested as the best way to conduct a training need identification ./ pre&training survey is nothing but a survey of the needs and e:pectations of the participants well in advance of the programme. /nd in this e:ercise it is better to include the superiors also as they are in a good position to provide necessary data on the training needs of their associates, especially in conte:t of their performance. (his is generally done in a systematic manner with the help of a structured =uestionnaire in order to reflect the genuine desire to involve the participants and the organization in the planning process. !owever it might happen in certain cases that it is not possible to actively involve the superiors due to various reasons like lack of time etc but in that case at least they must be kept fully informed of the proceedings.

    Process o! dent ! cat on o! tra n ng needs


    .te% 1: ?efine and chart part of the organization in which the work has to be done. It is to have a focused approach of the study. It could either be a particular department, a section, a unit, a specific group or a staff category. .te% 2: +se various data collection measures to collect both =ualitative as well as =uantitative data. .te% 3: /nalyze the entire data collected in order to find out causes of problem areas and prioritize areas, which need immediate attention. .te% 4: Prioritize the different training programmes according to the responses collected.

    ,)

    .te% 5: "ecord and file the entire data so that it can be used for future reference while designing the training programmes @ training calendar.

    *ene! ts o! Tra n ng Needs Assessment


    >eeds assessment helps diagnose the causes of performance deficiency in employees that re=uire remedial actions. (his being a generalized statement there are certain specific benefits of needs assessment. (hey are as follows3 &

    (he organization is informed about the broader needs of the participants. (hrough this process it may be possible that certain new training programmes, which were, previously not in their list may come to the forefront. (he organization is able to reduce the perception gap between the participant and his@her boss about their needs and e:pectations from the training programme.

    (he organization is also able to pitch its course input closer to the specific needs of the participants.

    It also saves a lot of money for the organization as otherwise money is 'ust unnecessarily wasted on those training programmes, which are either not needed by the employees or they have no interest in undertaking them.

    Castly, time, which is the most important resource today, is also saved, as the training programmes conducted are the ones, which are actually needed by the participants.

    Process !or Tra n ng

    ,5

    (here are various steps in the training are needed to be followed. Process of training is as follows3& 16 Determ n ng tra n ng needs: - (he organization%s needs and identify training goals which, when reached, will e=uip learner%s with knowledge and skills to meet the organization%s needs. +sually this phase also includes identifying when training should occur and who should attend as learners. (raining needs can be identified through the following types of analysis 3 a7 Organ ,at ona$ ana$(s s3 & it involves the study of entire organization in terms of its ob'ectives, its resources, resource allocation, growth potential, its environment. Its purpose is to determine where training emphasis should be placed within the organization. 6 Ana$(s s o! O&'ect #es3 & this is the study of short term and long term ob'ectives and strategies followed at various levels to meet the ob'ectives. It is important to continuously review the ob'ectives in the light of the changing environment. 6 Resource ut $ ,at on ana$(s s3 & !ow the various or organizational resources that is financial, physical, human are put to use is the main focus of this analysis. (he contribution of various departments is also e:amined by establishing efficiency indices for each unit. (hese indices will help to determine the ade=uacy of specific work. 6 En# ronmenta$ scann ng3 & In this analysis, the economic, social, political, technological environment of the organization
    ,6

    is e:amined so that to identify the factors which affect the organization and which can be controlled. #6 Organ ,at ona$ c$ mate ana$(s s3 & the climate of the organization affects the employee;s attitude. <ithout the management support a training programme cannot be successful. /nalysis of organizational climate can reveal its strengths and weaknesses also. &7 Tas8 or ro$e ana$(s s3 & It is the detailed study of 'ob to determine what specific skills, the 'ob re=uires. Dob description and 'ob specification are helpful in this. c7 Man%ower ana$(s s3 & In this analysis, the person to be trained and the changes re=uired in the knowledge and skills and aptitude of an employee are determined. (here are three issues to be resolved in this analysis 3& &<hether performance is satisfactory and training is re=uired. &<hether the employee is capable of being trained and the specific areas in which training is needed. &<hether training will improve the employees performance on the 'ob. 26 Esta&$ sh ng tra n ng %o$ c es: - Eompany;s policies play a vital role in the formulation and designing of a training programme. 0very organization should have a well established training policy. Such a policy represents the top management;s responsibility for training of
    ,7

    its employees and comprises rules and procedures governing the standards and scope of training and development. 36 .ett ng goa$s and o&'ect #es o! tra n ng: - 8nce specific training needs have been determined and policies relating thereto established, a stage comes for setting goals and ob'ectives of training for fulfilling these needs. 1roadly speaking, immediate ob'ective of training are to help an employee to improve performance of his present 'ob. Cong range ob'ectives are to guide the =ualified man in preparation for positions involving greater responsibilities. 46 Pre%ar ng the tra n ng &udget: & It is specifically concerned with the allocation of funds to be provided for the training for carrying out the training activities as envisaged in the plan. 56 Dec d ng a&out the tra n ng #enue9 & the decision about the training venue depends invariably on the type of training to be given. .or in company and 8n the Dob training, the venue naturally is the plant itself. In the case of 8ff the Dob training and training through e:ternal sources, the venue has to be some what away from the trainees working environment. (he venue of the training will be the place where the outside agency is located. :6 Dec d ng a&out the methods and techn ;ues to &e de%$o(ed: & training may range from highly specified instructions in the procedures to be adopted while performing a particular 'ob, to very general instructions concerning economy and society. .actors which generally matter in the selection of a particular method of training are as follows3&

    ,2

    - ?epth of knowledge, nature of the skills called for in particular 'obs to be filled. - 1ackground of the trainees for assessing their capacities and potentials and ascertaining their attitudes. - Farious kinds of operative problems confronted by the organization or for achievement of any other specific organization ob'ectives which compel them to bring in use particular method and techni=ues. - Eonsideration of facilities by way of cost, time, materials, e=uipments, etc as available for particular training and particular situation. - >umber of persons to be trained and developed. <6 Im%$ement the training package, including delivering the training, support group feedback, clarifying training materials, administering tests and conducting the final evaluation. (his phase can include administrative activities, such as copying, scheduling facilities, taking attendance data, billing learners, etc. =6 E#a$uat on: - evaluation is the measurement of the effectiveness of performance after training and collecting useful feedback for future training. (he four methods employed for the evaluation for training are3& - Dudging and measuring the reactions of the employees.

    ,B

    - /ssessing and measuring how far the learning has been gainful and effective. (his is done back means of tests. - 0valuating new and different behavioural changes in the performance of the employees. - #easuring results or changes in terms of costs, grievances, =uality and production.

    Methods o! tra n ng and de#e$o%ment


    (he method by which training is delivered often varies based on the needs of the company, the trainee, and on the task being performed. (he method should suit the audience, the content, the businessGH environment, and the learning ob'ective. 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. 8ther factors affecting the choice of a training method include3 &/ge, gender, or level of education of the trainees &Cearning styles of the trainees &>umber of trainees &1udget &(rainer%s skills and training style (here are various methods for providing training which are as follows3&

    ,9

    On the /o& tra n ng (his is the most common method of training. (he trainee is placed on the 'ob and the manager or mentor shows the trainee how to do the 'ob. (o be successful, the training should be done according to a structured program that uses task lists, 'ob breakdowns, and performance standards as a lesson plan. (here is often a tendency to have a person learn by doing the 'ob. /o& Instruct on Techn ;ue >/IT7:- Dob Instruction (echni=ue DI($ uses a strategy which focus on knowledge, skills and attitudes development.DI( considers four steps3& Plan (his step includes a written breakdown of the work to be done because the trainer and the trainee must understand that documentation is must and important for the familiarity of work. / trainer who is aware of the work well is likely to do many things and in the process might miss few things. (herefore, a structured analysis and proper documentation ensures that all the points are covered in the training program. (he second step is to find out what the trainee knows and what training should focus on. (hen, the ne:t step is to create a comfortable atmosphere for the trainees; i.e. proper orientation program, availing the resources, familiarizing trainees with the training program, etc. Present In this step, trainer provides the synopsis of the 'ob while presenting the participants the different aspects of the work. <hen the trainer finished, the trainee demonstrates how to do the 'ob and why is that done in that specific manner. (rainee actually demonstrates the procedure while emphasizing the key points and safety instructions.
    ,-

    Trial (his step actually a kind of rehearsal step, in which trainee tries to perform the work and the trainer is able to provide instant feedback. In this step, the focus is on improving the method of instruction because a trainer considers that any error if occurring may be a function of training not the trainee. (his step allows the trainee to see the after effects of using an incorrect method. (he trainer then helps the trainee by =uestioning and guiding to identify the correct procedure. Follow-up In this step, the trainer checks the trainee;s 'ob fre=uently after the training program is over to prevent bad work habits from developing.

    Coach ng Eoaching is one of the training methods, which is considered as a corrective method for inade=uate performance. (he coaches are e:perts most of the time outside consultants. It is one&to&one interaction who set ma'or goals to accomplish, develop an action plan, and support the learner to accomplish the plan. (he learner drives these activities and the coach provides continuing feedback and support. It can be done on phone, meetings, through e&mails, chat. Mentor ng !opefully, learners find e:perienced managers in the workplace who are willing to take learners Iunder their wingI and provide ongoing mentoring. #entors help employees solve problems both through training them in skills

    )*

    and through modeling effective attitudes and behaviors. #entoring 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. If a properly trained mentor is not chosen, the trainee can pick up bad habits. A%%rent cesh %s .or centuries, apprenticeships were the ma'or approach to learning a craft. (he apprentice worked with a recognized master craftsperson. Particularly during times of low unemployment, businesses are eager to get any kind of help they can find. Seeking an apprenticeship may be a very useful and effective way to eventually develop a new skill. /o& Ass gnments Dob assignments are wonderful opportunities from which to learn. <e 'ust aren%t used to thinking of them that way. (o cultivate learning, consider having employees write short reports, including an overview of what they did, why they did it, what areas of knowledge and skills were used, how the 'ob might have been done better, and what areas of knowledge and skills would be needed to improve the 'ob.

    ),

    /o& Rotat ons .or the e:ecutive, 'ob rotation takes on different perspectives. (he e:ecutive is usually not simply going to another department. In some vertically integrated organizations, for e:ample, where the supplier is actually part of same organization or subsidiary, 'ob rotation might be to the supplier to see how the business operates from the supplier point of view. Cearning how the organization is perceived from the outside broadens the e:ecutive;s out$oo8 on the process of the organization. 8r the rotation might be to a foreign office to provide a global perspective. .or managers being developed for e:ecutive roles, rotation to different functions in the company is regular carried out. O!! The /o& Tra n ng Ro$e P$a( Tra n ng Method: "ole play is a simulation in which each participant is given a role to play. (rainees are given with some information related to description of the role, concerns, ob'ectives, responsibilities, emotions, etc. (hen, a general description of the situation, and the problem that each one of them faces, is given. .or instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. 8nce the participants read their role descriptions, they act out their roles by interacting with one another. "ole Plays helps in developing interpersonal skills and communication skills, Eonflict resolution, Jroup decision making. Programmed Instruct on >PI7 Programmed instruction is a Eomputer&based training that comprises of graphics, multimedia, te:t that is connected to one another and is stored in
    ))

    memory. Programmed instruction is the procedure of guiding the participants strategically through the information in a way that facilitates the most effective and efficient learning. It provides the participant with content, information, asks =uestions, and based on the answer goes to the ne:t level of information i.e. if the trainee gives the correct answerA one branch moves the trainee forward to the new information. /nd if the trainee gives the wrong answer then different branch is activated, taking the trainee back to the review. (his method allows the trainees to go through the content according to the individual speed, and capability. (hose trainees, who respond better, move through the content rapidly. In programmed instruction, trainees receive information in substantial amount and then tested on their retention of information. If the trainees are not able to retain the information, they are referred back to the original information. If the trainees retain the information, they are referred to the ne:t log of information that is to be learned. Programmed Instruction also comes in Printed form i.e. books, (ape, Interactive Fideo, etc. Internsh %s Internships are offered usually by organizations to college students wanting to find work e:perience during the summer months. (he internships offer precious, real&life 'ob e:perience and the organizations often get skilled, highly dedicated service. #any times, interns go on to be hired by the organizations, as well. Con!erence (he conference training method is a good problem&solving approach. / group considers a specific problem or issue and they work to reach

    )5

    agreement on statements or solutions. (here is a lot of trainee participation. (he trainees build consensus and the trainer can use several methods lecture, panel, and seminar$ to keep sessions interesting. 8pinions generated at the conference may differ from people to people causing conflict. E$ectron c tra n ng Com%uter-*ased Tra n ng I> (!0 E8#P+(0" 1/S0? ("/I>I>J, (!0 ("/I>0" +S0S E8#P+(0" 1/S0? to interactively increase his knowledge or skills. In this method, the tests are taken on computer so that management can monitor each trainee;s progress and needs. (his training tends to be fle:ible which can be used almost any time and thus gets training when they prefer. (he feedback from this techni=ue is rich and colourful. Cimitation of this techni=ue is of its high cost.

    )6

    E$ectron c Per!ormance .u%%ort .(stem:People do not remember everything by heart what they have learnt. (he training, in this method focuses on the skills the employees need every day for performing their 'obs. 0PSS are a set of computerized tools and displays that automate training, documentation and phone support system and provide support that is faster, cheaper and more effective than traditional methods. Other de#e$o%menta$ methods *eha# or Mode$ ng 1ehavior #odeling uses the innate inclination for people to observe others to discover how to do something new. It is more often used in combination with some other techni=ues. In this method, some kind of process or behavior is videotaped and then is watched by the trainees. (he trainee first observes the behavior modeled in the video and then reproduces the behavior on the 'ob. In 1ehavior #odeling the skills that are re=uired to build up are defined, then a brief overview of the theory is provided to the trainers. (hen, trainees are given instructions that what specific learning points or critical behavior they have to watch. (hen the e:pert is used to model the suitable behaviors, after that the trainees are encouraged to practice the suitable behavior in a role play. (rainees are then provided with some opportunities to give reinforcement for appropriate imitation of the model;s behavior. In the end, trainer ensures that trainees appropriately reinforce the behavior on the work place 1ehavior modeling focuses on developing behavioral and interpersonal skills.

    )7

    IN-*as8et Techn ;ue In&1asket (echni=ue K It provides trainees with a log of written te:t or information and re=uests, such as memos, messages, and reports, which would be handled by manger, engineer, reporting officer, or administrator. In this techni=ue, trainee is given some information about the role to be played such as, description, responsibilities, general conte:t about the role. (he trainee is then given the log of materials that make up the in&basket and asked to respond to materials within a particular time period. /fter all the trainees complete in&basket, a discussion with the trainer takes place. In this discussion the trainee describes the 'ustification for the decisions. (he trainer then provides feedback, reinforcing decisions made suitably or encouraging the trainee to increase alternatives for those made unsuitably. / variation on the techni=ue is to run multiple, simultaneous in&baskets in which each trainee receives a different but organized set of information. It is important that trainees must communicate with each other to accumulate the entire information re=uired to make a suitable decision. Case .tud es / 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. (he trainees recommend solutions based on the content provided. It can present a wide variety of skills in which applying knowledge is important. (he trainer must be creative and very skilled at leading discussions, making points, and keeping trainees on track.

    )2

    Pro'ects Pro'ects re=uire the trainees to do something on the 'ob 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. (he type of pro'ect will vary by business and the skill level of the trainee. Pro'ects can be chosen which help solve problems or otherwise improve the operation. (rainees get first&hand e:perience in the topic of the training. Cittle time is needed to prepare the training e:perience. <ithout proper introduction to the pro'ect and its purpose, trainees may think they are doing somebody else;s work. /lso, if they do not have an interest in the pro'ect or there is no immediate impact on their own 'obs, it will be difficult to obtain and maintain their interest. Transact ona$ Ana$(s s (ransactional /nalysis offers a model of personality and dynamics of self and its relationship to others that makes possible a clear and meaningful understanding of behaviour. It is used in industry as a method of analyzing and understanding interpersonal behavior. <hen people interact there is a social transaction in which one person responds to another. (he study of these transactions is called (ransactional /nalysis. Eompanies these days are using this method to improve self understanding, interpersonal effectiveness, communication, leadership.

    E#a$uat on o! Tra n ng

    )B

    0valuation is the application of systematic methods to periodically and ob'ectively assess the effectiveness of programs in achieving e:pected results. (ypically, evaluators look for validity, accuracy and reliability in their evaluations. 0valuators are looking for evaluation approaches that are practical and relevant. (raining and development activities can be evaluated before, during and after the activities. (hese phases look at the following =uestions3& *e!ore the Im%$ementat on Phase

    <ill the selected training and development methods really result in the employee%s learning the knowledge and skills needed to perform the task or carry out the roleL !ave other employee%s used the methods and been successfulL ?o the methods conform to the employee%s preferences and learning stylesL !ave the employee briefly review the methods, e.g., documentation, overheads, etc. ?oes the employee e:perience any difficulties understanding the methodsL

    Dur ng Im%$ementat on o! Tra n ng

    /sk the employee how they%re doing. ?o they understand what%s being saidL Periodically conduct a short test, e.g., have the employee e:plain the main points of what was 'ust described to him, e.g., in the lecture.

    Is the employee enthusiastically taking part in the activitiesL Is he or she coming late and leaving early. It%s surprising how often learners will leave a course or workshop and immediately complain that it was a complete waste of their time. /sk the employee to rate the activities
    )9

    from , to 7, with 7 being the highest rating. If the employee gives a rating of anything less than 7, have the employee describe what could be done to get a 7. A!ter Com%$et on o! the Tra n ng

    Jive him or her test before and after the training and development, and compare the results. Interview him or her before and after, and compare results. <atch him or her performs the task or conduct the role. /ssign an e:pert evaluator from inside or outside the organization to evaluate the learner%s knowledge and skills.

    Cr ter a !or E#a$uat on:


    In the past, the public sector focused on the measurement of resources used while providing training, delivering training and how many training sessions are conducted, how many days training were delivered. !owever, now a day the focus is on the measurement of outcomes. (he organizations should look at the impacts of e:ecutive training on the level of knowledge of participants and, to the e:tent possible, the impact on the participants; use of this new knowledge in their 'ob and the e:tent to which this improves their 'ob performance. ?onald Mirkpatrick had suggested four steps of evaluation which are as follows3&
    16

    React on3 & (his level measures initial reactions of participants by =uestioning regarding their perceptions and satisfaction. 0valuation
    )-

    should be based on that whether their reaction are favorable or notL (heir reactions can be evaluated with the help of program evaluation sheets, interviews, =uestionnaires and participant comments throughout the program. Cearners might be asked to comment on whether they will use the new skills, if they plan to change their behavior, if they e:pect improvements in results. (his level does not measure what is learned, nor will it ensure =uality results from learning.
    26

    +earn ng3 & (his level measures the e:tent participant;s learning and knowledge. 0valuation checks that what did the participants learnL /lthough measurement is more difficult at this level, pre&testing and post&testing can help evaluators determine the amount of learning ac=uired. Potential methodologies include pre&post testing, observations by tutors, managers and@or peers, team and self& assessment, interviews and surveys. (his level provides a higher measure of training effectiveness but does not measure if participants liked the program, if they will behave differently or if e:pected results will be achieved.

    36

    *eha# or3 & (his level measures the e:tent to which a change in behavior in the post&training environment. It checks that did the participant;s learning affect their behaviorL /re the newly ac=uired skills being used in the everyday environmentL #easurement is difficult and it is often impossible to predict when changes in behavior occur. (herefore, when and how to evaluate are important decisions. Potential methodologies include pre&post testing, observations, focus groups, interviews, surveys of people who observe the performer, and

    5*

    =uestionnaires. (his level does not determine if participants liked the training or if the new behavior led to results, but it can determine the degree to which learning has been transferred to the post&training environment.
    46

    Resu$ts: - (his level measures final results that have been achieved as a result of the learning ac=uired, the transfer or impact on society. It checks that did the participant;s behavioral changes affect the organizationL /lthough in level four, overall reason for a training program is assessed. Potential indicators include increased productivity, citizen satisfaction, reduced costs, increased employee satisfaction and decreased turn over. ?etermining these outcomes is difficult, and they cannot always be causally linked to the training. (his level does not determine if participants liked or understood the training, or if it affected their preferred behaviors.

    Tota$ e#a$uat on %rocess


    (he process is summarized below3

    (raining needs identification and setting of ob'ectives by the organization. Planning, design and preparation of the training programmes according to the ob'ectives.

    Pre&course identification of people with needs and completion of the preparation re=uired by the training programme.

    Provision of the agreed training programmes. Pre&course briefing meeting between learner and line manager.
    5,

    Pre&course or start of programme identification of learners% e:isting knowledge, skills and attitudes.

    Programme proceeds. /ssessment of terminal knowledge, skills, etc., and completion of perceptions@change assessment.

    Eompletion of end&of&programme reactionaries. Eompletion of end&of&programme Cearning Nuestionnaire or Mey 8b'ectives Cearning Nuestionnaire.

    Post&course debriefing meeting between learner and line manager. "eview meetings to discuss progress of implementation. .inal implementation review meeting.

    Methods o! E#a$uat on:


    ?uest onna re3 & Eomprehensive =uestionnaires could be used to obtain opinions, reactions, and views of trainees. Tests3 & Standard test could be used to find out whether trainees have learnt anything during and after training. Inter# ews3 & Interviews could be conducted to find the usefulness of training offered to operatives. Human resource !actors3 & (raining can also be evaluated on the basis of employee satisfaction, which in turn can be e:amined on the basis of

    5)

    decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissal, etc. Cost &ene! t ana$(s s3& (he cost of training cost of hiring, tools to learn, training centre, wastage, production stoppage, opportunity cost of trainers and trainees$ could be compared with its value in terms of reduced learning time, improved learning, superior performance$ in order to evaluate a training a programme. )eed&ac8: - /fter the evaluation, the situation should be e:amined to identify the probable causes for gaps in performance. (he training information should be provided to the instructors, trainees and other parties concerned for control, correction and improvement of trainees activities. (herefore there are various benefits of training and training needs are to be identified in advance through knowing the ob'ectives of the organization. (here is proper procedure to identify the training needs in the organization that is taught in this chapter. 1efore imparting training proper procedure is followed. In this chapter various methods for providing training is shown.

    55

    CHAPTER -2 INTRODUCTION TO -ODRE/


    Part-A INDIAN APP+IANCE INDU.TR@ (he Indian appliance industry consists of at least fifteen white&goods manufacturing plants set up by seven leading players in the Indian market. (he ma'or players in this segment include the Indian stalwarts like Jodre', Fideocon and I.1 as well as the multinational giants like whirlpool, 0lectrolu:, CJ, Samsung. 0ven though globally the home appliance manufacturing industry is considered as one of the low profile one, as compared to others like automotive industry, the Indian appliance industry is currently running on a growth curve and is catching up fast with most of its global counterparts.

    MA/OR P+A@ER.
    -ODRE/
    56

    Jodre' is one of the prominent manufacturers of home appliance in India. Its domestic appliances products include refrigerators, washing machines, air conditioners and cooking ranges. Jodre', an old warehouse continues to en'oy the most trusted brand status in Indian market. It increases its product electronic and home appliances$ offering in Indian market an increase plant automation to increase efficiency and drive down costs. +CJ electronics is a South Morean company and was established in India in ,--B. (hey started their business with manufacturing of colour television, washing machines, air conditioners and microwave ovens and other electronic products. CJ is the current mar8et $eader n Ind an a%%$ ances ndustr es and has been able to provide the right mi: of =uality products at affordable prices and marketing pool to Indian masses. (he company is also one of the leading appliances e:porters from India. (ill date it has gained a reputed name and serving their customers satisfactorily for past one decade. .AM.UNSamsung India has its head offices in ?elhi and ,- branches all over the country. It manufactures a comprehensive range of home appliances such as microwave oven, refrigerators, air conditioners and washing machines. (hese entire products come in various sizes and styles and offer various functions according to consumer need and budget. (he company has successfully positioned itself as a technology leader in the Indian market with its targeted market efforts. AIDEOCON

    57

    (here are number of home appliances companies in India among which Fideocon is one of them who tops the list. (here domestic product include refrigerators of various types, microwave ovens, mi:er grinder, television etc. Fideocon has recently bought out 0lectrolu:;s plant even though the company launch innovative product like washy& talky, a fridge which standby battery options etc the company could not crack the Indian market and create a consumer pool for its product.

    COMPAN@ PRO)I+E
    #@S Jodre' O 1oyce #fg. Eo. ltd is well known Indian company with largest engineering and consumer products having varied interests from engineering to personal care products. It is one of the most respected corporate houses known for philanthropy and initiation of labor reforms besides being recognized for values of fair, transparent and ethical dealings. 0veryday, every Indian encounters the PJodre'; name sometime somewhere. / person may begin the day bathing with a Jodre' soap, shaving with a Jodre' shaving cream, storing clothes in a Jodre' store well cupboard, cooking food in a Jodre' cooking oil and preserving it in Jodre' refrigerator .#oney and valuables are kept in Jodre' safe, work is done on a Jodre' computer or typewriter while sitting on a Jodre' chair and drinking a Jodre' fruit drink. /nd after all days hard work it is Jodre';s Jood Mnight that ensure that a person sleeps well by keeping the mos=uitoes at

    52

    bay. Innovation has been the key for Jodre'. It is this spirit that has built Jodre' and carried it for more than hundred years.

    INCORPORATION
    0stablished in ,9-B, the company was incorporated with limited liability on #arch ,-5), Indian companies act, ,-,5. 18/"? 8. ?I"0E(8"S3 D.> Jodre' chairman and managing director$, /.1 Jodre', >.1 Jodre', F.# Mrishna, M.> Petigara, 1./ !athikhanavala, ..P Sarkari, P.? Cam, M./ Palia and P.P Shah.

    H erarch( o! -odre' and *o(ceB Moha$

    *U.INE..E.

    5B

    ,. A%%$ ances: "efrigerators, washing machines, microwave ovens and ?F? players. ). )urn ture: 8ffice furniture, seating and desking systems, computer furniture and open plan office systems, office and home store wells, sofas and recliners, home furniture, filing cabinets and filing systems, book stacks and cases, sliding @tambour door units, personal industrial lockers, customized storage systems, roll&formed components for furniture. 5. +oc8s: padlocks, cylindrical locks, mechanical and electromechanical door locks and related hardware. 6. .ecur t( e;u %ment C so$ut ons: strong room doors, safe deposit lockers, cash bo:es and coffers, data@/(# safes, burglary and fire resisting safes, record and filing cabinets, electronic coffers, currency sorters and cash counting machines, fire@security doors, fire and burglar alarms@premises security systems, video door phones, EE(F systems, access control systems. 7. Pr me o!! ce e;u %ment: office automation K photocopiers, fa:, multifunction devices and mechanical type writers available in over thirty languages$A conferencing products and solution pro'ectors, video and teleconferencing e=uipment, plasma display and electronic print boardsA vending machines. 2. .torage so$ut ons: it includes multiple: and heavy duty storage systems, tool storage cabinets, gravity&flow, mobiles and drive&in system components, mezzanine floors, cantilever storage systems, workshop e=uipment and special solutions. B. Mater a$ hand$ ng e;u %ment: .orklift trucks diesel, electric and CPJ$and attachments, container handling trucks, warehousing and
    59

    slides and

    personnel access e=uipment , spare parts, services and maintenance contracts. 9. Industr a$ %roducts3 precision tooling press tools@plastic in'ection moulds@ vacuum forming moulds@pressure die casting dies$,special purpose machines, high precision components@pressure dies& casting dies$, special purpose machines, high precision components@ e=uipment for engineering and allied industries, sheet metal working machines& sales and service. -. Process %$ant and e;u %ment: It deals in pressure vessels, columns, reactors, electro polished reactors, shell and tube heat e:changers, trays, tower internals and other custom built fabrication. ,*. Construct on and rea$ estate3 "eady mi: concrete, construction pro'ects, property development, horticulture and envirotech services. ,,. E$ectr ca$ and e$ectron cs3 0lectrical power distribution system, compressed air control system, electronic technology solution provider hardware, software, retrofitting, process control and industrial automation$, energy conservation, instrumentation,

    electrical contracts. Jodre' O 1oyce Ctd. is the one of the leading manufacturer of refrigerators in India. (he company has the e:perience of over ,** years in this business. Jodre' O 1oyce ltd set up the #ohali refrigerating unit on )9th .eb, ,--2. (he factory is located at Sahibzada /'it >agar S./.S >agar$, which is an important township of Pun'ab and has recently emerged as a ma'or venue for setting up wide range of industries .(he spot was well chosen because it is near to Ehandigarh, the state capital. (he factory was mainly set up by
    5-

    considering future e:pansion, to feed northern parts of India and in accordance with its e:port strategies. DE.CRIPTION O) AARIOU. DEPARTMENT. IN -C*- AB DIA6 MOHA+I Jodre' O 1oyce& /ppliance ?iv. #ohali basically manufactures direct cool refrigerators and compressors. It has two plantsA "efrigerator plant and compressor plant. In the refrigerators model like /:is, Jodre' >o., is manufactured here. (he new model on the block is 0dge. (he compressors produced here are used in the manufacturing of refrigerators and also for services
    GODR ! " #O$C % &OHAL'

    Compressor plant

    Common (unctions

    Re(rigerator plant

    Purchase

    Finance

    HR

    Logistics

    Stores

    Press Shop

    Powder Coating

    Vacuum Foaming

    Door Foaming

    Cabinet Foaming

    Assembling

    Press Shop

    &achine Shop

    )nit Shell " Dome

    Assembl*

    +ualit*

    6*

    PRODUCTION
    RE)ERI-ERATER P+ANT COMPRE..OR P+ANT

    Part-B Tra n ng %rocedure n -odre'


    (raining procedure starts when a need for training is felt from any department. <henever an individual need training, he or she can approach divisional head regarding a particular kind of training. (hen an arrangement is done to provide training to employees whether in the organization itself or a support is taken from outside agencies. Po$ c( !or s8 $$ enhancement o! em%$o(ees O&'ect #es: ,. 1uilding a core of competent employees with all round business prospective. ). 5. 6. 8pportunity for continuous learning. Dob satisfaction reduced monotony of work. 1etter team work through proper understanding of e:pectations of internal customers. .8 $$ Enhancement o! Em%$o(ees done through:
    6,

    K Skill assignments in the same 'ob K Intra&functional 'ob rotation K Inter&function 'ob rotation with a view to develop general management skills

    E!!ect #e date: (hese guidelines supersede the earlier policy dated )Bth #ay, ,--2 and will be effective from ,st #ay, ,--9 .%ec a$ Ass gnmentB Cross !unct ona$ teams and Intra-!unct ona$ 'o& rotat on: Individual should be encouraged to take a special assignment and be part of task&force, cross&functional team, pro'ect team, lead individuals and group pro'ects, in addition to their e:isting assignments. (o enable individual to develop functional e:pertise prior to general management skills, ideally, the first two 'obs or one 'ob rotation$ at the entry level should be intra&functional i.e. within the same function for which employee is recruited at the entry level. 0mployees with intra&functional 'ob rotation will be preferred for 'obs in professional and tactical bands. It is recommended that a certificate of recognition be issued to any employee who has successfully undergone intra&functional 'ob& rotation or has participated in cross functional team or taken up as a

    6)

    special assignment. / copy of this is to be marked to corporate !" department for the individual;s personal file. E0am%$es o! .%ec a$ Ass gnment and Cross )unct ona$ team: Individual fulfilling the role of key users pro'ect leaders for implementation of 0"P Solution while carrying out their normal 'obs in either manufacturing, materials, accounts, system or personnel. Earrying out a market survey while handling a 'ob in the sales@services department. ?esigning and implementing the !"IS while carrying out 'ob in personnel@!". 1eing a part of team evaluating pro'ect feasibility while carrying out his@her regular 'ob. 1eing a part of team developing a system to optimize inventory levels while handling a 'ob in manufacturing. .ome e0am%$es o! ntra-!unct ona$ 'o& rotat on:,. Manu!actur ng:D "otation amongst sub function line /ssembly, fabrication, #achine shop, =uality assurance, Process Planning materials planning$ Industrial engineering amongst others. ). Mar8et ng:D"otation amongst sub&functions like pro'ect

    management, advertising, marketing services, logistics, e:ports, movement between branches clearly define business group. 5. Mater a$s:D"otation amongst sub&functions like capital purchase, credit purchase, cash purchase, inventory management, corporate purchase.

    65

    6. Accounts:D"otation amongst sub&functions like costing divisional accounts, corporate #IS, treasury, financial accounting, ta:ation, auditing amongst others. 7. Personne$EHR:D"otation amongst sub&functions like divisional !"@I", recruitment and compensation, training and development, performance appraisal, corporation I", corporate !"?, corporate communication. InterEcross !unct ona$ 'o& rotat ons: &Individual should take on inter&functional@cross&functional to develop general management skills i.e. a multi&function perspective, ability to reconcile@integrate competing interest etc.$ &8ther things being e=ual, candidates with inter&functional e:perience get preference for promotions the only section will be the head of corporate function where in depth and all around intra&functional knowledge is advantageous. + st o! !unct ons: "otation among functions will be treated as inter&functional 'ob rotation. (his will be sub'ect to eligibility criteria. &#anufacturing &#aterials &#arketing &/ccounts &Personnel &System

    66

    &?esign &Eorporate Services Procedure !or /o& Rotat on: (he individuals who want a new 'ob rotation can approach the ?ivisional !ead through his immediate superior or ?ivisional Personnel !ead. !e can also e:press his desire using the employees performance "eview .orm. In case the Dob "otation is agreed upon, the ?ivisionalA !ead may arrange for the same within the ?ivision. /lternatively he may approach corporate !"? for e:ploring possibilities of Dob "otation in other ?ivisions. Tra n ng and Induct on: Ideally, necessary functional@skill training should be arranged for the individuals due for a 'ob rotation by the !" department before the individual takes charge of his@her new assignment. (o ensure effective induction into the new assignment, it will be essential for the superior to guide@ provide ade=uate support to the new incumbent. (he 'ob rotated individual, the immediate superior and the !r representatives will meet in the first 2 months for a feedback session to enhance the effectiveness of the 'ob rotation. (he feedback should also be given to !" for records. Incent #es !or 'o& rotat on:-

    67

    /n individual will be eligible for one 'ob rotation increment as per table given below$ for inter&functional 'ob rotation as per the current Dob 1and of the individuals 1and /mount 8 )** P 5** ( 7** 0 9** S ,)**

    (his incentive@reward will however be given at the discretion of the ?ivisional@Eorporate functional !ead sub'ect to a review of the performance of upto 2 months in the new 'ob. .or special assignment in the same 'ob and intra&functional 'ob rotation, individual will not be eligible for such an incentive@ reward. In those rare cases where even after one year the performance of an individual who has undertaken a 'ob rotation is not satisfactory, the individual may be transferred to another 'ob. In this case, the individual will 'ot be eligible for an incentive in the new 'ob. Individuals who after 'ob rotation come back to their original 'obs will not be again eligible for a 'ob rotation incentive as going back to the original 'ob does not involve ac=uiring new skills. (he management reserves the right to amount@ withdraw the above policy at any time in future, based on feedback received from the user departments concerned. Courses conducted n -odre': - (here are various courses that are conducted in Jodre'3&

    62

    &

    /nalytical skills /ssertiveness /ssessors (raining workshop 1asic selling Skills 1usiness communication Ehannel #anagement conflict management corporate eti=uette customer relationship management ?evelopmental Programme management graduate batch )**2$ 0nergy conservation 0nvironment 8ccupational !ealth and safety .irst aid training Jeneral management !"? Summits Innovation and creativity Inter&personnel skills Ceadership skills #anagerial skills #anufacturing #otivation #s office >egotiating skills Or enta$ Programme & these programmes are conducted so that the new employees can know their company. & P$ann ng and organ , ng3&

    Planning for future Presentation skills Problem solving and ?ecision making Product training Pro'ect #anagement Nuality Nuality concepts training Safety and Security
    6B

    Sales and #arketing service Strategic management Strategic mapping Summits and e:hibitions Supervisory skills (eam building (ime and stress management

    T e-u%s o! -odre' w th #ar ous organ ,at ons: /8(s Dapan (raining Programme (FE Institute of #anagement presents diploma in indirect ta: management Tra n ng Centre Act # t es o! Tra n ng Centre Implementation of /pprentices /ct, ,-2, governing training of I(I passed personnel$. Implementation of /pprentices /ct, ,-B5 amend$ governing training of diploma@degree engineer and sandwich pattern student of engineering colleges@ poly&technical@technical institutes$ Implementation of /pprentices /ct, ,-92 amend$ governing training of ,*Q) vocational students in commercial and technical trades /rranging for the practical training of the students of the technical institutes as re=uired in their curriculum not under the act$. 8rganizing and conducting leadership development programme 0?P$ for workman. >eed based activities.
    69

    A%%rent ces: .tatutor( re;u rement3K the number of apprentices to be trained is in the organization in various trades is decided and revised from time to time by the state /pprenticeship advisor. Em%$o(eeFs o&$ gat on:D0mployees obligation is limited to training of apprentices. It is not obligatory for the employer to employ the apprentices after completion of apprenticeship. ?uota:D(he Eompany has a =uota of )7* apprentices in ,9 different trades. .e$ect on o! Cand dates !or A%%rent cesh % tra n ng: .ource3KI(Is in #aharashtra through campus visits. Per od o! cam%us # s ts3& #arch to #ay Cr ter a !or se$ect on: - marks in SSE and marks in company;s written test. .ho% !$oor tra n ng: - Practical training on shop floor for 6 and half days per week. Re$ated Instruct ons >RI7:- /pprentices in some trades to attend "I classes at companies (raining Eentre on one day per week. Ro$e o! Manu!actur ng Heads3 /rrange to provide appropriate work for /pprentices in ?ivision. (o observe performance and conduct of apprentices during training period. (o send Nuarterly shop floor training report to training centre.

    6-

    Ro$e o! Per!ormance HeadsET me O!! ce3 A&sence w thout nt mat on3&to intimate in writing to (raining Eentre details of apprentices remaining absent for ,* days or more. Com%ensator( O!!3 & to give compensatory off to apprentices who attend "I classes at the government centers on company holidays. In'ur( on Dut(3 & In the event of in'ury while on duty to inform training centre. Payment for the day of in'ury will be full. .or subse=uent days the payment will be the half the stipend. (herefore training and development procedure in Jodre' starts when a need for training is felt from any department. (hen an arrangement is done to provide training to employees whether in the organization it or a support is taken from outside agencies.

    -ODRE/ APP+IANCE. +TD6


    PRO-RAM )EED*ACG )ORM PRO-RAM DETAI+.: >/#0 8. P"8J"/# 3 ?/(0 3 3 >/#0 8. ./EICI(/(8"S

    Please answer the following =uestions to help us evaluate the above program better3 ,. Jive your specific learning;s from this programL

    ). !ow do you plan to implement your learning in futureL


    7*

    5. <hat did you like about the program O <hyL

    6. <hat are your suggested improvements to make this programme more effective in futureL

    7. 8verall rating on a scale of ,* * R Poor, 7 R /verage, ,* R 0:cellent$

    2. "emarks if any.

    Signature >ame ?ept.

    3 3 3

    Salary Eode 3

    7,

    Tra n ng n Other Com%an es


    Orac$e Ind a (he !" /pproach in 8racle India is to balance desired values, skills and culture relevant to 8racle ob'ectives with employee values and e:pectations. 8racle India has a high reputation in the market, fast paced work environmentA focus on results, creative and innovative. 8racle India provides various opportunities for higher education for the employees from 8racle +niversity and !arvard #anagement. 8racle India also aspires to grow through career development programs, talent models, competency mapping, performance management systems, 'ob rotations and international placements. Dr Redd(1s +a&orator( ?r "eddy%s Caboratories has emerged as a fast growing pharmacy company focusing on research. (he !" function is divided into following four sub&functions i.e. learning and development, (alent #anagement, Cegal and <elfare and !uman "esources Information System. (he learning and development department focuses its attention on facilitating learning and development of managers at various levels to be future leaders. (hey organize development centers, training programmes, leadership development initiatives, technology related programmes, international networking, knowledge management, climate service and other 8? interventions. / new and ma'or initiative of CO? is the e campus where on line learning is facilitated for interested e:ecutives.

    7)

    NTPC >ational (hermal Power Eorporation was established in ,-B7 to play a key role in Indian Power Sector. (oday, it is the pioneer in the power generation. It has about )6*** employees as in )**6 and has capacity to generate )*,B6- #.<.s of power. >(PE has undertaken various interventions in the recent years. (he >(PE also encourages its employee to undertake bachelors and master level education programme. /nother initiative that encourages talent development is >8E0( >(PE 8pen Eompetition for 0:ecutive (alent$. In this e:ecutives get an opportunity to prepare debate and discuss issues and improve their own capacities to diagnose and present tackle issues of importance to >(PE. ?evelopment is done through various development centers with help of (F"CS, and e:ternal consultancy firm facilitating these interventions. /ohnson C /ohnson /t Dohnson O Dohnson there are ,6,- employees with over S6,,*** million global sales DOD constantly encourages its employees to upgrade their skills and knowledge through short&term programmes at institutes like the II#s, TC"I etc. apart from rotating employees on challenging tasks.

    Monsanto Ind a #onsanto India has 576 employees with nearly S 7,*** million global sales. #onsanto sets stiff targets for employees, but trains employees with a rare rigour so that they get a fair shot at those. People identified as future leaders are given internal international positions. #onsanto India also follows 'ob rotation training. PC75

    POJ consists of over "s. B7* crore sales and powerful brands like Ficks, (ide, /riel Pantene, <hisper, Pampers, !ead and Shoulders, etc. POJ relies on the promote&from&within philosophy;. It hires freshers straight out of 1&school, trains and empowers them to handle challenging 'obs from day ,.

    CHAPTER-3 REAIEH O) +ITERATURE


    In the past some studies relating to training and development have been conducted. / brief review of the dispersed efforts at research in the field of training and development is attempted in the following paragraphs. N co$a M nde$$ >1II57 studied that the training and development should be devolved to the line managers in the organization. !e reports that most organizations see training and development as the province of the human resource department. !e proposes in his study that the responsibility for this should be placed in the hands of the line manager. (his study investigates how the responsibility for training and development can be successfully transferred to the line manager and concludes with a series of key learning points which help in the implementation of this strategy.

    76

    Cec $ a HongB /6Ne $$ Marsha$$B Ne $ A$dermanB A$!red Thwa tes >1II<7 e:amined the impact of management training and development on the organization and performance of small and medium&sized enterprises S#0s$, via a variety of =uantitative and =ualitative research techni=ues and including both cross&sectional and longitudinal approaches to analysis. (hey demonstrated the value of management training and development in S#0s and demonstrate a series of one&off and longer lasting effects on their organization and performance. (hey also highlight the conditions under which management development pro'ects are likely to be more successful. .inally, they e:tend the schema and show the indirect and comple: links between management training and firm performance. +u , C6R6 Car% nett B )ernando C6A6 .antosB M6A6 -onca$#es >1II=7 conducted a study in manufacturing companies large to medium size$ located in the central region of Sao Paulo State, 1razil aiming at characterizing the companies in regard to =uality and human resource management practices. (he study showed that human resource management may co&operate with the success of total =uality programmes, emphasizing the competitive advantages which can be created from this partnership, namely organizational learning, organizational culture management and team&based management. D6 /6 .tore( >2JJ27 e:amined the relationship between training and firm performance in middle&sized +M companies. It recognizes that there is evidence that high performance work practices appear to be associated with better performance in large +S companies, but argues that this relationship is less likely to be present in middle&sized companies. (heir key contribution is to 'ustify the wider concept of education, training and
    77

    development 0(?$ as applicable to such companies. It then finds that clusters of some 0(? variables do appear to be associated with better middle&sized company performance. Co$ n Hughes >2JJ:7 studied training and development in the Irish financial services sector. !is study focused primarily on management and not employees K recipients of (raining and ?evelopment (O?$. !e e:plained the lacunas of research into the effectiveness of (O? in organizations, as information about (O? spend and the techni=ue used does not help in assessing effectiveness. !e chooses to take a holistic approach in focusing on various levels of employees$ to (O? in the Irish .inancial Services Sector and consists of four research ob'ectives. (he ob'ectives of the study seek to ascertain the importance placed on (O?, to assess the various (O? approaches used to determine the drivers and barriers to employee involvement in (O?. (he effectiveness of (O? in one organization is also assessed. /fter reviewing up the above literature, it is noted that efforts have been put in from time to time by researchers, academicians, etc. to find out the effectiveness of the training and development programmes. In short, it can be stated an attempt has been made to study the training and development programmes in Jodre' and 1oyce #anufacturing Eorporation Cimited.

    72

    O*/ECTIAE. AND .COPE O) THE .TUD@

    O&'ect #es: (o recognize the training need in the Jodre' O 1oyce K /ppliance ?ivision, #ohali. (o identify when training is re=uired. (o know what kind of training is needed by the employees of Jodre'. (o identify the impact of training in various aspects. (o recognize the way of conducting a training in Jodre'. .co%e:

    7B

    (he scope is to study the training and development procedure being followed in -odre' for the improvement of the team associates (/$ of the organization. <henever they need training, they are being approached to the divisional head regarding a particular kind of training. (hen an arrangement is done to provide training to employees whether in the organization itself or a support is taken from outside agencies.

    CHAPTER-4 RE.EARCH METHODO+O-@


    Mean ng o! research methodo$og(3& "esearch is a common parlance refers to a search for knowledge. 8ne can define research as a scientific and systematic search for pertinent information on a specific topic. In fact, research is an art of scientific investigation. /ccording to Elifford <oody , "esearch comprising defining an redefining problems , formulating hypothesis or suggested solutions selecting , collecting , organizing and evaluating data, making data and reaching conclusions and at last carefully testing the conclusions to determine whether they fit the formulating hypothesizes. O&'ect #es o! research:,$ (o gain familiarity with new insights.
    79

    )$ (o portray accurately the characteristics of particular individuals, situations or a group. 5$ (o determine the fre=uency with which something occurs or with which it is associated with something else. 6$ (o test a hypothesis of a casual relationship between variables Research des gn:"esearch design constitutes the blue print for the collection, measurement and analysis of data. (he design includes an outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data. Need !or research des gn:"esearch design is needed because it facilitates the smooth sailing of the various research operations, thereby making research as efficient as possible yielding ma:imum information with minimum e:penditure of effort, time and money. Data co$$ect on:(he task of data collection begins after a research problem has been defined and research design is made. <hile deciding about the method of data collections, a researcher should keep ion mind two types for data .i.e. primary and secondary data. .ources o! data ,. Primary data:-It is a first hand data which happened to be original in character. ?ata was collected from employees (eam /ssociates$ of Jodre' O 1oyce #'g. Eo. Ctd. (he limitations involve high cost, time consuming and respondents may not be willing answer readily.

    7-

    &Eross functional and evaluation of various processes being carried out within the unit to identify areas where improvements can be done and also determine possible measures &Fisits to other departments involved to understand back end processes and their strengths and weaknesses &Fisit the plant to understand the working culture of the organization ). Secondary data:-(hese are those data which have already been collected by some one else. Farious studies on topics, articles, 'ournals, thesis, internet sites and books on training and development and research methodology were consulted to secondary data which was relevant to the research. ?uest onna re des gn Items are generated on the basis of studying the various aspects in books and magazines and on the basis of personal 'udgments. / structured =uestionnaire covering important aspects of performance appraisal system, method of performance appraisal, performance review system =uarterly reviews, yearly reviews, etc.$, application of performance appraisal system in real 'ob situations, what is the purpose of performance appraisal system. .am%$ ng %rocess Sampling may be defined as selection of an aggregate or the totality on the basis of which 'udgment or influence about the aggregate or totality is made. "epresentative group from the population is selected and is termed as sample and then it is sub'ected to statistical investigation. .am%$e !rame /ll individuals employed in Jodre' O 1oyce #'g. Eo. Ctd. who worked as (eam /ssociates were interviewed. 0:tract was cull out from the =uestionnaire filled by 2* respondents.

    2*

    Po%u$at on "espondents were the residents of Ehandigarh, #ohali as well as from various other far off places between the age from )* and above. #ost of the individuals who were interviewed were between the age group of )*&6*. .am%$e s ,e Sample size was of 2* respondents.

    CHAPTER-5 ANA+@.I. AND INTERPRETATION


    (his chapter relates to the analysis and interpretation supplied by the respondents. 0:tractions from the data have been e:plained by the way of tables and diagrams.

    Table 1 Does the organ ,at on conduct tra n ng and de#e$o%ment %rogrammes"
    Falue figures in number and others in percent$

    2,

    Does the organ ,at on conduct the tra n ng and de#e$o%ment %rogrammes" Ues >o Source: My own primary survey

    Number of respondents 2* *

    Percentage ,** *

    (able , show that all the respondents say that the organization do conducted different training and development programmes for the enhancement of the skills of its employees.

    ) gure 1

    2)

    Do the organization conduct Training Programmes?

    yes 60 50 40 respondents 30 20 10 0 yes no no

    Source: - Table 1

    .igure , show that training and development programmes have been conducted by the organization.

    Table 2
    25

    Out o! the !o$$ow ng reasonsB when does the organ ,at on %ro# de (ou tra n ng"
    !en does t!e organi"ation pro#ide you training$ Ehange in technology Cow performance rating Promotions Ehanging process of work >ewly 'oined Source: My own primary survey Falue figures in number and others in percent$

    Number of respondents ,7 9 B ,6 ,2

    Percentage )7 ,5.5 ,,.2 )5.5 )2.2

    (able ) states that mainly the organization provides training when the employee newly 'oins the organization )2.2 percent$. (he organization provides training when there is a change in technology )7 percent$ and in the process of work )5.5 percent$. /lso, when there are low performances and promotions the training is been given ,5.5 percent and ,,.2 percent respectively.

    ) gure 2

    26

    When does the organization provide you training?

    27%

    25%

    13% 23% 12%

    Change in technology Changing process of work

    Low performance rating ewly !oine"

    Promotions

    Source: - Table 2

    .igure ) shows that when the employee 'oins the organization or when there is some change in technology then the organization provides them training to the ma:imum.

    27

    Table % Hhat are the s8 $$s (ou need to &e enhanced"


    Falue figures in number and others in percent$ .8 $$s (ou need to enhance" )actor Stress #anagement Ceadership (eam 1uilding Eonflict #anagement (raining related to machines Eommunication Skills (ime #anagement Tota$ Percentage Source: My own primary survey +east ,2 ,* ,* ,B ,) ,2 ), ,*) )6.5 A#erage )B )B )B ,9 ,2 ,6 ,2 ,67 56.7 H ghest ,B )5 )5 )7 5) 5* )5 ,B5 6,.)

    (able 5 shows the number of respondents who need to enhance their various skills. It is evident that 6,.) percent of the respondents wanted to enhance their skills and )6.5 percent respondents disagree with this. If we see it deeply, the ma:imum respondents want to take training related to machines and e=uipment, communication skills, conflict management, leadership, team building and time management and stress management.

    22

    ) gure 3
    What skills you need to enhance?
    %ime $anagement Comm'nication #kills %raining relate" to machines Factors Conflict $anagement %eam &'il"ing Lea"ership #tress $anagement 0 5 10 15 20 25 30 35 (ighest )*erage Least

    Source: - Table 3

    .igure 5 depicts the least, average, highest number of respondents who need to enhance their various skills such as skill management, leadership, team building, conflict management, training related to machines, communication skills, time management. (his figure shows that highest number of respondents wanted training related to machines, communication skills and conflict management.

    2B

    Table & How !ar the tra n ng %rogrammes o! organ ,at on are he$%!u$ n m%ro# ng the !o$$ow ng as%ects"
    Falue figures in number and others in percent$

    How !ar the tra n ng %rogrammes o! organ ,at on are he$%!u$ n m%ro# ng the !o$$ow ng as%ects" )actors Performance Dob Satisfaction #otivation Self development Promotion (eam building Jroup problem solving Ceading 8thers Mnowledge of latest technological development Tota$ Percentage Source: My own primary survey +east B ,, B 6 ,5 9 9 ,B 96 ,7.7 A#erage )) )B ,B ,5 )B )) )* ,,, ,B9 5).H ghest 5, )) 52 65 )* 5* 5, 55 5) )B9 7,.6

    In table 6, the impact of training in various aspects is 'udged. It is seen that 65 percent respondents are able to improve themselves through training. (heir motivation level, leadership =uality, knowledge of new technology, performance and group problem solving, team building, 'ob satisfaction and promotions has also been improved through training and development
    29

    programmes held in the organization whereas only ,7.7 percent are not able to improve themselves when providing training.

    ) gure 4
    How training helps in improving skills?
    45 40 35 30 25 20 15 10 5 0 Perfo -o. $oti* #elf Prom %eam /ro' Lea"i 0now rman #atisf ation "e*el otion .'il"i p ng le"ge 7 22 31 11 27 22 7 17 36 4 13 43 13 27 20 Factors Least )*erage (ighest + 22 30 , 20 31 + 1, 33 17 11 32

    Least )*erage (ighest

    Source: - Table 4

    In figure 6, the impact of training programme in various aspects is shown. .urther, it describes that the ma:imum number of respondents are able to develop themselves, their motivation level, leadership =uality, their knowledge related to new technological developments, performance, teambuilding skills, group problem solving skills. /nd the small blue

    2-

    coloured a:is shows that very small numbers of respondents are not able to improve themselves in different skills after training.

    Table ' Hhat are the reasons that ma8e (ou mot #ated to attend tra n ng %rogrammes n the organ ,at on"
    Falue figures in number and others in percent$ Hhat are the reasons that ma8e (ou mot #ated to attend tra n ng n the organ ,at on" )actors Skill enhancement Ceads to promotion 0asy problem solving /ppropriate decision making .or more efficiency and effectiveness Tota$ Percentage Source: My own primary survey +east ,* ,, 7 B 6) ,6 A#erage ,6 )6 ,B ), ,9 -6 5,.5 H ghest 52 )7 56 56 57 ,26 76.B

    (able 7 shows the reasons that motivate the employees to attend the training in the organization. Precisely, it could be stated that 76.B percent employees believe that they attend training due to the reasons such as skill enhancement, for more efficiency and effectiveness, easy problem solving and appropriate decision making and leads to promotion whereas 5,.5 percent employees gave their average responses and only ,6 percent employees did not agree with these factors.
    B*

    ) gure 5
    Reasons which motivate you to attend these programmes

    40 35 30 25 20 15 10 5 0 #kill enhancement Lea"s to promotion 1asy pro.lem sol*ing Factors )ppropriate "ecision making 2or more efficiency an" effecti*eness Least )*erage (ighest

    Source: - Table5

    .igure 7 depicts that the employees in the organization attend training and development programmes due to the reasons such as skill enhancement, leads to promotion, easy problem solving, appropriate decision making, for more efficiency and effectiveness

    B,

    Table ( How do (ou assess the tra n ng %rogrammes n the organ ,at on"
    Falue figures in number and others in percent$ How do (ou access the %resent tra n ng %rogramme" )actors (he topic was fully covered #ethod of presentation (echni=ue used to clarify things Cength of training programme Interesting training programme <ere you able to relate yourself with training .eedback after training Tota$ Percentage Source: My own primary survey +east 9 )) 2 7 ,* 2,2.6 A#erage )9 ), )B )6 )) 5) ,,B5 6,.) H ghest )5 5* )7 ,6 5) )5 5, ,B9 6).6

    In table 2, it is seen that how the employees of the organization assess the training and development programmes provided to them. It was estimated that 6).6 percent employees believe that these programmes are interested, they also give feedback after that, good method of presentation, techni=ues used are also good, the topics are being fully covered and they are able to relate themselves with the training. 6,.) percent respondents gave their
    B)

    average responses and ,2.6 percent gave their responses in negative relating to the assessment of these programmes.

    ) gure :
    How you assess training programmes in organization?
    35 30 25 20 15 10 5 0 The topic 9 28 23 Metho Techni Length "nteres #ere %eed& d of !e of ting $o! ac' 9 21 30 8 27 25 22 24 14 Factors 6 22 32 5 32 23 10 19 31

    Least Average Highest

    Source: - Table 6

    .igure 2 shows that how do the employees access the training and development programmes being held in the organization. (hese programmes are interesting, have good method of presentations, good use of techni=ues,

    B5

    cover the full topic and the employees are also able to relate their work and themselves with the training given to them.

    Table) How tra n ng shou$d &e done"


    Falue figures in number and others in percent$ How tra n ng shou$d &e doneB whether through:D )actors Presentations Nuiz Jroup discussion "eports Eonducting work of higher responsibility Seminars Tota$ Percentage Source: My own primary survey +east ,6 ,, B 9 79 ,2., A#erage ,B ,7 ,* )7 ,9 ,2 ,*, )9., H ghest 56 5, 6, )6 57 52 )*, 77.9

    (able B shows that how training should be done. 77.9 percent respondents believe that training should be done through group discussion, seminars, by conducting high responsibility work, presentations, =uiz and reports but )9., percent respondents gave average responses towards these forms of

    B6

    imparting training where as ,2., percent respondents believe that training should not be done through this way. 1ut if we observe all the factors individually then we see that respondents are very much interested in training through group discussion as well as seminars.

    ) gure <
    How trainind should be done?

    45 40 35 30 25 20 15 10 5 0 Presentati ons , 17 34 3'i4 14 15 31 /ro'p Con"'ctin 5eports #eminars "isc'ssio g work of , 10 41 Factors 11 25 24 7 1+ 35 + 16 36 Least )*erage (ighest

    Least )*erage (ighest

    Source: - Table 7

    .igure B indicates that how training should be imparted to the employees. /ccording to the figure, most of the employees want training through group

    B7

    discussion as the pole of the group discussion is the highest among all other factors.

    Table * Hh( t s d !! cu$t to a%%$( the s8 $$s that are $earnt n tra n ng once (ou return to actua$ 'o&"
    Falue figures in number and others in percent$

    In (our o% n onB wh( t s d !! cu$t to a%%$( the s8 $$s that are $earnt n tra n ng once (ou return to actua$ 'o&" )actors Easual /ttitude towards (raining Cack of +nderstanding Improper work Eulture Improper time to practice the same (raining not related to task Cack of feedback after (raining Tota$ Percentage Source: My own primary survey +east 5, )5 )) )* 5* )9 ,76 6).9 A#erage ,6 )2 )6 )2 ,2 ,9 ,)6 56.6 H ghest ,7 ,, ,6 ,6 ,6 ,6 9) )).9

    (able 9 relates to the reason for facing difficulty in application of learning from training in actual 'ob situations. It can be inferred that 6).9 percent of respondents do not agree with the factors which are responsible for low application of learning in the actual 'ob situation that is casual attitude towards training, training not related to task, lack of feedback after training,
    B2

    lack of understanding, improper work culture, improper time and 56.6 percent respondents gave average responses whereas only )5 percent respondents agrees with it.

    ) gure =
    Why its di icult to apply the training?
    (! '! &! %! $! #! "! ! Cas'al )ttit'"e 15 14 31 Lack of 7mproper work 7mproper time %raining not Lack of 6n"erstan"ing C'lt're to practice the relate" to task fee".ack after 11 26 23 14 24 22 Factors 14 26 20 14 16 30 14 1+ 2+

    (ighest )*erage Least

    Least

    )*erage

    (ighest

    Source: - Table 8

    .igure 9 indicates that ma:imum numbers of respondents are not able to apply the training provided to them in their work because of their lack of

    BB

    understanding the concept, their casual attitude towards the training, the improper work culture and time to practice.

    Table + A!ter how $ong these tra n ng and de#e$o%ment %rogrammes ha#e &een conducted on the organ ,at on"
    Falue figures in number and others in percent$ A!ter how $ong tra n ng shou$d &e conducted" )actors /fter one month /fter every two months /fter every si: months /fter one year Tota$ Percentage Source: My own primary survey +east 62 66 ,7 5) ,5B 7B., A#erage 2 ,) B 56 ,6.) H ghest 9 B 55 ), 2)9.B

    (able - attributes that after how long training should be conducted. 8bservations shows that 7B., percent of employees believe that training should be conducted neither after one month nor after two months or one

    B9

    year. 1ut if we consider these factors individually then we observe that ma:imum employees need training after si: months and there are very less employees who want training after one month 9 employees$, two month B employees$ or after one year ), employees$.

    ) gure I
    When these programmes sholud be counducted?
    Least 50 45 40 35 30 25 20 15 10 5 0 )fter one month )fter e*ery two months )fter e*ery si8 months )fter one year )*erage (ighest

    Factors

    Source: - Table

    B-

    .igure - show that there is higher demand for training after 2 months from the employees rather than training after one month, two months, or one year.

    Table 1, Hhat !eed&ac8 (ou wou$d $ 8e to g #e regard ng tra n ng %rogrammes n the organ ,at on"
    Falue figures in number and others in percent$ Hhat !eed&ac8 (ou wou$d $ 8e to g #e regard ng tra n ng %rogramme" )actors Practical application of content Cearning from training !elped in improving work (otal Percentage Source: My own primary survey +east ,6 7 B )2 ,6.6 A#erage )* ), ,7 72 5,., H ghest )2 56 59 -9 76.6

    9*

    (able ,* provides the feedback of employees of the organization related to the training and development programmes in the organization. 76.6 percent of employees are satisfied with the training and development programmes of the organization. #a:imum numbers of respondents are able to improving their work, learn from training and are able to practically apply the content that is learnt through the training. <hereas 5,., percent of employees gave their responses in average and ,6.6 percent of employees gave their responses in least. So in an average, the employees are satisfied with the training and development programmes been conducted in the organization.

    ) gure 1J

    9,

    Source: - Table 1!

    .igure ,* depicts the feedback of employees regarding the training and development programmes been conducted in the organization. In this figure, the green colour is highest which shows that the employees are satisfied with the training and development programmes that are imparted in the organization for the betterment of its employees.

    9)

    (he chapter describes that the training and development programmes conducted in the organization are being provided when somebody newly 'oins the organization )2.2 percent$ and when there is some change in the technology )7 percent$ followed by low performance rating, promotions, changing process of work. It is evident that 6,.) percent of the respondents wanted to enhance their skills and )6.) percent respondents disagree with this. #a:imum number of respondents opines that they were able to improve their performance as well as motivation, team building, group problem solving after training. 1ut apart from this they were not getting promotions after training and they were not very much satisfied with the organization. #a:imum employees believe that they attend training due to the reasons such as skill enhancement, leads to promotion, easy problem solving, appropriate decision making, for more efficiency and effectiveness and only few disagreed on this. /fter assessing the training and development programmes of the organization, it was seen that they were satisfied with the topic which was covered, method of presentation. (hey find the training and development programmes are interesting but the employees were not fully satisfied with duration of training and development programmes as well as they did not find the content familiar. Carge number of respondents believes that training and development should be imparted through presentations, =uiz, group discussion, reports and seminars. #a:imum respondents are dissatisfied with the factors such as casual attitude towards training, lack of understanding, improper work culture, improper time, training not related to task, lack of feedback after training which were believed to be responsible for low application of learning in the actual 'ob situation. 1ut at the same time it was seen that respondents were not able to fully understand the concept which is being taught as well as they are too busy to practice in
    95

    daily routine. #a:imum individuals re=uire training after si: months. #a:imum respondents were able to learn from training and were able to practically apply the content that is learnt through the training and they also believed that training helped in improving their work.

    96

    CHAPTER-: .U--E.TION. AND RECOMMENDATION.

    ,$

    (raining by seniors or outside staffs should be given which can encourage the employees to the great e:tent.

    )$

    (raining related to confidence building, personality development should be provided which is very much re=uired in the organization.

    5$

    (raining related to safety should also be regularly imparted from time to time so that an employee keeps on remembering it.

    6$

    1efore providing training to the employees the performance should be properly 'udged so that it can be very well known which employee re=uire more training.

    7$

    /ll employees should be given the chance to participate in various activities of the organization. /fter training some kind of pro'ects should be given to the employees so that they get to know that how much they have actually learnt. (hey will not be demoralized with it.

    2$

    >ot only training related to employee relations with supervisors should be done but also training related to problem solving, motivation, etc. should be given.

    B$ 9$

    (raining should be provided at regular interval of time. /fter training a proper procedure for promotion should be followed.

    97

    -$

    #aterial which is being taught should be very easy so that individuals can understand the message which the trainee wants to convey.

    ,*$

    Jroup discussion type of training should be imparted to the employees as employees were also very much interested in it. /lso through group discussion, the individual become active, and they feel that they are participating in something. So team spirit among employees also increases.

    92

    CHAPTER-< CONC+U.ION
    (raining is the ac=uisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. (raining is an organized procedure by which people learn knowledge and skills for a specific purpose.(he basic training is re=uired for all trades, occupations or professions. (raining refers to instructions in technical and mechanical operations like operation of a machine. (raining helps an individual learn how to perform his present 'ob satisfactorily. Cha%ter 1 concludes that there are various benefits of training and training needs are to be identified in advance through knowing the ob'ectives of the organization. (here is proper procedure to identify the training needs in the organization that is taught in this chapter. 1efore imparting training proper procedure is followed. In this chapter various methods for providing training is shown. Cha%ter 2 includes the introduction to Indian appliance industries. (he home appliance manufacturing industry is considered as one of the low profile one, as compared to others like automotive industry. In this chapter information related to Jodre' is also provided. Jodre' is well known Indian company with largest engineering and consumer products having varied interests from engineering to personal care products. (raining procedure in Jodre' starts when the need for training is felt from any department. <henever individual need training, he or she can approach divisional head regarding a particular kind of training. (hen an
    9B

    arrangement is done to provide training to employees whether in the organization itself or a support is taken from outside agencies. Cha%ter 3 includes the efforts put in from time to time by the researchers, academicians, etc to cover each and every aspect of training and development programmes. In short it can be stated that an attempt has been made to study the training and development programmes in Jodre' and 1oyce #anufacturing Eorporation Cimited. Cha%ter 4 of this study relates to the database and the research methodology adopted. <e made use of .actor analysis apart from the regular statistical tools i.e. percentages, tabular and diagrammatic representations. Cha%ter 5 relates to the analysis and interpretation of the collected data. (he chapter describes that the training and development programmes conducted in the organization are being provided when somebody newly 'oins the organization )2.2 percent$ and when there is some change in the technology )7 percent$ followed by low performance rating, promotions, changing process of work. It is evident that 6,.) percent of the respondents wanted to enhance their skills and )6.) percent respondents disagree with this. #a:imum number of respondents opines that they were able to improve their performance as well as motivation, team building, group problem solving after training. 1ut apart from this they were not getting promotions after training and they were not very much satisfied with the organization. #a:imum employees believe that they attend training due to the reasons such as skill enhancement, leads to promotion, easy problem solving, appropriate decision making, for more efficiency and effectiveness and only

    99

    few disagreed on this. /fter assessing the training and development programmes of the organization, it was seen that they were satisfied with the topic which was covered, method of presentation. (hey find the training and development programmes are interesting but the employees were not fully satisfied with duration of training and development programmes as well as they did not find the content familiar. Carge number of respondents believes that training and development should be imparted through presentations, =uiz, group discussion, reports and seminars. #a:imum respondents are dissatisfied with the factors such as casual attitude towards training, lack of understanding, improper work culture, improper time, training not related to task, lack of feedback after training which were believed to be responsible for low application of learning in the actual 'ob situation. 1ut at the same time it was seen that respondents were not able to fully understand the concept which is being taught as well as they are too busy to practice in daily routine. #a:imum individuals re=uire training after si: months. #a:imum respondents were able to learn from training and were able to practically apply the content that is learnt through the training and they also believed that training helped in improving their work. In cha%ter : we have discussed about various suggestions in order to improve the training and development programme in Jodre'. (he series of suggestions given by me can go a long way in providing the higher level of training and development programme.

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