A

PROJECT REPORT
ON

TRAINING & DEVELOPMENT

AT
HAVELLS INDIA LIMITED

SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF

MASTER OF BUSINESS ADMINISTRATION

(2010-2012)

PREFACE
In this era of globalization and liberalization of economy, business practices have evolved and
are in the process and procedures of government. In this context, technical and field education
has also changed its strive for excellence to meet global standard.
Giving this due consideration, practical training schedules have been inducted in curriculum of
technical studies as they give practical exposure to actual condition.
It is the matter as great pleasure for me to present the following report on my industrial implant
training in at
It out line the whole course of my training in a specific and oriented manner. The basic aim of
this report is to study the organizational set up of the industry, to study about the division of
various blocks, auxiliary unit as well as latest manufacturing techniques employed to produce
quality product.
From the electrical point of view the main strain is given on the manufacturing and latest
techniques being employed for their production which was to us at DZG department with their
best design and more accuracy. All in all I have tried my best to present this report in a very
precise manner.

EXECUTIVE SUMMARY

The project is an extensive report on how the T.T.L. makes its strategy and how the company has
been able in tackling the present tough competition and how it is cooping up by the allegations of
the quality of its products. The report begins with the history of the product and the introduction
of the .T.T.L. Ltd. This report also contains the basic marketing strategies that are used by the
T.T.L. Ltd. of manufacturing process, production policy, advertising, future prospect, The report
includes some of the key salient features of market trend issues.
In todays world of cutthroat fierce competition, it is very essential to not only exist but also to
excel in the market. Todays market is enormously more complex. Hence forth, to survive in
the market, the company not only needs to maximize its profit but also needs to satisfy its
customers and should try to build upon from there.

ACKNOWLEDGEMENT
I would like to take this opportunity to express my gratitude to all those who, directly or
indirectly, made this project possible.
I would like to my heartiest thank to the officers and staff of ..Sahibabad (A
group company of Havellss India Ltd.) particularly .(Marketing Manager) who give
me permission for this project and .who give me need full guideline and support and co
operation for conducting the summer training and preparing this report.
The training procedure session has contributed to develop my personality. I lean this fact
in natural environment. This training session give me opportunity to enhance professional skills
and give me a way for a success and achieving ambition in life.
Last but not the least, I would like to thank sincerely all the staff of TTL Ltd. who helped me
during my stay and who never made me feel as though I am not a permanent member of this
team.

TABLE OF CONTENTS

ABOUT THE TTL LTD., SAHIBABAD

COMPANY PROFILE HAVELLS GROUP

OBJECTIVE

RESEARCH METHODOLOGY

NATURE OF TRAINING & DEVELOPMENT

ABOUT TRAINING & DEVELOPMENT DEPARTMENT

SWOT ANALYSIS

SUGGESTION

BIBLIOGRAPHY

ABOUT THE T.T.L. LTD

Towers & Transformer Limited is one of the associate of the Havells group. T.T.L. Ltd has
innovative skills emerged as one of the manufactures and supplier of the electronic energy meter.
The company was originally incorporated on 20th Dec. 1971 by Gupta under the name of
Towers & Pvt. Ltd. There after it was converted in to a Public Ltd Co. with its registered office in
Delhi. The name of the company was changed to T.T.L. Ltd on 3rd Feb 1998.
1- As per the memorandum of association of T.T.L. Ltd. the main objective of the company are To undertake and carry on all or any of the following industries, trades or business in all are any
of there branches and process and to do such acts and things as are necessary or usually done or
implied in undertaking or carrying on such trades or business, namely:
1)

To manufacture and produces, distributors transformers, voltage regulator, battery

charges, battery eliminators, voltage testing sets, voltage stabilizers, conductors, enamel
wires, cotton/paper cover conductors and other instruments and things required for or
capable of being used for in connection with wires.

2)

In pursuance to the above objectives the company is presently engaged in manufacturing

single and three phase residential and commercial KWH meters at its plant located in
Sahibabad Industrial Area, Ghaziabad. The company is one of the largest manufactures
of single and three phase meters in India producing annually over 3 million numbers.
Further with a view to serve the discerning customers all over the world. It has put up a
separate world class plant for high quality single phase and three phase meters at
Faridabad.

3)

In line with its constant aim of expanding its scope of capabilities and marketing off
rings, the company has entered into a strategic alliance with another major player in
high end electronic energy meters like M/S Duke Arnics Electronics Ltd. With this
alliance the Havells has become the only company in India to have complete range of
energy meters, thus taking it to the category of the leading manufacturing in the world.
It shall target international market for a rapid growth in volume and company stature.

4)

The meters can be put to industrial application for calibration and testing HT grid
metering. The company has increased its product range to include three phase
multifunction meters, LT trivector meters, HT trivector meters, portable reference
meters and complete meter networking solution for industrial applications.

5)

The company is now investing heavily in new technology development in solution for
communication with energy meters.

ASSOCIATES OF HAVELLS GROUP

Switch Gear and Cables division: Havells India Ltd.

Havells Industries Ltd.
ESC Pvt. Ltd.
Standard Electricals Ltd.
Crabtree India Ltd.
Havells Switch Gears Ltd.
Havells Dorman Smith Ltd.

PLANT AT A GLANCE

NAME OF THE COMPANY

HEAD OFFICE

: T.T.L. LTD.
: 1, Raj Narain Marg, Civil Lines
Delhi 110054

PRODUCTION UNIT

: Plot no. 6, Site - 4, Sahibabad

Industrial Area, Sahibabad,
Ghaziabad

QUALIFICATION
DATE OF INCORPORATION

: Public Ltd Co.

: Originally in 20th Dec. 1971
Converted in 3rd Feb. 1998 to
T.T.L.

EMPLOYMENT
CUSTOMER

: 500 Employees
: Cochin International Airport, Citi
Bank, I.T.C. Welcome Group,
Infosys, Hotel Inter Continental,
Sahara India, Reliance Industry,
Delhi Stock Exchange, P.V.R., Priya etc.

COMPANY PROFILE
QRG ENTERPRISES
QRG is step towards integrating all our companies under one common entity, one common vision.
QRG is the holding company of all erstwhile Havells group companies, which includes
Havells India, Crabtree India, Standard Electrical, Duke Arnics, Crabtree Aquatech and TTL.
But then what is QRG?
QRG is Havells in its new avatar. With a new vision, New purpose. Now dynamism.
QRG is committed to meeting the challenges of the new economy through business ethics, global
reach and technological expertise.

GROUP OF COMPANIES OF QRG ENTERPRISES

HAVELLS INDIA LIMITED

CRABTREE INDIA LIMITED

TTL LIMITED, SAHIBABAD

DUKE ARNICS ELECTRONICS LTD.

STANDARD ELECTRICALS LIMITED

CRABTREE AQUATECH LIMITED

10

HAVELLS GROUP
Havell's Group, India's leading multi product electrical engineering organization has been offering
the industries the benefits of expertise and experience of over three decades in the field of
Electrical Switchgear, Controlgear, Energy Meters, Electrical wiring Accessories and Cables &
Wires etc.
The group has eight Manufacturing plants in and around Delhi equipped with latest stateof-art
manufacturing facilities supported by strong marketing network of 20 branch offices, 16
representative offices, over 500 authorized dealers and more than 100 approved outlets catering to
the needs of discerning buyers across the country and part of Asia and Africa. Most of our
products manufactured by Havell's bear ISI MARK and all the products comply with the latest IS
& IEC Specification. Most of our existing plants have been certified and accredited by ISO 9001
further reinforcing our commitment towards quality. Havell's has made available the best
technology to the Indian buyers by virtue of its strategic alliances with leading global
manufacturers in their respective areas viz.Schiele of Germany, Geyer of Germany, DZG of
Germany, Dorman Smith of U.K., Crabtree of U. K.
Highly qualified and experienced professionals backed up by a work force of 1800 employees
manage the company. All the branches and manufacturing facilities are computerized and the
company has successfully implemented the first phase of Enterprise Resource Planning (ERP) so
as to provide faster response to its valued customers.

11

HAVELL'S CORE PHILOSPHY

We are committed to meeting the challenges of the 21st century with integrity and
technological expertise.
ISO 9001 HAVELL'S QUALITY POLICY:
Building customer confidence by providing wide range of quality products and service through
teamwork
Company Structure
Havell's Group came into being in 1958 with a small electrical goods trading unit M/s Guptajee &
Co. Manufacturing units have been added from time to time viz.Havell's Industries (HI) in 1971.
M/s Towers and Transformers (TTL) are a deemed public limited Company belongs to the
Havell's Group of companies a renowned name in the field of electrical.
Havell's India Ltd (HIL) was floated in 1983 in collaboration with M/s Christian Geyer A.G.of
Germany which has raised capital through a public issue in 1993.
M/s Havell's Switchgears Pvt Ltd. (HSPL), a new group company, has since started trading and
Distribution of the groups has recently acquired Electric control and Switchboards Pvt Ltd. (ECS)
which is engaged in designing, fabrication, installation and commissioning of control panels,
switchboards, and bus bars etc.
Judicious mix of family control vis-a-vis delegation to professionals in planning and management
process with emphasis on product quality and after sale service has helped the group to build a
market image and to maintain effective presence in the market. Two of the group companies, TTL
& HIL have obtained ISO-9001 Certification.
The group has also started into joint ventures with a few reputed international giants for setting up
joint ventures in India for expanding the product base of the group.

12

HAVELL'S JOINT VENTURES:

Miniature Circuit Breaker-

GEYER Germany

RCCB & Controlgear -

SCHIELE Germany

Changeover Switch - P E T E R R E I N S Germany

Moulded Case circuit Breaker- DORMAN SMITH UK
Wiring Accessories -

Crabtree UK

Electronic Meters -

AMPY UK

13

HAVELL'S NETWORK
Corporate office
Delhi
Branches:
Bangalore, Baroda, Bhopal, Calcutta, Chennai, Cochin, Hyderabad, Jaipur, Lucknow, Mumbai
Representatives:
Ahmedabad, Bhubneshwar, Chandigarh, Dhanbad,Guwahati, Indore, Jashedpur, Jalandher,
Ludhiana, Patiala, Pune, Sonebhadra, Varanasi
The Head Office of the group is based in Delhi. The office consist of 8'employees who were
involved in functions like sales & marketing, Accounts, Personnel & HRD, Commercial etc. Over
the years the head office has taken a multi-functional role and has evolved into a decision making,
policy formulating, monitoring & coordinating agency for the entire Group's business activities,
thereby transforming itself into the "Corporate office", besides retaining all unit based activities.
The various functions currently being performed by the Corporate, office at New Delhi are:
a). Accounts:
The main function of the accounts dept. at Head Office is to control & supervise all the
accounting functions at the head office as well as the units. It involves finalisation of accounts of
the company & all the subsidiary company. It monitors investment and fund resources. It also
complies details for income tax & sales tax assessment cases.
b). Legal:
The main function of the legal dept. is to coordinate & streamline the realisation of money due
from various parties & check out all legal compliance's applicable to Havell's as per the
Companies Act. To satisfy all correspondences & complaints of shareholders. To correspond with
stock exchange, RBI; & other related dept.
c). Marketing

14

The marketing dept are responsible for overall formulation & implementation of marketing
strategies for their respective product lines. They also monitor the sales targets periodically & coordinate with the respective production dept. for timely deliveries schedules, collection of sales
proceeds, order status, dispatch details stock availability etc. Marketing dept. ensures
d). HRD & Personnel
The corporate. HRD & Personnel dept. is responsible for formulating, implementing,
administering, monitoring & reviewing periodically the personnel & HRD policies & practices
considered conducive to the overall development of the employees as well as 'the organization.
e). Business Development Department.
The main responsibility of this department is to improve the perception of the Group, pitch the
product against competition. It co-ordinate with the branches as well as the units for enquiries,
approvals & projects. This dept. also conduct seminars, product & Corporate presentation.
f). Commercial
The commercial dept. formulate policy guidelines for different units for buying of materials
sending production programs to factory, inspection cases to DGS&D, & inspection formalities. It
also involves attending liasoner, tender attending, & commercial correspondences etc.
g). Communication & Market Support
The role & responsibilities of CMS are as follows.

Design, creative development, Visualization, editing, proofing, printing, execution &

Distribution of catalogue, mailer, price-lists, profiles.

Release of press advertisements & press releases to agencies and print media.

Design and installation of dealers and retailers sign board, wall paintings, kiosks, bus
back panels & hoardipg

Arranging an execution meets Conferences, seminars, Exhibition and road shows &
Launches.

Dispatch and billing.

New launch products: Pre-launch information / surveys, Post launch activities.
Product : Comparisons, life cycle analysis, sample analysis & features & benefits
Complaints after sale services/ analysis sample analysis & features & benefits.
15

Complaints after sale services / analysis /coordination with work.

EDP (Electronic Data Processinq Dept.)

This dept. supervises the database at various units & also develops modules as per
requirement.

Developing various Database programs for the various dept.

Keeping the records of all hardware group / training tools of BAAN /To customise the
Baan Reports & interactive new system as per company's requirement.

(I) Export Department

Objective

To develop export orientation & Culture in Havell's Group

To achieve maximum penetration in South Asian, Middle east & African Market in coming

one year.

16

Function:
Export function

Market development: which involves international Dealers, Agent, and direct institutional

development.

Administrative

development:

which

involves

quality

improvement

improvement.

Exim commercial:
o Export Export documentation & customer clearance.
o Import documentation & customer clearance.
o Availing export promotion benefits
o Interaction with banks for negotiation of export documents
o Interaction with A/c ( finance for arranging)

Basically it act as a NODAL AGENCY b/w Factory -HO - Supplier/customer.

17

&

packaging

HAVELL'S WIDE PRODUCT RANGE

INDUSTRIAL

Switch fuses, Fuse Switches, HRC Fuse Links, Distribution Boards, Switch isolator
and allied products.

Contactors, Relays, Timers, Motor Starters.

Changeover switches, Programmable Switches, Control switches

SENTRY - Motor Protection circuit Breakers

Dorman Smith Load line Series Moulded Case Circuit breakers

DOMESTIC

Miniature Circuit Breakers, Residual Current Circuit Breakers, Plastic I Metallic

Distribution Boards.

PVC Wires / Cables

Crabtree Electrical Wiring Accessories (Modular Plate Switches)

KWh ENERGY METERS

Single & Three Phase

POWER CABLES:

Low Voltage PVC /XLPE Cables

Single core upto 1000 Sq.mm &
Multicrore upto 630 Sq.mm.

Control Cables

Special Purpose Cables

JOINING FORMALITIES

(a) Submit the joining report.

18

(b) Submit copies of certificates supporting your educational qualifications, Date of birth
certificate and other testimonials, passport -size photograph, clearance certificate from your
previous employer.
(c) Fill in the Provident Fund nomination form.
(d) Complete the ESIC requirement.
(e) Submit a copy of the vehicle registration form for claiming conveyance allowance.
(f) Open a saving bank A/c with the prescribed bank for crediting of your salary: All the above
documents are to be submitted to the HRD & Personnel dept.
EMPLOYMENT RULES.
(a) Timings
For Head Office:
Working Days:

Monday to Saturday.

Working Hours:

9:00 a.m. 5:30 p.m.

1.00pm - 1.30 PM (Lunch Time)

Weekly off days:

Sunday, Second Saturday

Sahibabad, Faridabad, Badli, KNW,TNW, Alwar, Madhopur,

Working Days
Working hours : 9.00 am - 5.30 pm
1.00 am - 1.30 pm (Lunch Time) Weekly off Days:
(B) ATTENDANCE

19

You are required to sign the attendance register. A 'mark' is put if you late & three such marks
result in deduction of half day's leave. However employees may be permitted to inform the office
in advance about their late comings on A/c of any unforeseeable
exigencies subject however to a maximum of twice a month.
Attendance is normally calculated from the 26th of the previous month to the 25th of the present
month for the calculations of salary. However this practice may somewhat vary from one unit
/business to the other
8. PERSONNEL REGULATIONS.
(a) Probation /Confirmation
If you are newly appointed employee at the level of Dy.Manager or below you are normally
required to serve a one-year probationary period or as otherwise specifically prescribed. At the
end of the probation period,- your performance will be evaluated, and based on the assessment by
your seniors, a decision will be taken to either confirm you in the services of the company to
extend the period of probation or terminate your services and the decision as it may be, of the
management, will ,be intimated to you in writing. However it may be noted that either due to
unsatisfactory work performance or for any other reason whatsoever The services of a probationer
are liable to be terminated by the company by giving 7 (seven) days notice during the
probationary period & one month notice after confirmation.
(b) Increments & Rewards:
Depending upon your performance you may be given graded increments on the 1 st April every
year provided you had joined the conil)any before 1 st Oct of the preceding year. This practice may
somewhat vary from one unit / business location to the other. You cannot however demand an
increment as a matter of right. It will be based purely on your performance of the preceding year,
as assessed and recommended by your departmental head / unit head.
In case of very good performance, the management may decide to give you further recognition
either in status or in monetary terms, or both in appreciation of your work, and contribution.

20

(c) Promotion
These are decided on the basis of consistently good performance over functional head, discussion
with the HRD & Personnel dept. or the unit head at you _location.
(d) Leave Rules
At Head office : (as per Shops & Establishment act)
Casual leave
Privilege leave
Total

= 12
= 15
= 27

At Factories : (as per Factories Act, 1948)

Casual leave

=7

Earned /Privilege leave

= 15

Total

= 22

Casual leave
Leave availed of in the nature of personnel engagements and of casual nature will be adjusted
against "CL" standing to your credit. However if there is no casual leave is standing to your
credit, it will be adjusted against your privilege only.
Remaining unavailed CL will automatically stand lapsed at the end of the leave year / calendar
year.
Privileqe leave
The term privilege leave is synonymous with "Earned Leave" or "Annual Leave" and is meant for
an employee's rest & recuperation. The company therefore expects that an employee will avail of
privilege leave at least once in each year & have an enjoyable holidays so that he returns to work
fully refreshed . 1.25 leave after every 20 actual working days and total 15 days for which one
must have' actually worked for 240 days in the previous year before his entitlement begins:
Earned leave with pay is allowed as under:
a) 3 leave after completion of first quarter., ,
b) - Balance leave after completion of 4th quarter .
21

All unavailed earned leaves are encashable at the end of the year. These shall not be carried over
for accumulation in the next year.
9. SOCIAL SECURITY MEASURES
ESI (Employee State Insurance):
ESI is a statutory social security scheme extended by the Govt of India. All employees drawing a
gross salary (excluding conveyance allowance) upto Rs.6500/(Basic + HRA) per month are
covered under the scheme. They can avail of medical facilities for self, spouse, children, &
dependent parents at the rate of 1.75% by the employee and 4.75% by the employer
Provident fund (PF)
The Provident Fund Act of 1952 came into being to provide compulsory contribution on the
employer & that of the employee as an old age benefit to the employee.
According to its prevailing provision, the act states that "Every employee whose pay does not
exceed Rs.5000 PM (Basic earned) is required to becomb a member of the fund " However in our
organisation it is imperative for every employee, irrespective of the basic salary to become a
member of this fund".
The PF scheme is applicable to all the employees on the rolls of HAVELL'S and its other
associated subsidiaries companies. The employee contribution to the PF scheme is 12% of the
basic salary & Havell's also contributes an equal amount to employees provident fund account as
per EPF act 1952.
An employee can take loan from his PF contributions after fulfilling the necessary requirements.
The details of the same can be obtained from the personnel & HRD dept. at your location.
The entire contribution under this fund is payable to the employee under the following events.
(i)

Voluntary or normal retirement of an employee.

(ii)

In the event of the employee's death (amount will be paid to the nominee / nominees).
22

(iii)

If the employee retires due to permanent or total disablement.

(iv)

On employees resigning from the company or settling abroad.(after certain number of

months )
(v)

If the employee joins another company which does not have a PF facility

c) Employee Pension fund:

The family pension scheme, as an extension of PF, is applicable to all the employees on the rolls
of Havell's and its subsidiaries. The erfiployee's contribution to the scheme is @ 8.33% of the
employees' pay which shall be remitted by the employer to the EPF within 15 days of the close of
every month.

23

d) Gratuity
As a part of the terminal benefit extended to all the employees gratuity becomes payable upon
cessation of the employment after rendering a continuos service of not less than 5 years either in
case (six months or more are considered to be one year).
-On Retirement
-On Resignation
After completion of every one year he will be entitled for 15 days salary as gratuity. However in
case of death the Gratuity benefits will be payable (minimum one year service is required for
qualifying this. scheme). The Gratuity shall be payable for every completed year of service or part
thereof in excess of six months the employer shall pay the gratuity to an employee at the rate of
fifteen days' wages based on the rate of wages last drawn by the employee concerned on the basis
of the following formula.
15/26 x Last salary drawn x Number of completed years of service
e) Maternity benefits
According to the Maternity Benefit Act 1961 maternity benefits are applicable to all married
female employees of the company, who have worked for atleast 80 (eighty) days preceding the 12
months immediately the date of her expected delivery. The maximum duration for which any
woman is entitled to maternity benefits would not exceed 12 weeks, ordinarily six weeks upto &
including the day of the delivery & six weeks immediately following the date.
In case of miscarriage she shall on production of medical proof be entitled to avail leave with
salary (at the rate of maternity benefit) for a period of six weeks immediately following the day of
her miscarriage. In addition the employee can avail leave for a maximum period of one month in
case of her illness or illness of her child arising out of delivery. However in case of a miscarriage or illness the employee should submit a medical certificate from
the registered medical practitioner . After completion of maternity leave& before resuming duty
the employee would have to submit a fitness certificate'.

24

f) Accident Insurance
Employees including managerial staff who have to travel regularly on office duty may be insured
against accident risks for an amount of Rs.1 Lac to 6 lacs according to their status as determined
by the company. The company shall pay 100% premium of such insurance. The categories are as
under:
TM (Top Mgt.)
SM (Senior Mgt.)
MM (Middle Mgt.)

Director /Executive Directors

President / Vice President
General Manager
AGM / DGMs
Managers
Dy. Manager/Asst. Managers

Rs.6,00,000/
Rs.4,00,000/
Rs.4,00,000/
Rs.3,00,000/
Rs.2,00,000/
Rs.,1,00,000/

10. ANNUAL BENEFITS:

a) Bonus /Ex-Gratia:
The Bonus shall be paid on the Earned Basic Salary during the financial year and to be calculated
as per the payment of bonus act. The percentage of bonus however decided by the management in
keeping with the profitability/performance of the units and also as per the determining provision
of the Bonus act. It is usually announced in the month of Oct/Nov each year.
b) Leave Travel allowances (LTA):
The LTA is eligible only to those employees (staff) who are specially covered under LTA rules by
virtue of their appointment letter or agreement with the management, and shall be paid'as under.
Dependent family members shall also be covered under this scheme.
LTA can be availed only on completion of one-year service. However as a special case the
management may relax the rules and grant LTA benefits. In subsequent years the LTA benefits can
be claimed once during December to March every year.
Basic Salary
Rs. 5000/- and above (Basic)

Entitlement (Rs.)
Equal to one month Basic Salary p.a.

The employee has to inform the company of his plan to proceed on LTA must take sanction from
the competent authorities atleast 15 days in advance.
LTA not availed in any financial year will lapse unless otherwise it is permitted by the
management due to urgency of official work. The facts should be placed on records at Head
Office for such purpose.
25

c) Medical Reimbursement:
The employees drawing a salary less than 6501/- per month (Basic + HRA) are covered under ESI
and shall get free medical treatment under ESI Scheme. Hence
They shall not be entitled for any medical benefit from`the company.. Employee not covered
under ESI scheme shall get medical relief as per the mentioned norms below.
Salary

Entitlement

Rs. 6501/- and above (Basic + HRA)

Equal to one-month Basic salary p.a.

This benefit is extended to the employee, his spouse, children & dependent parents. Medical bills
should be submitted, minimum 60% to 70% in original and balance can
be through declaration.
c) Mediclaim Insurance Policy
Employees in the rank of GMs and above shall be covered - under "Mediclaim insurance policy "
and full premium shall be borne by the Company.
e) Leave Encashment
All the employees are entitled to this benefit. This benefit can be availed of provided privilege
leaves are standing to his credit The encashable amount would be calculated on the basis of his
prevailing total salary & is usually paid during
December/Jan every year. At the time of cessation of service either on account of Resignation,
Retirement or discharge the entire privilege standing to his credit is encashed as per the company
rule.
Loan scheme:
Presently, no specific loan scheme exists in the company but subject to availability of -additional
funds, loans may be given in exceptional cases on the 100% discretiion of the management for the
purpose of marriage of children, or dependent persons, housing, purchase of vehicle (in case of
entitlement) and or any unforeseen
circumstances.
26

To avail loan prior sanction must be secured in the prescribed proforma from Head office before
any case is considered / recommended. Presently we are allowing loan facility giving salary
equivalent to one-month total salary & same should be deducted in six equal installments.
Notice of Termination
On Probation :
During the probation period, the company may terminate the services of the employee at any time
by giving 7days notice with or without assigning any reason whatsoever. Similarly the employee
would also be at liberty to leave the services of the company at any time upon giving 7days
prescribed notice.
On Confirmation
During the confirmed period, the company may terminate , the services of the employee at any
time by giving one-month notice with or without assigning any reason whatsoever. Similarly the
employee would also be at liberty to leave. the services of the company at any time giving one
month's prescribed notice.
Full And Final Settlement
In case employee decides to leave the organization he will have to submit his letter of
resignation to the Departmental head / Reporting manager.
Once accepted he will fill in a clearance form & get it signed from his departmental head. Therelieving letter would be issued. Only after the acceptance of his resignation & when the
clearance form reaches the HRp & personnel dept. The full & final settlement of dues would be
initiated as soon as the relieving letter is issued.
Marketing & Sales dept.
The marketing and sales department has to submit No due certificate from all the dealers, before
leaving the company
Service Certificate:
27

At the time of discharge, dismissal, termination of service, resignation or superannuation, an

employee shall be furnished with a service certificate in the prescribed form.

28

TRAINING & DEVELOPMENT DEPARTMENT

The company is growing with more products being sold to increasingly diverse set of customers
& competing against new set of competitors. It is therefore, imperative for us to keep abreast with
world engineering needs, market development & competition.
The main objective of T&D department is "to build a competent & competitive work force to
meet the challenges of growth & achieve the corporate mission". `Excellence' is moving target &
the means to achieve this is learning which in itself an unending process is". There is a constant
need for training in terms of product improvement and honing sales / marketing skill.
This needs result in establishing Training & Development dept., which impart training to the
employees in various fields. The process of training & retraining has been set into motion to bring
about a positive cultural & attitudinal change so as to ensure better responsiveness &
accountability among its employees & sufficient resources have been earmarked to promote
continuos development activities at all its business location in a planned, systematic & organized
manner.
Most of the Training programs are conducted by in-house trainer who adds to the sense of
belonging to the company & an itch to do something. The major focus area comprises of:

Corporate presentation programs.

Product Training programs

Sales management programs.

Skill development programs.

Technical education to dealers / customers

Servicing of products tips for proper use & preventive maintenance of products.

The various training programs will be conducted at Head office in Delhi and Regional offices
such as Calcutta, Chennai, Ahmedabad, Mumbai, Cochin, Hyderabad, Jaipur, Chandigarh etc.
Training programs are conducted for executives & managers to improve Technical & Professional
skills so as to ensure positive contribution towards enhancing all round development of our
29

employees as well as organisation thus equipping all concerned towards better cohesiveness,
improved, performance, & achievement of targeted results. These training programs build a sense
of comrade ship among the branches and also inter branch colleagues.
The training aims at updating the employees on the product, system & building the confidence to
motivate them in taking up the challenges to achieve growth, profitability & excellence.

30

AN INTRODUCTION TO TRAINING:
Successful candidates placed on the job need training to perform their duties effectively Workers
must be trained to operate machines, reduce scrap and avoid accidents It is not only workers but
executives and supervisors who need training as well in order to enable them to acquire maturity
of thought and action Training and development constitute an ongoing process in any
organization Training thus means to turn members into productive insiders It is the second step
after recruitment, screening and selection The principles of learning make training work ,thus
how a person learns should be the guiding principle in explaining how a person should be trained
Thus training requires

Practice

Feedback

Motivation to learn

Thus training is systematic and intentional basically involving the felicitation of the learning
process Further training enhances three broad classes of skills

Motor skills: manipulation of physical environment based on certain patterns of bodily

movements

Cognitive skills: acqusitional of mental and attitudinal functions

Interpersonal skills: enhancing interactions with other people

No organization has unlimited resources, so training has to be done on the basis of identified
resources in three phases
PRE TRAINING
-Clear understanding of the situation that calls for more effective behavior
TRAININGImplementing the effectiveness in behavior
POST TRAININGThe management has to handle a person who is more confident, post training A lot of adjustment
is needed on both sides
31

OBJECTIVE OF THE RESEARCH

To understand the entire training process and identifying the training
needs of the employees at the
HAVELLS INDIA LIMITED
RESEARCH METHODOLOGY
The information was basically obtained from two sources
a. PRIMARY DATA: Informal conversations were the source of information regarding the
training methods already followed and identification of the training needs of the workers
b. SECONDARY DATA: Information regarding the new methods that can be implemented
was collected on the basis of book research

NATURE OF TRAINING AND DEVELOPMENT

In simple terms training and development refer to imparting of specific skills abilities and
knowledge to an employee A formal definition of training and development is
it is any attempt to improve current or future employee performance by increasing an
employees ability to perform through learning ,usually by changing the employees attitude or
increasing his or her skills and knowledge The need for training and development is determined
by employees performance deficiency which is computed as under:
TRAINING AND DEVELOPMENT NEED=
Standard performance
-Actual performance

32

According to Edward B. Flippo Training is the act of increasing the knowledge an skills of
an employee for doing a particular job
Thus training is an organized activity for increasing the knowledge and skills of people for a
definite purpose It involves a systematic procedure for transferring technical know how to the
employees so as to increase their knowledge and skills for doing specific jobs with proficiency In
other words, the trainees acquire technical knowledge, skills and problem solving ability by
undergoing the training programme Training objectives should always be expressed in behavioral
terms to remove ambiguity and vagueness e.g. To have more productive workers (vague)
To increase output by 10%over current levels (behavioral terms)
EDUCATION TRAINING AND DEVELOPMENT: DIFFERENCE
The processes of training and development are often confused Training means learning of basic
skills and knowledge necessary for a particular job or a group of jobs But development on the
other hand means growth of the individual in all respects However education is afar broader term
in comparison to the above two Its purpose is to develop the individuals It is concerned with
increasing the general knowledge and understanding of the environment as a whole Education is
more formalized then development and is in general imparted in schools and colleges The
distinction between the three can be made as under:
TRAINING VERSUS DEVELOPMENT
According to Dale Yoder the use of terms training and development in todays employment
setting is far more appropriate than training alone since human resources can exhibit their full
potential only when the learning process goes far beyond the simple routine
TRAINING
Training means

learning

skills

DEVELOPMENT
and Development means the growth of an

knowledge for doing a particular job It employee in all respects It shapes attitudes
increases the job skills
The term training is generally used to The term development is associated with
indicate imparting specific skills among the overall growth of the executives
operative workers and employees
Training is concerned with maintaining and Executive development seeks to develop
improving the current job performance competence
33

and

skills

for

future

Thus it has a short term perspective

performance Thus it has a long term

perspective
Training is job centered in nature
Development is career centered in nature
The role of trainer or supervisor is very All development is self development The
important in training

executives have to be internally motivated

for self development

TRAINING VERSUS EDUCATION

According to Carnegie Training refers to the process of imparting specific skills Education on
the other hand is confined to theoretical learning in class rooms
TRAINING
Application oriented
Job experience
Specific task
Narrow perspective

EDUCATION
Theoretical orientation
Classroom learning
General concepts
Broad perspective

To conclude, in order to bring about a distinction, amongst training development and education
in sharp focus it can be said that training is offered to operatives, whereas development
programmes are meant for employees in higher position Education however is common to all
employees their grade not withstanding
TRAINING OBJECTIVES

Optimize the workers performance in pursuit of organizational goals

To develop a person s behavioral patterns in areas of knowledge skills or attitude to

achieve a desired performance level

Interaction during training programmes lets the management understand what motivates
or satisfies the workers

Leads to improvement in safety standards

Leads to understanding of corporate strategies

Manpower planning

Unifying individual objectives with those of the organization and vice versa

34

INPUTS IN TRAINING NAD DEVELOPMENT

Any training and development programme must contain inputs which enable the participants to
gain skills, learn theoretical concepts and help acquire vision to look into the distant future In
addition to these there is a need to impart ethical orientation, emphasize on attitudinal changes
and stress upon decision making and problem solving abilities
SKILLS
There are three kinds of skills that need to be imparted These are

Basic skills/technical skills

Motor skills

Interpersonal skills

It also enables to operate machines and use other equipment with least damage and scrap
Without the basic skill an operator will not be able to function properly Motor or psychomotor
skills on the other hand refer to performance of specific physical activities These skills involve
learning to move various parts of ones body in response to internal and external stimuli Lastly
employees particularly supervisors and executives need interpersonal or the people skill to
understand oneself and others better and act accordingly
EDUCATION
The purpose of education is to teach theoretical concepts and develop a sense of reasoning and
judgment that any T&D programme must contain an element of education is well understood by
the HR professionals Any such programme has university professors as resource person to
enlighten participants about theoretical knowledge of the topics proposed to be discussed

35

DEVELOPMENT
Another component of training and development programme is development, which is less skill
oriented but stresses on knowledge An organization expects the following from its mangers when
they are deputed to attend training and development programme

How to make managers self-starters How to imbue them with a sense of commitment
and motivation so that they become self-starters?

How to make them subordinate their parochial, functional loyalties to the interests of the
organization as a whole?

How to make them result oriented? How to help them to see and internalize the
differences between activity and results between efficiency and effectiveness?

How to make them sensitive to the environment in which they function both at the
workplace and outside

How to make them aware of themselves their potentials and their limitations How to
help them to see themselves as others see them?

How to teach them to communicate without filters to see and feel others view points

How to help them to understand power and thereby develop leadership styles which
inspire and motivate others?

How to instill a zest for excellence a divine discontent a nagging dissatisfaction with the
status quo

ETHICS
There is a need for imparting greater ethical orientation as they are largely ignored It is also
significant because of the following reasons:

Ethics correspond to the basic human needs All of s want to be ethical in our personal
lives and business dealings too

Values create credibility in public

Values lend management credibility with employees They provide a common language
for aligning a companys leadership and its people

Ethical attitudes help management make better decisions which are in the interest of the
public the employees and in the long run the company itself

36

Ethical practices are good even from the profitability point of view According to a survey
organizations that showed the highest concern were the ones that showed highest profits

Finally ethics are important because government and law cannot always protect the
society but ethics can

ATTITUDNAL CHANGES
Attitude represent feelings and beliefs of individuals towards others Attitudes affect motivation,
satisfaction and job commitment Negative attitudes need to be converted into positive ones
Negative attitudes are difficult to change because

Employees refuse to change

They have prior commitments; and

Information needed to change attitude may not be sufficient

DECISION MAKING AND PROBLEM SOLVING SKILLS

Decision making and problem solving skills focus on method and techniques for making
organizational decisions and solving work related problems Learning related to decision making
and problem solving skills seeks to improve trainees ability to define and structure problems,
collect and analyze information, generate alternative solutions and make an optimal decision
alternatives Training of this type is typically provided to potential managers, supervisors and
professionals
POINTS TO BE KEPT IN MIND WHILE TRAINING

It is the means to an end not an end to a means

The management must have a responsible attitude

The trainees would be unwilling to participate in training if the trained employees are being
paid less
THE ENTIRE PROCESS OF TRAINING

Just like the budget TNA estimates the training needs of the different levels of employees in the
organization Although this is done at the beginning of the year, yet to make my concepts clearer I

37

was asked to submit an exhaustive list of many topics, on which training could be carried out at
he different levels The levels were classified into:

Top level

Middle level

Lower level

DIAGRAM

SHOWS

THE

DIFFERENT

ORGANIZATION
These were the training areas identified:
FOR THE TOP LEVEL
1. Management development programmes
2. Emotional training
3. Succession plan
4. Leadership
5. Quality management
6. Cost cutting and maintenance
7. Motivation
8. Employee retention
9. Risk management
10. Manpower planning
38

MANAGEMENT

LEVELS

IN

AN

11. Stress management

12. Conflict resolution
13. Labour relations
14. Business ethics and conduct
15. Self appraisal
16. Counseling
17. Planning, organizing and controlling
18. Management by objectives
19. Job enrichment
20. Effective communication
21. OD interventions
22. Civil rights and equal opportunity programs
23. Employee empowerment
24. Customer development (marketing)
25. Personal development
26. Customer relationship management (marketing department)
27. Grievance handling (particularly the HR department)
28. Technology trends
29. Training for internal trainers

39

FOR THE MIDDLE LEVEL

1. Manpower planning
2. Job enrichment
3. Self appraisal
4. Civil rights and equal opportunity programme
5. Work performance and conduct
6. Security and safety
7. Labour relations
8. Prevention of stock shortages and equipment failures
9. Effective communication
10. Interpersonal skills
11. Technology trends
12. Supervision
13. Training for internal trainers
14. Quality management
15. Basic decision making
16. Cost cutting
17. Motivation
18. Team building
19. Kaizen and 5S
20. Disciplinary training
FOR THE LOWER LEVEL
The lower level can be divided further into:
Skilled
Semi skilled; and
Unskilled

There training needs are as under:

1. Disciplinary training
2. Career planning (skilled)
3. Skill enhancement; basic process training
40

4. Technology trends
5. Self appraisal (skilled/semiskilled)
6. Civil rights and equal opportunity programs
7. Work performance and conduct
8. Effective communication
9. Quality management
10. Prevention of stock shortages and equipment failure
11. Hygiene
12. Safety: generic and machine specific
13. Cost cutting
14. Motivation (skilled)
15. Standard operating procedures (semiskilled/unskilled)
THE TRAINING CALENDAR
Once the training needs are identified a training calendar giving the training schedule for each
month is prepared specifying the training needs for different cadres of employees. The calendar
may be altered if required
At the Havells India Limited, training is taken at all levels on a regular basis A few days before
the actual training programme the, a notice of the same is sent out to the nominated trainees or
the HR department may ask the respective department heads to nominate their own trainees. The
training calendar is consulted at the beginning of each month and a notice of the programme to
be conducted is given out
THE TRAINING NOTICE
The training notice contains all the information related to the training programme It is generally
in the form of an internal memo It contains the date on which the training programme is to be
conducted, the venue the nominees etc
THE TRAINING PROGRAMMES ATTENDED AT THE HAVELLS INDIA LIMITED
Training is a regular feature at the Havells India Limited. Due to some internal problems no
training could be held for the period of May 2004 Some of the topics scheduled for May were
taken over in the first week of June All the topics dealt with were for the workers To enable more
41

number of workers to gain knowledge the venue was shifted over to the companys garden The
timings were 6:00-7:00PM i.e. after the days work was over
Mr. Sanjay Kumar Nagar provided the training, Head HR &Administration He imparted training
on the following topics
1.Effective communication
2.5s
3.Kaizen
4.Hygiene and safety
Hindi in its simplest and spoken form was used, as a medium of instruction Humor was an
important element without which the attendance would have been quite low these meetings had
an air of relaxed informality where participation and questions were encouraged on the part of
workers

42

FACTORS THAT ENSURE SUCCESS OF A TRAINING

PROGRAMME

1. THE OVERALL TRAINING PROGRAMME

A training programme, is more than simply the sum of its parts They all must be interwoven
into a unified design .The factors that affect such integration include how methods are
selected sequenced and presented For an evolution of a training programme seven steps are
summarized here
STEP 1:Define the problem
STEP 2:Arrange the problem in order of priority
STEP 3:Analysis of the problem
STEP 4: Set the targets
STEP 5: Produce a training plan
STEP 6:Implement the training process
STEP 7: Evaluate the results

43

The job of a training manager

Define the problems

Arrange the problem in
order of priority

Evaluate the result

Analyze each problem to
determine the best combination
of organizational change,
selection and training
Assemble the resources and
implement the process

Produce a
-Target population analysis
-Task analysis
-Performance analysis

Design the training

process and produce a
training plan

THE SYSTEMS APPROACH TO TRAINING

The systems approach to training given by Eckstrand involves seven major steps
1.define training objectives
2.develop criterion measure to evaluate training
44

3.define training contents

4.design methods and training materials
5.integrate training programmes and trainees
6.compare graduates to criteria standards set in step 2
7.modify step 3 &4 based upon results in step 6
ASSESING TRAINING NEEDS
In a way training needs analysis (TNA) is an examination of the training system There are a
variety of internal and external forces in an organization to change The following table lists some
of these forces and their implications for training within organizations. Often organizations
attempt to change with these forces by maintaining the status quo some will respond to these
forces and recognize the need to change
FORCES
TRAINING IMPLICATIONS
Increased computerization
Training in the use and mgmt of computers
Increased demand for employees Develop these skills in the current employees
with technological skills
Changing composition of the Need for managers who know how to relate to
workforce (e.g. greater education, employees problems and can work in a cooperative
more minorities and females)
manner with employees
More demand on management Need for managers who can make quick and
time
Greater foreign competition

accurate decisions
Need for employees who have skills in the technical
aspect of the job
Need for managers who have skills in management

techniques that maximize employee productivity

THE
CHANGE
MODEL
Diagram Shows A Schematic View Of Evolution Of A Training Plan
TNA can be done on the basis that what sorts of changes are needed for the betterment of the
organization. This gives rise to the Change model Price observes that training need exists when
there is a gap between the present performance of an employee or group of employees and their
desired performance .If an organization uses training to achieve its goals it must first access its
training needs
Which goals can it attain through training
Which people need training?
What is the purpose of training; and finally
45

What will be the training cores?

Goldstein believes that assessing training needs is far more important tan choosing particular
training technique The Change Model is depicted as under:
Stimulus for change

Recognition of the
Stimulus

Recognition of the
need to change

Diagnosis

Goals
In other words we can say that Training needs assessment (TNA) is the examination or the
diagnostic portion of the training system, the system that TNA examines are often referred to as
perceived performance deficiencies A perceived performance deficiency exists where there is a
difference between the expected and perceived job performance Perceived performance
deficiency can be equated with the reasons that often lead to losses within organizations or with
the symptoms of the need to change The example below depicts this in a clearer way:

46

Failure to train
workers
effectively

SYMPTOMS OF THE NEED TO

CHANGE

1.low productivity
2.high absenteeism
3high turnover
4low employee morale
5high grievances

Failure to
motivate the
employees

TIPS ON PROVIDING THE RIGHT KIND OF TRAINING

Before examining the various forms of TNA it is important to focus on the kinds of training
organizations should provide. Training should be provided based on current and/or future job
requirements training should have a dual goal of organizational effectiveness and an improved
work experience for the job incumbent Organizations should benefit from training if it raises
employee performance by raising skill and motivation level and /or increases the organizations
ability to attract or retain high quality employees and Attempts are made to determine the
training needs for the entire organization rather than its specific departments to involve the top
management in this programme The existence of the gap between employees present
performance and the desired performance can be determined on the basis of skill analysis
involving five steps

Analysis and determination of the major requirements of the specific job

Identification of the task needed to be accomplished to meet the job requirements

Understanding of the procedures needed to accomplish each of the job tasks

Analysis of the knowledge and skills needed to accomplish the procedures; and

Identification of the special problems of the job and analysis of any particular kind of
skill needed to meet the problem

Selection policy and size and general skill level of the available work force are two of the
important factors that affects the general ongoing training programme of an organization
Training programmes should be formulated by the line personnel with the advise and assistance
of the staff An important point to be noted is that training can also be given in lieu of the
high standards accomplished by the employees i.e. in the form of a reward

47

YODERS PRINCIPLES FOR EFFECTIVE TRAINING

1. Training is a management function and accordingly every individual is a trainer
2. The staff trainer must not exert authority over line but provide advice and guidance
3. Every individual requires training
4. Training should be supported by all levels of managers
5. Either a committee or some other individual should be eventually responsible for training
6. Attempt must be made to distinguish between staff and line training functions
7. Training should be aimed at the attainment of the objectives of the enterprise by providing
proper knowledge skills and attitude
8. The objective and scope of the training should be defined at the very outset of the
programme
9. Attempts should be made to employ tested principles of learning
10. Training should be imparted in the real work environment
11. Lastly everything should be measured and the proper yardstick standard time cost etc
should be developed
SUMMARY: ESSENTIALS OF TRAINING
To conclude there are four essential s for effective training namely:
a) Stimulus
b) Response
c) Motivation
d) Reward and incentives
STIMULUS: The trainers communication must be scientific and to the point The trainee should
understand what he is going to learn The instructor must use all or at least most of the sense
organs of the trainee so as to get maximum possible participation
RESPONSE: The trainer must observe the responses of the trainees as well as the result of his
stimuli The responses of the trainees can be observed either by asking questions or allowing him
to do the job according to his directions The instructor should allow the repetition of the correct
response and encourage the trainees to retain the improved behaviour

48

MOTIVATION: The trainee must be motivated to learn Unless the trainee is motivated and
interested in learning, even a good instructor cannot train him Thus a positive attitude towards
learning must be inculcated in the trainee
REWARDS AND INCENTIVES: Rewards and incentives act as a stimulus for the trainee to
satisfy his need for social approval For any effective training programme the management must
have a provision for the trainees The management must give sufficient information about the
reward whether in the form of financial or non financial benefits to the trainees who will come
out successfully of the training programme
At present there is no systematic standardization of the different training programmes in India
Each organization has developed its own method of training both for workers and supervisors
However management must consider a systematic training to improve the efficiency and morale
of the employees systematic training programme will help the management to standardize the job
performance as well as the selection and placement programme As already specified for the
success of any training programme the selection of trainer is of prime importance The trainer
must be picked from the immediate supervisors in case of on the job training programme
Secondly the statues of the training in charge should be equivalent to that of the personal
manager in the organisationThirdly the needs of training should be based on organizations needs
The last but not the least important point is the importance of human relations for the
development of an effective organization Training in good human relations means training good
leadership and developing sound relationship among people in the organization
CATAGORIES OF TRAINING NEEDS ANALYSIS
A TNA can be categorized based upon whether it is reactive or proactive
A reactive (i.e. remedial) TNA occurs when the perceived performance deficiency is a
discrepancy between perceived and expected performance for the employees current job A
proactive TNA is conducted to respond to the perception that current job behavior reflects an
inability to meet future standards or expectations There are two variants of the proactive TNA
namely:
Preventive approach

49

Developmental approach
The preventive approach is designed to assure that an employee will be able to meet future
expectations for his or her current job The developmental approach is conducted when current
job behavior leads to the perception that the individual has the potential but is not yet ready to
perform at a higher level position A proactive TNA rests on the ability of someone to predict or
anticipate a future problem
Any well done TNA is time consuming and costly ,it may seem logical that many organizations
do not conduct a TNA prior to training
TNA increases the probability of a successful training effort by determining if and how training
can help to solve a particular problem It is impossible for trainers to prove that their training
activity caused an improvement in job performance without conducting a TNA
HOW SHOULD A TNA BE CONDUCTED
To pinpoint the range of training needs and define their content, the HR department uses
different approaches to need assessment It may survey potential trainees to identify specific
topics about which they want to learn more Another HR led approach is task identification
Trainers begin by evaluating the job description to identify the salient task that the job requires
Trainers are also alert to others sources of information that may indicate a need for training such
as production records quality control reports grievances, safety reports, absenteeism and turnover
statistics and exit interviews of departing employees may reveal problems that should be
addressed through training and development efforts Training needs may also become apparent
from career planning discussions or performance appraisal reviews Supervisors see employees
on daily basis and thus are another source of recommendation for training The HR department
also reviews self nominations to learn whether training is actually needed Self nominations
appears to be less common for training situations but more common for developmental activities

50

KEY STEPS INVOLVED IN CONDUCTING A TNA

Defining the perceived performance deficiency

Prioritizing the problem

Identifying the job requirements, trainees skills and abilities and environmental
constraints on correcting the deficiency

Developing the behavioral description of the need

These steps are explained as under:

Ask questions about the

job
Training committees and Inputs from several view points can often reveal
conferences
training needs
Analysis of the operating Indicators of task interference environmental factors
problem
Card sort

Utilized in training conferences how to statements

sorted by training importance

1. PERSON ANALYSIS
A person analysis compares the individual with the task requirements The individual must
have the necessary KSA as well as the motivation and the opportunity to perform the task
Training the incumbent can typically rectify the deficiencies that are due to lack of skill or
knowledge To ascertain whether a lack of KSA is the cause of the performance deficiency the
incumbent must be asked to perform the desired behavior

51

2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS

The first step in the diagnostic process is to clearly define the deficiency in the behavioral
terms, that needs to be corrected In a reactive TNA the problem is typically identified as a
result of the performance appraisal Problem identification for a proactive TNA stems from
performance appraisal in conjunction with a planning process Whatever be the source or
type, there is often a tendency to state the problem in terms of the perceived solutions rather
than in behavioral terms According to Mager and Pipe one way of removing the problem is to
ask the individual defining the problem what specific behaviors are not taking place that
should be Without a specific behavioral description of the problem an accurate TNA is
highly improbable.
2.PRIORTIZE ORGANISATIONAL GOALS
Since organizations have limited resources all problems cannot be handled simultaneously
An organizational analysis asks what problem should be solved to provide the greatest
organizational benefit
The answer to this question will depend upon the following three criteria:
ORGANISATIONAL GOALS: The extent to which the performance deficiency hinders the
attainment of organizational goals
RESOURCES: The capacity to take corrective action must also be considered Just as any
individual has strengths and weaknesses so to do training departments (and immediate
supervisors) differ in their abilities to rectify the performance problems These along with
other resource limitations (such as budget and time constraints must be considered)
PROBABILITY

OF

SUCCESS:

The

objective

of

training

performance by changing behavior Even if a training need is accurately

is

to

improve

identified and the

correct timing is effectively administered there are still a variety of factors that may inhibit
behavioral change One such factor is the particular climate/culture of the organization
Orientation towards development is a dimension of climate that has been identified by
several researchers The table on the next page lists a variety of resources that can be used in
organizational analysis.
52

DATA SOURCE

TRAINING NEED IMPLICATION

RECOMMENDED
Organizational goals Were the training emphasis can and should be placed These
and objectives

provide normative standards of both direction and expected

impact which can highlight deviations from objective and

Manpower inventory

performance problems
Where training is needed to fill the gaps caused by
retirement turnover age etc This provides an important
demographic data base regarding possible scope of the
training programme
Number of employees in each skill group, knowledge and

Skill inventory

skill level training time per job etc This provides an estimate
of the magnitude of the specific training needs Useful in
Organizational

cost benefit analysis of training projects

These quality of working life indicators at the

climate indices

organizational level may help focus on problems that have

training components
Analysis of effective Cost accounting concepts may represent ratio between
indices
actual performance and the standard or desired
Changes in system or New or changed equipment may present training problems
subsystem
Management
requests

One of the most commom techniques of TNA

or

interrogation
Exit interviews

Often information not otherwise available can be obtained in

these problem areas and supervisory training needs specially

MBO

or

Work Provides performance review potential review and long term

Planning and Review business objective Provides actual performance data on

systems

recurring basis so that base line measurement may be known

subsequently improvements may be made

Of all the sources listed the most useful for an organizational analysis is the organizations
goal and objectives In larger organizations a formal strategic document exists which the
trainer should not only read but analyze to get the true feeling for the direction in which the
organization is headed
53

3. JOB TASK AND WORK ENVIRONMENT ANALYSIS

As part of TNA a job analysis should focus on what the trainee needs to be able to do, to
perform the job satisfactorily In TNA a job analysis should take both worker and task
oriented approach A worker oriented approach focuses on the skill knowledge and abilities
to perform the job These might include elementary notions, job demand and the specific
human behavior involved such as decision making, communicating etc A task oriented
approach focuses on a description of the work activities performed These involve a
description of how where why a worker performs an activity The table below specifies the
data sources for job analysis
TECHNIQUES

FOR TRAINING NEEDS IMPLICATIONS

OBTAINING JOB DATA

Job description
Outlines the job in terns of typical duties and
responsibilities but is not meant to be all inclusive
Helps define performance discrepancies
Job specifications or task List specified tasks require for each job More
analysis

specific than job descriptions Specifications may

Performance standards

extend to judgment of the reqd knowledge and skills

Objectives of the task of the job and standards by
which they are judged This may include base line
data as well
Most effective way o determining specific tasks but

Perform the job

has serious limitations the higher the level of job the

greater is the gap between performance and result
outcomes
Observe
sampling
Review

job

work
literature Possibly useful in comparison analysis of job

concerning the job

structure but far removed from unique aspect of the

job structure within any specific organization

54

4. WORK ENVIRONMENT ANALYSIS

Even if the KS is acquired there is no guarantee that the deficiency will be eliminated
Training can only rectify a deficiency which is due to the lack of KS.However, the capacity
to perform will not result in performance if the other two variables are not present analysis
The assessment of whether these variables are present is referred to as work
environment
4. DEVELOP OBJECTIVES
The information obtained in the job, person and work environment analysis is used to
develop the training objectives Many advocate this approach while others have questioned its
value. Critics have typically stated that behavioral objectives are rigid and fail to consider
individual learning styles

TRAINING AND DEVELOPMENT APPROACHES

INTRODUCTION:

DISTINCTION

BETWEEN

KNOWLEDGE,

SKILLS

AND

ATTITUDE
While the purpose of training in the business context has changed very little over the past several
years, the approach, the methods and the techniques used have progressed considerably
Specialists have become more aware of what their role should be, what trends to motivate people
to work in various kinds of employment and what are the most acceptable and profitable ways of
achieving the desired performance from individuals and groups Employers too have grown to
recognize the value of investing in training with these ends in view
It has been accepted over some years that all training can be categorized under the heading of
knowledge skills and attitudes At one time little distinction was made between these three areas
Skills were seen to be acquired when knowledge of the method process or system was passed on
either by word of mouth or in writing Learners were expected to be proficient in a job after being
told what to do Those who were slow learners were considered untrainable and thus discharged

55

The approach to attitude in training was negative Employees were often seen to have the wrong
attitude when they failed to meet the employers demand but it wasnt in practice to inculcate the
right attitude i.e. the one that could be accepted as constructive But the work of behavioral
scientists has helped to bring about a change in the recent years Trainers today are aware that
men cannot be treated like machines
The distinction between knowledge and skills has also come about much by reason of workers
pressure as because of managerial enlightenment Employees were outsiders and the business
secrets were not divulged to them They lived in blissful ignorance of the aims of the organization
and the significance of themselves Today managements have become aware of the facts that
employees who re kept in the picture about what is going on are likely to accept and give
commitment to management decisions After all uncertainty can have a more damaging effect on
workforce than bad news
Moreover employees need to be continually updated in specific work areas Many, but not
employees are dedicated enough to undertake private study to keep abreast of the latest
developments in their field Self development according to most trainers is the best and the most
effective means of training Nevertheless the employers have a responsibility towards the
employees Thus there is a continuous need for knowledge training Not only is it necessary to
cover the knowledge required to enable an employee to carry out a specific job but a good deal
more information about the business has to be imparted if a person is to be made the contributing
member of the team
In selecting training and development techniques, trade off exists That is no single technique
is always best: the best method depends on: cost effectiveness, desired programme content,
learning principles, appropriateness of the facilities, trainee preferences and capabilities The
importance of these six trade offs depend s on the situation There is a range of teaching
methods available to trainers Each method has its advantages and disadvantages in terms of
the objective of a particular training programme The difference between training methods
lie mainly in terms of the trainees personal involvement or participation in the process of
learning The choice of the training method depends on

Experience and competence of the instructor; and

How much a particular group of trainees will learn from a particular method or a
combination of methods
56

The intellectual level and educational background of the participants, the participants
age and practical experience

Depends on the social and cultural factors in the environment Now many participative
methods are accepted and used in management training

Some methods are more effective in achieving certain objectives than others

It also depends on the time and availability of resources and infrastructure al facilities

Training may be classified lucidly as given by Yoder into the following categories
1. General training methods
2. Rank and file job training methods
3. Craft training method
4. Executive training method
5. Special training method
The second classification can be on the basis where the training takes place i.e.
1. On the job training
2. Off the job training

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TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE CLASIFICATION

INDUCTION OR ORIENTATION TRAINING

Induction or orientation training may be defined as a process of guiding and
counseling the employee to familiarize him with the job situation The
induction process accomplishes several objectives including formation of a
favorable impression and attitude, development of a feeling of belongingness
and felicitation of learning and teamwork on part of the employees content of
the induction programme should be predetermined in the form of a checklist
specifying the topics to be covered Attempts are to be made to follow up and
assess the programme by interviewing the new employees as a measure to
correct the gaps in the knowledge and attitude of the employees

RANK AND FILE JOB TRAINING

This is based on similarities in training on several specific jobs This type of training can
either be imparted in a class room or on the job It is performed by foreman or a group leader
Its advantages arise in so far as it is realistic and economical and does not hamper production
as well as necessitate transition from classroom to job situations Its limitations include
1. The trainer may be an incompetent teacher
2. The shop floor maybe busy
3. There may arise heavy production losses

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SUPERVISORY TRAINING
Supervisory training needs reveal utmost divergence in view of the divergent duty of
the supervisor Employee attitude survey s help in finding areas of supervisory
training Likewise supervisors themselves may be requested to indicate the areas
where they need training Frequently these surveys indicate that supervisors need
training in human relations, production control, company policies and how to instruct
Supervisory courses consist of Job method training (JMT) and Job relations training
(JRT)
The JMT helps the supervisors to improve methods in their departments, while the
JRT helps them in handling human relations problems in their departments

ON THE JOB TECHNIQUES

As the name suggests on the job techniques are conducted in the real job settings On
the job methods usually involve training in the total job These methods are typically
conducted by individuals, workers or supervisors The main advantage is that the
trainees learn while actually performing the job which may minimize the training
costs They also learn in the same physical and social environment in which they will
be working once the normal training period is completed However this method has its
limitations It does happen sometimes that the supervisors and coworkers are not
interested in training new employees This becomes a problem particularly when the
trainers believe that their job security may be threatened by training the new comers

JOB INSTRUCTION TRAINING

Job instruction training (JIT) is received directly on the job, and is so often
called on the job training It is primarily used to teach workers how to do
their current jobs In this the worker learns to master the operations involved
on the actual job situation under the supervision of his immediate boss who
has to carry the primary burden of conducting this training Usually no
equipment or space is needed, since new employees are trained in the actual
job location

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The trainer may be a skilled workman He may be a superior who breaks in the
new man and then turns him over to the skilled workman who continues to
guide the learner
JIT may include the following steps
1. The trainee receives an overview of the job, its purpose and its
desired outcomes with an emphasis on the relevance of the training
2. The trainer demonstrates the job to give the employees a model to
copy
3. The trainee then mimics the trainers example
4. Demo by the trainer and practice by the trainees is continued till the
job is mastered
5. On the above basis a continuous feedback is received
6. Finally the employee performs the job without supervision, although
the trainer may visit the employee to see if there are any lingering
questions
ADVANTAGES

It is easily organized, is realistic and stimulates high motivation

It speeds up the workers adjustment to his superior and fellow workers

The cost of such a training is quite low

In terms of learning principles, the method facilitates positive transfer since

the training and actual work situations are almost identical

It provides active practice and immediate knowledge of results

DISADVANTAGES

The assigned instructor may be a poor teacher

The instructor may be antagonized by an additional assignment

The worker in his haste for immediate production may fail to learn the best
way of doing the job

The actual costs considering the trainers time loss (if the trainee fails to learn
the job properly) as well as the wasted material and damaged equipment may
be heavy

The training programmes are often briefly and poorly structured

60

Many established workers find teaching a new recruit to be a nuisance and the
new employee may be pressured to master the task too quickly

Before implementing effective JIT programme, one should take into account
certain things, these are as under:

Firstly the choice of trainers should be based upon their ability to teach and
their desire to take this added responsibility

The trainer should be trained in proper methods of instructions

Adequate evaluation of the trainers progress has to be made frequently and

then fed off back to the trainee using reliable and valid methods

Trainers and trainees should be carefully paired in order to minimize

differences in background languages personality, attitudes or age that may
inhibit communication

The trainer must be made to realize the importance of close supervision in

order to avoid trainee injuries

JIT should be used in conjunction with other training approaches such as

programmed instruction lectures and films

JOB ROTATION
To cross train employees in a variety of jobs, some trainers move a trainee from job to job by job
instruction training This is a method of training wherein workers rotate through a variety of jobs,
thereby providing them a wider exposure Trainees are placed in different jobs in different parts
of the organization for a specified period of time They may spend several days or even years in
different company locations In this way they get an overall perspective of the organization
Besides giving workers variety in their jobs it helps the organizations in vacations ,absences
downsizing or when resignations occur It helps workers to sharpen their skills and is used to
develop people for higher level positions by exposing them to a wide range of experience in a
relatively short span of time It is used for both blue collared as well as white collared positions
ADVANTAGES

High degree of learner participation and job transferability

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Creates flexibility during manpower shortages

Workers having the right skills can step in to fill open slots

The method provides new and different work on systematic basis giving
employees a variety of experiences and challenges

Employees also increase their flexibility and marketability as they can perform a
wide array of tasks

LIMITATIONS

Time consuming and expensive

Due to individual differences different employees are not equally suited for all
jobs It weakens a workers commitment to a given job

Job rotation also challenges one of the basic principles of personnel placement:
that workers be assigned to job that best matches their talents and challenges

APPRENTICESHIP
Apprenticeship training is ancient device An apprentice is a worker who is learning a trade but
who has not reached the state where he is competent to work without supervision It is
particularly common in the skilled trades. Organizations that employ skilled trade people such as
plumbers, carpenters, masons, printers and sheet metal workers may develop journeymen by
conducting formal apprentices programmes A new worker is tutored by a established worker An
apprenticeship lasts 2 to 5 years Classroom instructions are imparted typically in the evenings for
144 or more hours per year Each apprentice is usually given a workbook consisting of reading
material, tests to be taken and practice problems to be solved The apprentice serves as an
assistant and learns the craft by working with a fully skilled member of the trade called a
Journeyman This training is used in such trades ,crafts and technical fields in which proficiency
can be acquired after a relatively long period of direct association with the work and under the
direct supervision of experts At the end of apprenticeship programme ,the person is promoted
to journeyman
ADVANTAGES
Training is intense, lengthy and usually on one to one basis

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DISADVANTAGES
This kind of training basically discriminates and gives preference treatment to friends and
relatives
Time use in the programme is on basis of advancement rather than demonstrated ability This
result in some skilled apprentices remaining at minimal wages, a situation that companies
sometimes have exploited
The members of the trade predetermine the amount of time an apprenticeship lasts
COACHING
At management levels, coaching of immediate subordinates by their managers is common
Coaching is similar to apprenticeships because the coach attempts to provide a model for the
trainee to copy It tends to be less formal than an apprenticeship programme because there are
few formal classroom sessions and because it is provided when needed rather than being part of a
carefully planned programme Coaching is almost always handled by the supervisor or the
manager not by the HR department
ADVANTAGES

Coaching thrives in a climate of confidence, a climate in which subordinates respect

the integrity and capacity of their superiors

Coaching can take greatest advantage of the possibilities of individualized instruction

concentrating on those specific stimulus situations subordinates find hardest to deal with,
those specific performances subordinates find hardest to improve and the kind and quality
of feedback which can have great impact on subordinates

Participation, feedback and job transference are likely to be high in this form of learning

DISADVANTAGES

Coaching is likely not to be effective as less directive approaches such as nondirective

counseling or sensitivity training the trainees shortcomings are emotional or personal
Coaching may be effective if relations between trainee and coach are ambiguous, in that
the trainee cannot trust the coach

VESTIBULE TRAINING
To keep instructions from disrupting normal operations, some organizations use vestibule
training This type of training is often used in production work A vestibule consists of training
equipment that is set up a short distance from actual production line The method is good for
63

promoting practice a learning principle involving the repetition of behavior These special
training areas are used for skilled and semiskilled jobs particularly those involving technical
equipment
ADVANTAGES
Trainees can practice in the vestibule without getting in the way or slowing down the production
line
DISADVANTAGES
Vestibule is small so relatively few people can be trained at the same time
OFF THE JOB TRAINING TECHNIQUES
Off the job methods are those training and development programmes that take place away from
the daily pressures of the job and are conducted by highly competent outside resource people
who often serve as trainers, which is one of the main advantages of this method Such people
include technicians, consultants and university faculty Its major drawback is the transfer problem
Too often trainees learn new facts and principles at lectures workshops and conferences but have
no idea how to apply them, once they are back in their jobs
LECTURES
The lecture method is a popular form of instruction in educational institutions Even though the
effectiveness of the lecture method is often questioned many instructors find themselves 30%50% of their time lecturing It is also used in industry Lectures consist of meeting in which one or
a small number of those present actually play an active part The lecturer may be a member of the
company or a guest speaker Before preparing a lecture the following 4 questions must be
considered

Who is your audience?

What is your audience?

What is the available time?

What is the subject matter?

Besides the following points must be considered:

It should be brief and to the point, presenting the theme of the subject in a
manner that arouses the interest of the audience from the start
64

 The speaker must poised courteous and sincere

Simple language must be used
The method is generally used when:
1. Basic theoretical knowledge has to be built up before actual practice
2. When the summary of some research work has to be communicated
3. With a more homogeneous audience a trainer can direct the lecture to specific topics and
techniques which is often more beneficial than using some broad based material
MERITS:

Large number of people can be trained /taught at the same time

Method is cost efficient and effective

Lecture method has more participant acceptability than training directions

DEMERITS:

It gives very little opportunity for active practice, development, knowledge of results and
transfer of learning

It produces staleness and monotony resulting in less absorption of knowledge by students

Trainees themselves have to understand and personalize the contents of a lecture

There is a little chance for dialogue, questions or discussion of individual problems and
special interests

It is not suitable for courses where people with work experience are participating

There is one way communication, no interaction among group members is encouraged

The method cannot adopt itself to the individual differences and is farthest from reality

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AUDIO VISUAL TECHNIQUES:

Audiovisual techniques cover an array of training techniques, such as films slides and
videotapes. It allows participants to see while listening and is usually quite good at capturing
their interests These allow a trainers message to be uniformly given to numerous organizational
locations at one time and to be reused as often as required It is important to note that people
remember 20%of what they hear, 30% of what they see and 50% of what they see and hear
AVAILABLE DEVICES
Blackboard: It is inexpensive and is available in all lecture halls Its use require no prior
preparation is very useful for demonstrating calculations and formulations One of the major
disadvantages of using a blackboard is that the speaker has to turn away from the audience
Flip chart: It can replace the blackboard with the advantage that no erasing is required It is
especially useful for single presentations which may not justify the designing of costly visuals
Limitation of space is a major disadvantage Drawings have to be stored away flat to avoid
damage
OVERHEAD PROJECTOR: It projects large size transport images onto a screen under normal
lighting conditions
MERITS:

Useful for training people in a work process or a sequence as they can more readily trace
the pattern of work flow when laid out graphically

The trainer can readily face the audience retaining an eye contact and thus make his talk
more effective

According to a study conducted by Konz and Duckey, a slide presentation is superior to

verbal and printed instruction in training employees to complete various work assembly
operations

Videotapes are extremely useful in time and motion study in recording employees job
behavior which can be later evaluated and feedback provided
66

They are time saving as copies of the same films can be mailed to all plants at one time

Trainees can also be provided with immediate visual feedback of their behavior when
necessary

LIMITATIONS:

A trainer cannot modify formal visuals in response to new situations and in answering
questions

If the training content changes, a whole new film has to be made

CONFERENCE METHOD: It is also known as the discussion method It encourages the

participation of all members of a group in an exchange of opinions, ideas and criticism It is a
small group discussion in which the leader plays a neutral role providing guidances and feed
back In spite the intention to encourage general participation, the conferences are dominated by a
few, with the majority no more active than, had they been facing a lecture This is particularly
effective if the ratio of trainees to trainers is not very large This method is useful when the
material needs clarification and elaboration or where a lively discussion would facilitate
understanding
OBJECTIVES OF THE CONFERENCE METHOD:
1. Developing the decision the decision making and problem solving skills of the personnel
2. Presenting new and complicated material
3. Changing and modifying attitudes
Sometimes the lecture method may be followed by a conference, giving the participants a chance
to share opinion about the material An effective trainer can get all the participants involved even
the less vocal ones The success of this method depends largely on the skills personality and
education of the discussion leader
The conference method can draw on the learning principles of motivation and feedback
MERITS

Stimulated participants readily join in the discussion and then receive feedback on
their ideas from others in the group This method is used to enhance knowledge or
attitudinal development
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This method does not usually involve any tangible assets other than people, the
attitudes, enthusiasm and verbal communication skills of the participants affect the
outcome more than for any other training method

DEMERIT

This method is only restricted to small groups and therefore, it proves to be costly

ROLE PLAYING:
Role playing believes that learning is facilitated by active participation rather than passive
reception This is a training method often aimed at enhancing either human relations, skills or
sales techniques Role playing can be defined as an educational or therapeutic technique in which
some problems involving human interaction, real or imaginary is presented and then
spontaneously acted out Participants suggest how the problem can be handled more effectively in
the future The acting is followed by discussion and analysis to determine what happened and
why and if necessary how the problem can be handled in the future Role playing is less
structured than acting, where performers have to say lines on cue Participants are assigned
different roles in the scenario to be enacted so in this way it is a device that forces trainees to
assume different identities Usually participants exaggerate each others behaviour Ideally ,they
get to see themselves as others see them The experience may create greater empathy and
tolerance of individual differences and is therefore well suited to diversity training which aims to
create a work environment conducive to a diverse workforce The unique values of role playing
include the following

It requires a person to carry out a thought or decision he may have reached Role playing
experience demonstrates the gap between thinking and doing

It permits the practice of carrying out an action and make it clear that good human
relations require skills

Attitudinal change is effectively accomplished by placing the person in the specified role

It trains a person to be aware of, and be sensitive to others feelings The information
serves as feedback of the effect his behaviour has on other people

A fuller appreciation of the important part played by feelings in determining behaviour

in social situations is developed
68

Each person is able to discover his own personal faults

It permits training in control of feelings and emotions

The two important types of role-plays are

1. Structured role play is characterized by use of written cases selected from
text or written to meet organizational training objectives It can further be
subdivided into three types

Single role play consists of two or three playing out roles in front of a class

ADVANTAGE
It allows the entire class to examine in depth all the dynamics and complexities
involved when individuals attempt to solve a problem or understand one another

69

DISADVANTAGES
a. If players do badly, it may be difficult for the trainers to

handle the negative

comments about them that are likely to emerge in the discussion following the role play
b. Regardless of the number of roles in any written role play, burden is placed on only one
of the players
c. Some players tend to feel embarrassed performing in front of the entire class

Multiple role play is the one in which all the trainees are players Each player
is given a written role or an assignment as an observer and then the entire
class role plays at the same time It causes almost no embarrassment to the
players and sharply reduces the problems related to negative comments about
ineffective role play behaviour The problem in this type is that very little time
can be allowed for discussion of process experiences of each individual
group

Role rotation consists typically of one person playing the role usually that of
an individual who has a problem and having several class members attempt
to use their skills to handle the situation Participants tend to feel less
embarrassed and are more willing

2.Spontaneous role play is used to help the participant acquire an insight into
his own problem and not on skill development The trainee elicits some problem
from the group itself and does not use written material
ADVANTAGE
It tends to develop more deeply into motivations and assumptions that influences
a role players behaviour
DISADVANTAGE
The major problem is that it requires extremely high skills on the part of the
trainer and only a few persons get an opportunity of active participation
The typical role-play involves three phases:

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THE WARM UP:

The objective of the warm up is to get the trainees participate in a constructive
manner with minimum anxiety and maximum motivation The trainees
introduction to the session should be such that it would arouse interest of the
trainees
THE ENACTMENT:
Before carrying out enactment the trainer should do the following

Read aloud the general information

Those who have volunteered to role play are given briefing sheets and
sent out of the room with the instruction of not to communicate among
themselves

The instructor should clarify all the doubts that the role player might
have

Role players take their positions facing the class

To begin the role play, the trainer sets the scene by restarting the identity
of the roles being enacted and making a brief statement about what has
just happened

POST ENACTMENT:
In

conducting

post

enactment

discussion,

reaction

to

role-play

should be obtained from the people who have acted a role-play

ROLE PLAY HAS BEEN SHOWN TO BE EFFECTIVE IN
a. Studying small group leadership skills
b. Increasing sensitivity to the motivation of others
c. Improving interviewing skills
d. Enhancing ability to develop innovative solutions to the human relations problem
e. Modifying attitude

71

ADVANTAGE

By putting their feet in the other persons shoe participants gain some
understanding of what it is like to experience interpersonal conflict from
someone elses position

DISADVANTAGE

Some people tend to put more emphasis on acting out rather than problem
solving

However managerial personnel have indicated only a fair acceptance of this method of training
CASE STUDY:
By studying the case, trainees learn about real or hypothetical circumstances and the action s
others take under those circumstances Besides learning the content of the case a person can
develop decision making skills particularly the analytical skills
According to KR Andrews business case is a written description of an actual situation in
business which provokes in the reader the need to decide what is going on what the situation
really is or what the problems are and what can and should be done
Cases are organized around one or more problems or issues that are confronted by an
organization Cases are designed primarily to illustrate problem issues rather than to portray
success stories Cases can range in length from one page to over fifty pages The method calls
for language skills But many people are sent to case study courses primarily because they lack
communication skills

72

ADVANTAGES

When cases are meaningful and similar to work related situations there is
some transference

There also is the advantage of participation through discussion of the case

It improves participants skills in problem analysis, communication and
particularly brings home to the participant that nothing is absolutely
right or wrong in the field of human behaviour

DISADVANTAGES

Feed back and reception are usually lacking

One inherent difficulty is personal bias

According to Castore trainees may grow tired of case study after being exposed to it for
awhile and find other methods more involving and more interesting

Survey results indicate that the case method is considered by the training directors to be the best
method of developing problem solving skills
SIMULATION
Simulation is an approach that replicate certain essential characters of the real world organization
so that the trainees can react to it as if it were the real thing and then consequently transfer what
has been learned from the to their job As the name implies, simulation training is based on a
reproduction of some aspect of job reality
Coppard defines simulation as a representation of a real life situation which attempts to
duplicate selected components of the situation along with their interrelationships in such a way
that it can be manipulated by the user Simulation usually enhances cognitive skills, particularly
decision making Avery popular training technique for higher level jobs in which the employees
must process large amounts of information
Simulation have many forms some use expensive technical instruments while others are far less
costly Some simulations need only one participant, while others may involve as many as 15 to 20
people working together as a team Simulations are broad based training techniques that can be
adapted to suit a companys need By using equipment simulators workers can practice new
behaviour and operate certain complex equipment free of danger to themselves Equipment
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simulators can range from simple mock ups to computer based simulations of complete
environments Some of them are utilized to train a single individual and others are used for team
training
A.IN BASKET EXERCISE
It simulates how managers make decision an the allocated time The name is derived from the
famous IN and OUT trays found on the table of executives These trays are more prominent in the
case of government officials and public sector managers
The managers proceeds through the line basket and makes decision about the matters that need
attention Usually there are 12-15 items in the basket IN basket; the entire exercise may take 2-3
hours to be completed Problem from various management field may be put in the form of letters
memos and memoranda in the IN basket of the participant The participant is required to respond
to these items as he might do on the job Judges unconstructively observe and evaluate the
participants performance along certain dimensions such as the quality and quantity of work
accomplishes
ADVANTAGES

The biggest advantage is that this method is rooted in the real life situation of the
corporate world It effectively enhances skills in decision making and problem solving
The technique can be applied to all managerial positions

It can also be designed to emphasize certain specific aspects of performance

It is the best method to assess specific dimensions like written communication skills,
sensitivity, risk taking, initiative planning and organizing, management control,,use of
delegation ,problem analysis and decision making

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DISAVANTAGES

These games are expensive to conduct and to administer

The method is essentially individual and non interactive

It provides very little opportunity for learning team building activities

B. BUSINESS GAMES
It is described as a dynamic training exercise utilizing a model of a business situation This trains
the employee in certain skills within the rules of the game participants try to meet the stated
objectives of the exercise Participants may be divided into various teams which are placed in
competition to each other in resolving some problem information which may be supplied to all
the teams The game illustrates the value of analytic technique such as use of mathematical model
to arrive at the optimal solution
Business games are developed to simulate interpersonal relations problems, financial, budgeting
and resource allocation problems It is a simulation which consists of a sequential decision
making exercise structured around the hypothetical model of an organizations operations in
which the participants assume roles in managing the simulated operations It attempts to
reproduce the social psychological and economic dynamics or organizational behaviour in an
artificial setting Participants are told about the objective of the game and evaluated on the basis
of how far they are able to meet the objectives
ADVANTAGES

They are time saving thereby provide the trainees with many years of experience in a
few days

They are able to demonstrate some very broad but vital facets of organizational life

It helps in modifying attitudes to a great extent

Provides experience in the application of statistical and analytical methods

These games are quite absorbing and interest provoking

They give the trainee the opportunity to learn from experience without the fear of failure
or the consequences

75

They are excellent means of emphasizing the importance of long range planning i.e. a
business should run on the basis of well established policies rather than short range
opportunistic one

DISADVANTAGES

It is too costly in cases where computers are needed, the cost goes still higher

It may become only a game to be won without any learning outcomes

Some games may be too simplified models of reality to be effective for real learning of
actual business situations

Many games involve only quantitative variables completely ignoring the human aspect

PROGRAMMED INSTRUCTION
It is a training approach which makes the advantage of private tutoring available to large group
of students being trained in new skills Programmed instruction is one of the innovations used in
teaching technology developed in recent years but its origin goes to the research of learning
theorist BF Skinner The method involves an actual piece of equipment usually called the
Teaching machine or a specially constructed paper booklet In either case, the method has
three characteristics:

The participants are active and they determine their own learning pace

What is to be learned involves many discrete pieces of material, and the participants get
immediate feedback on whether they have learned each piece

The material to be learned is prepared in such a way that it can be presented to the learner
in a series of sequential steps These steps progress from simple to more complex level of
instruction The information to be taught is presented in the form of a programme The
person who writes the programme is is called the programmer and the people for whom
the programme is being written is referred to as the target population

There are three kinds of programmed instructions:

LINEAR PROGRAMMING :In this method which was developed by Skinner, the
student works through all the sequences of a book in a straight path from the first page to
the last He is given feedback in every step
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INTRINSIC OR BRNDING PROGRAMMING: This form developed by Dr Crowder

makes the student work through the programme by one of the several paths or
branches according to the response he chooses

ADAPTIVE PROGRAMMING: Developed by Gordon Pask these programmes can

only be presented in machines which adapt to the trainees This form makes allowance
for more variations in student ability

ADVANTAGES

It reduces the training time

The learning takes place at the students own pace

Participants get immediate feedback

Since the material is presented in a precise and systematic manner there is no gap in
presentation

The participants are active learners, there is a constant exchange of information among
them

When participants make mistakes they suffer no embarrassment as they are the only one s
who know that a mistake has been made

Fast learners dont have to wait for the slow ones to catch up

Administrative simplicity and increased productivity in training results in lower training

cost per student

An individual may receive instructions at any time

DISADVANTAGES

There is an absence of a teacher, the book becomes the teacher The learner has to be
highly motivated to continue learning

Developing programmed instructions is time consuming

The material has to be broken into a number of logical steps since there are several
correct ways to perform a task

This method does not appear to improve training performance in terms of immediate
learning or retention over a time compared to other conventional methods

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COMPUTER AIDED INSTRUCTION

It is one of the newest developments in instructional methodology It is a logical extension of
programmed instruction and shares many of its benefits
ADVANTAGES

CAI has the advantage of individual pace instruction and a considerably wider range of
application

It requires less time to teach the same amount of information than any conventional
method Trainees also react favorably to this method

The computer is capable of assessing the progress of the trainees and can also adapt to
his needs by virtue of its storage and memory capacities

It presents the advantage of standard presentation, structured practices and instant

specific feedback

DISADVANTAGE

The major drawback to CAI for most organizations is the initial high costs

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SYNDICATE METHOD
Working in small groups to achieve a particular purpose is described as Syndicate method
The essence of this method is that the participants learn from each other and contribute their
own experience to the fullest The syndicate method is designed to provide the participant an
environment that would help him to reflect critically on his own work and experience; to
update his knowledge of new concepts and techniques with the help of other co participants
to develop sound judgment through greater insight into the human behaviour The method is
suitable for training and development of executives with considerable experience It is not
useful in the case of management students without any experience
The participants are divided into groups consisting of about eight to ten participants These
groups are called syndicates Each syndicate functions as a team that can represent various
functions as well as interest areas The syndicates are given assignments which have to be
furnished and a report submitted by specific date and time By rotation each member of the
syndicate becomes the leader for completing the specific task Each assignment to the
syndicate is given in the form of a brief This is a carefully prepared document by the
faculty Generally each syndicate is required to submit a report which is circulated to other
syndicates for critical evaluation
ADVANTAGES

It secures a very high level of involvement from the participants

For the practicing managers their own experience is the starting point in this method

It is a method of self development, which is obviously the best development

The method gives the participant a practice in communicating with his colleague and
understanding them

It provides an environment far away from his daily working situation and thus free from
the pressures and biases

It involves interaction over an extended period of time and living together with a large
cross section of people from different types of organizations with varied functional
interest

79

DISADVANTAGES

If the syndicate is not structured properly it could lead to a lot of wastage of time and
cause frustration

In the absence of proper pressure on the participants by trainers or participants

themselves some participants might start dragging their feet

BEHAVIOUR MODELLING
According to social learning theory, most human behaviour is learnt observationally through
modeling when social learning theory is applied to industrial training programme it is
commonly referred to as behaviour modeling. It is generally used to improve the interpersonal
and communication skills of supervisors in dealing with the subordinates.
There are a number of training sessions and each session follows the same format The topic is
first introduced by the trainer and then a film is shown depicting the supervisor model effectively
handling a situation followed by asset of three to six learning parts that are shown in the film
immediately before and after the model is presented A group discussion is held in which the
effectiveness of the method is discussed After this the practice session starts in which one of the
trainee assumes the role of an employee And then feedback from the training class is given on
the effectiveness of each trainee in demonstrating the desired behaviour.
At the end of each training session the trainees are given copies of the learning points and are
asked to try and apply them to their job in the following week It has been found that this
programme has had desirable effects on learning behaviour and performance criteria
Employees may learn a new behaviour by observing and then imitating the new behaviour
recreation of the behaviour may be videotaped so that the trainer and the trainee can review it
When watching the ideal behaviour the trainee also gets to see negative consequences of not
following the right behaviour By observing the positive and negative consequences the
employee receives enforcement that enables him to correct the behaviour This approach has
been successful in teaching supervisors how to discipline employees and is particularly
common in athletics
SENSTIVITY TRAINING
It provides the participants with an opportunity to actually experience some concept of
management just as a manager would experience them in his organizational situation Sensitivity
80

training purports to develop awareness and sentiments to ones own and others behavioral
patterns is a group training method that uses intensive participation and immediate feedback for
self analysis and change The method provides face to face learning of on going behaviour within
a small group and lacks structure In this the participants remain involved and enthusiastic This
attempts to develop the diagnostic ability of the participants the ability to perceive reality The
individual is made more aware of himself and his impact on others At a group level one learns
about normative structures and authority relationships leading to better team work It increases
sensitivity and awareness towards others and their styles It helps to understand how conflicts
arise and are resolved
Obviously the learning is at an emotional rather than at an intellectual level Being an emotional
experience the degree of change depends on the amount of emotional involvement A
predominant problem with the effectiveness of sensitivity training is the transfer problem that is
the inability of the participant to apply concepts and awareness gained in the laboratory or group
to his job
ROLE OF THE TRAINER
The trainer acts as the facilitator to obtain the feed back and check severe psychological damage
to the participants He is responsible for creating an environment with time and space in which
learning can take place He should focus on the discussion and group learning for constructive
purposes It allows the participants to form their own conclusion based on HERE AND NOW
i.e. learning from the interactions with the group
GOALS OF SENSTIVITY TRAINING

Introspection or awareness, the ability to reflect on feelings and ideas within oneself

Awareness of feelings: developing a high regard for the significance of feelings in

working and living situations

Recognition of and concern about feelings, behaviour discrepancies: developing an

ability to diagnose the relationship between how one feels and how it is shown in
behavioral terms This helps in moving towards greater congruence between the two

Flexibility: developing skills in behaving in new and different ways

Thus sensitivity training is aimed at developing the entire person and not just a particular skill
The method is likely to increase managerial sensitivity and trust and enhance respect for the
contribution of others However the method has not received proper recognition in the business
world
81

TYPES OF SENSTIVITY TRAINING

SENSTIVITY
TRAINING

T-GROUP

STRANGER
GROUP

TRANSACTIONAL
ANALYSIS

FAMILY
GROUP

COUSIN
GROUP

T-GROUP
One of the significant and repeated methods of sensitivity training is the Tgroup T group leads to
understanding of self and contribute towards organizational change and development through
training in attitudinal change in the participants and create better team work
CAMPBELL, DUNNETTE, LAWLER AND WEICK HAVE SUMMARIZED THE MAIN
GOALS OF T GROUP AS FOLLOWS

To give the trainee an understanding of how and why he acts towards other people as he
does and of the way in which he affects them

To provide some insights into why people act the way they do

To teach the participants how to listen i.e. actually hear what other people are saying
rather than concentrating on a replay

To provide insights concerning how groups operate and what sorts of processes groups go
under certain conditions

To foster tolerance and understanding of the behaviour of others

82

To provide a setting in which an individual can try new ways of interacting with people
and receive feedback as to how these new ways affect them

T-GROUPS ARE CLASSIFIED AS:

STRANGER GROUPS: Participants in this group have no prior knowledge of on another

The advantage of such a group is that the members can express and involve himself or
herself without fear or retaliation

FAMILY GROUPS: Participants in this group belong to the same department or

hierararchical level and have knowledge of one another The disadvantage is that the
members may shy away from giving feedback, may dilute it or may not disclose
themselves in the fear of it being used against them

COUSIN GROUPS: Persons are from the same organization or institution but not in the
same department or hierarchical level They are quite independent of one another

TRANSACTIONAL ANALYSIS:
He basic philosophy and approach to TA was developed by Dr Eric Berne, a psychologist
searching for alternatives to Freudian therapeutic procedure she realized that all of us have one
of three operating ego states Parent adult or child at any given time
TA can be used to eradicate or minimize the dysfunctional aspect of the personality The
dysfunctional aspect of ones personality develop from cultural assumptions assimilated during
childhood, the ways in which we are supposed to control and nurture others and the way in
which we have to learn to deal with our own feelings
The TA programme can vary from one day capsule to a five day programme It involves sharing
of concepts and knowledge of TA, playing structural exercises and games leading the participants
to assess their own personalities
FISHBOWL METHOD
It is essentially used in providing skills for understanding human behaviour It effectively uses
group interaction to develop in the participants a degree of self awareness The primary objective
of this method is to inculcate in the participants the discipline of observing others and on the
basis of this provide feedback to learn about ones behaviour and personality as seen through the
eyes of others
83

Fish bowl can be effectively used in developing:

Individual and group behaviour

Content of communication

Role that an individual plays in-group activities

Resolving intergroup conflict level of participation

Dynamics of group problem solving

Decision making; and

Interpersonal relations

METHODOLOGY :
The exercise can involve up to 25 participants seated in 2 circles one inner and one outer The
inner group is the target group, members of this group will either discuss a reselected topic or
move towards the completion of a group task After the discussion by the members of the inner
group the outer group is asked to comment on the content and more importantly the dynamics
and processes of the inner group members Feedback may be obtained by one of the following
methods:

Each member of the outer group observes all the members of the inner group on a
specific dimension of the group process

Each member of the outer group observes one member of the inner group on all the
dimensions of group activity

Participants must learn to provide feedback with clarity and precision Feedback must never be
critical or lose its constructive nature After one cycle is completed the outer circle changes places
with the inner circle and the cycle repeated
NON-GROUP METHODS:
Under this method the assessment is made on an individual basis It is of three types:

Counseling

Understudy system

Special projects

84

COUNSELING : It helps the trainees to observe their weaknesses and involve measures to
overcome them It is related to periodic appraisal or rating Specific counseling purports to help
the subordinates to do their job better picture of how they are doing their job build strong
personal relationships and eliminate or minimize anxiety.
UNDERSTUDIES SYSTEM: In this the trainees work directly with individuals whom they are
likely to replace However ,it is disappointing as a training method because of the likelihood of
imitation of week and strong points of the seniors
SPECIAL PROJECT ARRANGEMENTS: These are likely to be highly effective training
systems In these systems a task force is built representing varied functions in the company The
special projects enable the trainees to achieve knowledge of the subject assigned as well as to
learn how to deal with others who have varied view points
Some of other methods of training that can be useful particularly for management students and
beginners are

Field trips

Prescribed reading

Distance learning

Induction training

CONCLUSION:
Of all the methods mentioned above none can be quoted as the best A combination of methods
can be used or it can be changed according to the changing circumstances
ADVANTAGES AND DISADVANTAGES OF ON THE JOB AND OFF THE JOB
TECHNIQUES
ON THE JOB METHOD
ADVANTAGES

No special facilities needed

No additional staff needed

85

Real life situation, not simulated productive in terms of departments work

Trainee can establish work relationship from the start

Learning can be controlled

No off the job cost involved

No transferability of trainee required

DISADVANTAGES

Cost lost in departmental budget

Risk to machine, equipment etc and increase in scrap due to lack of experience

Part time instructor may lack training skills

Lack of time due to pressures of production

Difficulty in accommodating trainee idiosyncrasies

Psychological pressures on trainee due to exposure before experienced workers

OFF THE JOB TECHNIQUE

ADVANTAGES

Away from work and home pressures

More time available

Trainee specific difficulty can be easily sorted

Relaxed atmosphere more conducive to learning

Under this method trainee attention can be obtained more easily as the distraction is
minimum

Enables testing of hypothesis and ideas in low risk environment

Improves morale and motivation for self development

DISADVANTAGES

Cost of external facilities

Artificial sheltered environment

Difficulty of simulating work problems

Difficulty of transferring learning to work situation

Resistance of trainees being away from home

86

Difficulty of transferring learning to work situation

Generally more time consuming

Often involves traveling costs and inconvenience

EVALUATION OF TRAINING AND DEVELOPMENT

It basically involves the following steps:

Setting the evaluation criteria

Selecting the trainees to be tested

Testing on the basis of set criteria

Finding out the gap between the actual and set standard performance

Giving feedback, showing the path to improvement

Transfer to the job

Follow up studies

87

REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS /WHY TRAINING

RESULTS ARE NOT EVALUATED

Many training directors dont have the proper skills to conduct a rigorous evaluation research

Some managers are just reluctant to evaluate something which they have already convinced
themselves is worthwhile

Many organizations carry out training because their competitors are doing so or the unions
are demanding it

Training is in itself expensive, evaluation adds up to the cost

Some training cannot be evaluated because of the complexity of the behaviour being taught

BENEFITS OF TRAINING

Leads to improved profitability and or more positive attitude towards profit orientation

Improves the job knowledge and skills at all levels of an organization

Improve the morale of the workplace

Helps create a better corporate image

Helps people identify with organizational goals

Foster authenticity, openness and trust

Improves the relationship between boss and subordinates

Aids in organizational development

The organization may learn from the inputs given by the trainees

Helps prepare guidelines for work

Aids in understanding and carrying out organizational responsibilities

Provides information for future needs in all areas of the organization

Helps employees adjust to change

Aids in improving organizational communication

88

SECONDARY

DATA

ON

TRAINING

NEEDS

IDENTIFICATION

IN

INDIAN

INDUSTRIES
A few years ago a survey was conducted to identify the training needs in Indian industry I have
included this to get a better view of the the overall picture
SAMPLE
The questionnaire was distributed to 1000 executives of which about 400 completed forms were
received This sample of companies was drawn up on the basis of three criteria
Adequate representation of various industry groups
Enough common ground to allow meaningful comparison between companies
All core aspects of management were covered i.e. Production, Marketing Finance, Personnel,
Systems etc
TOOL
The data was collected through as structured questionnaire namely Training Needs Assessment
Questionnaire developed by Pattanayak and Dhar, 1996 The questionnaire comprised of 44
items is designed to elicit detailed information with respect to the assessment of training needs
PROCEDURE
The questionnaire was distributed to the executives both personally and through post and later on
collected The participants for the various Executive Development Programmes (EDP) at NITIE
were also contacted and they filled questionnaires
The TNA variables were evaluated on the pre decided scale as shown

Strongly agree

- 5 points

Agree

- 4 points

Neutral

- 3 points

Disagree

- 2 points

Strongly disagree - 1 point

89

The executives were broadly classed as those working in the

Public sector

Private sector

They were further classified as

Senior level

Middle level

Junior level; in each category

ANALYSIS
On the basis of data collected under the structured questionnaire the analysis was drawn on
statistical packages and the various graphs and charts were obtained to draw out results
CONCLUSION OF THE STUDY
Statements for the training needs were classified into three categories namely personal,
development, organizational development and customer relationship development based on the
following criteria:
1. Personal development related statements are those which primarily target individual
growth and development Statements under this category include training needs to
improve personal performance, promote positive attitude facilitate individual growth and
development, acquisition of new skills, learning and practice of ethical values, increased
awareness of safety measures, updating technical skills and general knowledge, shaping
creative potentials, development and managing self etc
2. Organizational development training need s are those which when imparted, improve
organizational efficiency and effectiveness by understanding organizational climate and
job requirements Statements under this include understanding quality requirements of
the job, enhancing organizational effectiveness minimizing gap between planning and
implementation, increasing job involvement, professional management, learning MIS,
managing conflict etc
3. Customer development specific needs include training to serve customer needs in terms
of delivery, complaint settlement, quality of product and service, understanding of needs
and expectations These are required to improve the external image of the company
90

Based on the survey conducted, the results were analyzed and inferences drawn from senior,
middle and junior level executives of public and private sectors
1. SENIOR LEVEL EXECUTIVES
a) PUBLIC SECTOR: The questions which received the maximum waitage
pertained to:

Understanding the quality requirements of the job

Enhancing organizational effectiveness

Acquiring new skills in general

Improving the decision making skills

Increasing the managerial/supervisory effectiveness

Enriching the job knowledge

Senior level executives of public sector laid almost equal stress on all the facets of development
with a marginally extra importance to personal development (34%) and organizational
development (34%) followed by customer development (33%)
b) PRIVATE SECTOR: The points which received the maximum support by senior
executives of private sector organizations were:

Improving their performance

Enhancing organizational effectiveness

Learning cost effectiveness techniques

Involving decision-making skills

Increasing the managerial/supervisory effectiveness

Updating technical skills

Executives have laid maximum stress on the organizational development (35%) followed by
personal development (33%) and customer relationship development (32%) This can be
attributed to the fact that these personnel that have gone through severe screening procedure and
have grown up with customer relations related education passed on to them quite early
Moreover, maximum needs is realized for organizational development so as to increase
effectiveness in an increasing competitive scenario.
2. MIDDLE LEVEL EXECUTIVES
91

a) PUBLIC SECTOR: Maximum training needs were identified in the areas such as:

Improving their performance

Enhancing organizational effectiveness

Facilitating growth and development of the individual

Increasing job satisfaction

Improving their decision making skills

Increasing the managerial/supervisory effectiveness

Whereas relatively lesser response was received from areas such as ethical values, middle level
public sector employees were sensitive to training in areas of personal development (34%) and
organizational development (34%), which is marginally ahead of customer development needs
(32%)
b) PRIVATE SECTOR: For this segment training needs were maximum for:

Improving their performance

Understanding the quality requirements of their jobs

Increasing the managerial/supervisory effectiveness

Learning and developing the MIS

Promoting a positive attitude in general

Enhancing organizational effectiveness

Whereas fairly average response was received for training on ethical values, occupational health,
etc importance to organizational development and personal development related training needs
was 2%ahead of customer development needs (32%) We observe similarity between public and
private sector in middle level executive category This shows equal concern for improvement in
personal performance
3.JUNIOR LEVEL EXECUTIVES
a) PUBLIC SECTOR: Maximum training needs are felt for:

Improving performance

Understanding the quality requirements of their jobs

Promoting a positive attitude in general

Facilitating growth and development of the individual

Familiarizing them to new job related technique

92

Enriching their job knowledge

However a mediocre response was received in the field of learning and practicing the ethical
values Personal development needs (34%) are a slightly more than customer development needs
(33%) and organizational development needs (33%)
b) PRIVATE SECTOR: Maximum training needs were:

Improving performance

Understanding the quality requirements of their jobs

Facilitating growth and development of the individual

Familiarizing them to new job related technique

Preparing themselves for meeting the challenges of global competition

Facilitating rapid organizational growth and development

However a lesser need was felt for training in serving the customer in terms of quality of product
or service, and enrichment of the organizational culture Overall organizational development
(34%) was felt slightly more compared to the need for personal development (33%) and
customer development (33%)

93

SUMMARY
Cumulative results of the senior level executives surveyed showed that they had greater
concern for training needs in the areas as organizational and personal development
Cumulative results of the middle were also along the pattern of senior level executives
with greater emphasis on personal and organizational development
Junior survey differ from senior and middle level executives survey who identified
maximum training needs for organizational development
There are certain areas in which almost all level executives both public and private sector wanted
some sort of training, which varied with individual requirements
1) Performance improvement
2) Quality of work life improvement
3) Quality improvement of the job itself
4) Managing organization professionally
5) Improving presentation and communicational skills
Some of the areas which remained untouched i.e. in which they remain least bothered are:
1) Increasing ethical values in business
2) Commitment to organization
3) Increasing awareness about occupational health
RESULTS
Graphical presentation of the findings is as follows:

94

RELATIVE DISTRIBUTION OF MAJOR TRAINNING NEEDS OF JUNIOR LEVEL

EXECUTIVES IN PUBLIC SECTOR

33%

33%

CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
0RGANISATIONAL DEVELOPMENT

34%

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF JUNIOR EXECUTIVES

IN PRIVATE SECTOR

33%

34%

COUSTOMER DEVLOPMENT
PERSONAL DEVLOPMENT
ORGANIZATIONAL DEVLOPMENT

33%

95

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF MIDDLE LEVEL

EXECUTIVES IN THE PRIVATE SECTOR

32%

ORGANISATIONAL DEVELOPMENT

34%

PERSONAL DEVELOPMENT
CUSTOMER DEVELOPMENT

34%

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY MIDDLE

LEVEL EXECUTIVES IN PUBLIC SECTOR

32%

34%

CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT

34%

96

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY SENIOR

EXECUTIVES OF PRIVATE SECTOR

32%

35%

CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT

33%

RELATIVE TRAINING ATTRIBUES AS IDENTIFIED BY SENIOR EXECUTIVES OF

PUBLIC SECTOR

32%

34%

CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT

34%

97

TO IMPROVE ONE'S UNDERSTANDING ABOUT

NATURE,REQUIREMENTS AND RESPONSIBILITIES OF JOB

PERCENT

60

56

50

COMPLETELY SUCCESSFUL

40

GENERALLY SUCCESSFUL
LIMITED SUCCESS

30
20

25

FAILED

17

10
1
0
FACTORS

98

TO INCREASE ONE'S KNOWLEDGE

OF BASIC PRINCIPLES OF
MANAGEMENT
57

60

PERCENT

50
LIMITED SUCCESS

40
30

FAILED

22

20

20
10

COMPLETELY SUCCESSFUL
GENERALLY SUCCESSFUL

0
FACTORS

99

TO DEVELOP SKILLS TO CONDUCT SUCCESSFUL SUBORDINATE

INTERACTION
50

45

45

41

40

PERCENT

35
COMPLETELY SUCCESSFUL

30

GENERALLY SUCCESSFUL

25

LIMITED SUCCESS

20
15
10

FAILED

10
3

5
0
FACTORS

TO INCREASE ONES EFFECTIVENESS AS A LEADER THROUGH BETTER

UNDERSTANDING OF HUMAN BEHAVIOUR
50

45

45
40

37

PERCENT

35
COMPLETELY SUCCESSFUL

30

GENERALLY SUCCESSFUL

25
20
15

LIMITED SUCCESS

15

FAILED

10
3

5
0
FACTORS

100

TO IMPROVE ONES KNOWLEDGE ABOUT POLICIES WITHIN WHICH

ONE MUST WORK
46

50
PERCENT

40

31

FAILED

30
18

20
10

LIMITED SUCCESS
GENERALLY SUCCESSFUL

COMPLETELY SUCCESSFUL

0
FACTORS

TO ENHANCE KNOWLEDGE ABOUT COMPANY FUNCTIONS AND

SERVICES AVAILABLE TO EMPLOYEES
60
52
50

PERCENT

40

COMPLETELY SUCCESSFUL

28

30

GENERALLY SUCCESSFUL
LIMITED SUCCESS

20

FAILED

15

10

0
FACTORS

101

DO TRAINING PROGRAMMES MEET ONES

NEED AS AN EXECUTIVE?

PERCENT

80

75

60

YES

40

UNCERTAIN

23

NO

20

0
ANSWERS RECEIVED

DO EXECUTIVES DEMONSTRATE A BETTER

ATTITUDE TOWARDS THEIR WORK AFTER THEY
ATTEND A TRAINING PROGRAMME?

PERCENT

80

62

60

YES

31

40
20

NO
UNCERTAIN

0
ANSWERS RECEIVED

102

TO WHAT EXTENT EXECUTIVES ARE ALLOWED TO PRACTICE

WHAT THEY LEARN
60

55

PERCENT

50
40
30

MOST OF WHAT THEY LEARNT

ALL OF WHAT THEY LEARNT

24

NOT ANYTHING

18

20

NOT MUCH

10

0
ANSWERS

WHEN EXECUTIVES RETURN FROM TRAINING WHAT DO THEIR

SUPERVISORS DO?
40

37
33

35
PERCENT

30
IGNORE EFFECTS

25
20
15

17
13

NEUTRAL
MODERATELY INTERESTED
ASSIST IN PRACTISING

10
5
0
ANSWERS

103

AFTER ATTENDING A TRAINING PROGRAMME WHAT DO THE

EXECUTIVES FEEL?
60
48

PERCENT

50
40

33

DEPARTMENT INTERESTED

30
20

CAN'T PRACTICE

19

DEPARTMENT PROBLEMS

10
0
ANSWERS

DO ATTITUDE ABOUT JOB IMPROVES AFTER TRAINING

70

62

60

PERCENT

50
40

YES

31

UNCERTAIN

30

NO

20
7

10
0
ANSWERS

104

DO EXECUTIVES USE THE READING MATERIAL PROVIDED

DURING A TRAINING PROGRAMME?
70
60

60

PERCENT

50
40

YES

32

30

UNCERTAIN

20
10

NO

0
ANSWERS

105

SWOT ANALYSIS OF THE COMPANY

STRENGTHS:

Talented human resources

Financially secure company

WEAKNESS

Training not conducted on a regular basis

OPPURTUNITIES

Huge potential for growth in the market because of excellent process operations

All round improvement assured if training is conducted on a regular basis

THREATS

Irregularity in training can demotivate the employees leading to failure and downfall

106

SUGGESTIONS:
Often it so happens that the management is so focused on achieving the targets set that
training takes a backseat and is ignored This should not happen and training should be
made a part of regular organizational activity
Generally programmes for training are so designed that a few topics like communication,
kaizen etc get more priority and others like personal development and skill enhancement
are ignored If training programme is carried on a regular basis probably all topics will get
equal attention
In my view leadership skills can be developed more effectively by day to day interactions
rather than short term training programmes
More reading material should be provided which can be kept for later use
Efforts should be made to make training programmes bi-directional and where both the
trainer and trainee are equally at work This can be done if methods other than coaching
such as roleplays, audiovisuals etc are used
Training results must be immediately measured and stored for future reference This
should be done keeping in view the Continuous Process Improvement (CPI) tenet
Nothing improves until it is measured and the corollary As soon as something is
measured it automatically begins to improve

107

SUMMARY
Thus to sum up success is a journey and not a destination Likewise its true for an organization
as well In order to enable continuous improvement a continuous training programme must
be carried out An organization is like a sapling, if it receives regular care and nutrition then
it grows to provide shelter and food else in adverse circumstances it vanes and dies out
The success of an organizations plans for the future depends largely on a sound training strategy
In the face of continuous technological innovation higher levels of knowledge and skills and
their applications are crucial resources that can only be mobilized by training Training and
development infact, maximize the growth of the executives in the organization, improve
their competence and skills, foster a higher level of motivation and build behavior
adaptability to changes in technology, structure and environment of the organization
But these can be of use only when the organizations perceive and attach importance to training
and development of their managers and plan to ensure successful conduct of training
programmes for employees as well

108

BIBLIOGRAPHY

Managing Human Resources: TN Chaabra

Personnel Management: NK Chaddha

Human Resource and Personnel Management: Ashwathapa

Human Resource Management: Stoner

Human Resource Management: CB Mamoria

Human Resource Training: Biswajeet Patanayak

Training and Development Handbook: Robert L Craig

A Handbook of Training Management: Kenneth R Robinson

Human Resource Management: Gary Dessler

Human Resource Management: LN Agrawal

109