A RESEARCH REPORT

ON

TRAINING & DEVELOPMENT AT HAVELLS INDIA LIMITED

Submitted For The Partial Fulfillment Towards The Award Of The Degree In Bachlor Of Business Administration C.C.S University, By: Seema Chauhan Roll No:- 8440616 Under the guidance Mr.PRAMOD SHARMA (Faculty member)

Global Institute of Information Technology

Gr. Noida

Aknowledgement
I am also greatly indebted to my project guide Mr. PRAMOD SHARMA and the entire faculty staff of GLOBAL INSTITUTE OF INFORMATION AND TECHNOLOGY Greater Noiad, for their kind support and co-operation. Finally my thanks to all of the team members of HAVELLS INDIA LIMITED, Noida, my family and friends who helped me directly or indirectly in completing my research project .

SEEMA CHAUHAN BBA

CONTENTS

1. Objectives 2. Executive Summary 3. Company Profile 4. Research Methodology 5. Training & Development Approaches 6. Types of Sensitivity Training 7. Data analysis & Data Interpretation 8. SWOT Analysis 9. Limitations 10. Conclusions 11. Suggestions 12. Bibliography 13. Questionnaire

OBJECTIVE OF THE RESEARCH

To understand the entire training process and identifying the training needs of the employees at the HAVELLS INDIA LIMITED.

To study the development and training Practices at havells India ltd. To identify the various factors companies undertake prior to the training process.

To study how the companies have coped with change in the market vis a vis its development process

EXECUTIVE 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 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.

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, new 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 DUKE ARNICS ELECTRONICS LTD. STANDARD ELECTRICALS LIMITED CRABTREE AQUATECH LIMITED

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, Control gear, Energy Meters, Electrical wiring Accessories and Cables & Wires etc. The group has eight Manufacturing plants in and around Delhi equipped with latest state of-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.

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 services 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. Havells 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.

HAVELL'S JOINT VENTURES: Miniature Circuit BreakerRCCB & Control gear GEYER Germany SCHIELE Germany

Changeover Switch - P E T E R E I N S Germany Moulded Case circuit Breaker- DORMAN SMITH UK Wiring Accessories Electronic Meters CRABTREE UK AMPY UK

HAVELL'S NETWORK
Corporate office Delhi. Branches: Bangalore, Baroda, Bhopal, Calcutta, Chennai, Cochin, Hyderabad, Jaipur, Lucknow, Mumbai. Representatives:

Ahmedabad, Bhubneshwar, Chandigarh, Dhanbad, Guwahati, Indore, Jamshedpur, Jalandher, Ludhiana, Patiala, Pune, Sonebhadra, Varanasi
The Head Office of the group is based in Delhi. The office consists of 8'employees who were involved in functions like sales & marketing, Accounts, Personnel & HRD, and 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 finalization 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 realization 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 The marketing dept are responsible for overall formulation & implementation of marketing strategies for their respective product lines. They also monitor the sales targets periodically & co-ordinate with the respective production dept. for timely deliveries schedules, collection of sales proceeds, order status, dispatch details stock availability etc. 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 conducts 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 & hoarding 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. Complaints after sale services / analysis /coordination with work.

EDP (Electronic Data Processing 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 customize the Baan Reports & interactive new system as per company's requirement.

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 up to 1000 Sq.mm & Multicrore up to 630 Sq.mm. Control Cables Special Purpose Cables

JOINING FORMALITIES (a) Submit the joining report. (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: Working Hours: Monday to Saturday. 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 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. 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 1st 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. (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 the 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 Earned /Privilege leave Total 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. =7 = 15 = 22

Privilege 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 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. 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) up to 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 become a member of the fund. " However in our organization 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) (ii) (iii) (iv) (v) Voluntary or normal retirement of an employee. In the event of the employee's death (amount will be paid to the nominee / If the employee retires due to permanent or total disablement. On employees resigning from the company or settling abroad. (After certain If the employee joins another company which does not have a PF facility.

nominees).

number of months)

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 employee'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.

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 continuous 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 at least 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 up to & 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.

f) Accident Insurance Employees including managerial staff who have to travel regularly on office duty may the company determine insured against accident risks for an amount of Rs.1 Lac to 6 lacs according to their status as? 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/

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. The-relieving 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: 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.

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 is an unending process. 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 continuous 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 employees as well as organization 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.

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 also 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.

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 .

LIMITATIONS
1.Uncontrollable Variables: Political, legal and social variables are uncontrollable From Human Resource managers point of view and the results are affected when these variables change. 2.Human Tendency: Human resource, the basic constituents on which the research is carried out is very unpredictable. Many aspects of human behavior affect the results of study. 3.Due to the small training period, thorough study could not be completed. 4.Since it was my first industrial training therefore deficiency of industrial knowledge was there.

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. 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
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.

INPUTS IN TRAINING AND DEVELOPMENT

Any training and development programme must contain inputs that 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.

DEVELOPMENT
Another component of training and development programme is development, which is less skill oriented but stresses on knowledge an organization expect 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?

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 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 MANAGEMENT LEVELS IN AN ORGANIZATION

These were the training areas identified:

FOR THE TOP LEVEL

1. Management development programmes 2. Leadership 3. Quality management 4. Motivation 5. Risk management 6. Manpower planning 7. Stress management 8. Conflict resolution 9. Labour relations 10. Business ethics and conduct 11. Self appraisal 12. Counseling 13. Planning, organizing and controlling 14. Job enrichment 15. Effective communication 16. Employee empowerment 17. Customer development (marketing) 18. Personal development 19. Customer relationship management (marketing department) 20. Grievance handling (particularly the HR department) 21. Training for internal trainers

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. Motivation 17. Team building 18. Disciplinary training

FOR THE LOWER LEVEL

1. Disciplinary training 2. Career planning (skilled) 3. Skill enhancement; basic process training 4. Technology trends 5. Self appraisal (skilled/semiskilled) 6. Civil rights and equal opportunity programs 7. Work performance and conduct

FACTORS THAT ENSURE SUCCESS FOR A TRAINING PROGRAMME AT HAVELLS

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

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

Design the training process and produce a training plan

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

Diagram Shows A Schematic View Of Evolution Of A Training Plan

ASSESSING 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 employees problems and can work in a cooperative education, more minorities and manner with employees females) More demand on management Need for managers who can make quick and time accurate decisions

THE CHANGE MODEL 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 What will be the training cores? Goldstein believes that assessing training needs is far more important than 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.

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 essentials 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. 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.

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.

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 problem Card sort factors 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 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 is to improve performance by changing behavior. Even if a training need is accurately 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. DATA SOURCE TRAINING NEED IMPLICATION

RECOMMENDED Organizational goals and Were the training emphasis can and should be placed objectives These provide normative standards of both direction and expected impact which can highlight deviations from Manpower inventory objective and 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 Skill inventory training programme Number of employees in each skill group, knowledge and skill level training time per job etc This provides an estimate of the magnitude of the specific training needs Organizational indices Analysis of Useful in cost benefit analysis of training projects climate These quality of working life indicators at the organizational level may help focus on problems that have training components 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 or One of the most common techniques of TNA interrogation Exit interviews Often information not otherwise available can be obtained in these problem areas and supervisory training needs specially MBO or Work Planning Provides performance review potential review and long and Review systems term business objective Provides actual performance data on 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 also analyze to get the true feeling for the direction in which the organization is headed.

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 OBTAINING DATA Job description FOR TRAINING NEEDS IMPLICATIONS JOB 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 extend to judgment of the reqd knowledge and Performance standards skills Objectives of the task of the job and standards by which they are judged This may include base line Perform the job data as well Most effective way o determining specific tasks but has serious limitations the higher the level of job the greater is the gap between performance and result outcomes Observe sampling job work

Review

literature Possibly useful in comparison analysis of job structure but far removed from unique aspect of the job structure within any specific organization

concerning the job

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. 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 depends 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 lies 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. 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

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. Foreman or a group leader performs it. 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. SUPERVISORY TRAINING Supervisory training needs reveal utmost divergence in view of the divergent duty of the supervisor. Employee attitude survey 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. Individuals, workers or supervisors typically conduct these methods. 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. 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. 2. 3. 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. The trainee receives an overview of the job, its purpose and its desired outcomes with an emphasis on the relevance of the training. The trainer demonstrates the job to give the employees a model to copy The trainee then mimics the trainers example. 4. Demo by the trainer and practice by the trainees is continued till the job

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.

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. An established worker tutors a new 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. 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 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 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.

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. The speaker must poise 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. 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 requires 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 that 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. Videotapes are extremely useful in time and motion study in recording employees job behavior which can be later evaluated and feedback provided 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

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 feedback. 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. 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 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 makes 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. 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 be further divided into three categories: Single role-play consists of two or three playing out roles in front of a 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. 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

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. 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. A very 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 them. Equipment simulators can range from simple mockups to computer based simulations of complete environments. Some of them are utilized to train a single individual and others are used for team training. 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 called the programmer and the people for whom the programme is being written is referred to as the target population.

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.

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

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 that 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 that is circulated to other syndicates for critical evaluation. . 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 training purports to develop awareness and sentiments to ones own and others behavioral pattern 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 is 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 feedback 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.

TYPES OF SENSTIVITY TRAINING

SENSTIVITY TRAINING

T-GROUP

TRANSACTIONAL ANALYSIS

STRANGER GROUP

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. 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 him or her without fear or retaliation. FAMILY GROUPS: Participants in this group belong to the same department or hierarchical 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. 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 preselected 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

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. 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. 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.

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.. Aids in improving organizational communication.

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 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 Agree Neutral Disagree - 5 points - 4 points - 3 points - 2 points

Strongly disagree - 1 point

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.

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 weitage 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 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 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%).

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 differs 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:

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

34%

33%

COUSTOMER DEVLOPMENT PERSONAL DEVLOPMENT ORGANIZATIONAL DEVLOPMENT

33%

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF MIDDLE LEVEL EXECUTIVES IN THE PRIVATE SECTOR

32%

34%

ORGANISATIONAL DEVELOPMENT PERSONAL DEVELOPMENT CUST OMER DEVELOPMENT

34%

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY MIDDLE LEVEL EXECUTIVES IN PUBLIC SECTOR

34%

32%
CUSTOMER DEVELOPMENT PERSONAL DEVELOPMENT ORGANISATIONAL DEVELOPMENT

34%

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY SENIOR EXECUTIVES OF PRIVATE SECTOR

35%

32%
CUSTOMER DEVELOPMENT PERSONAL DEVELOPMENT ORGANISATIONAL DEVELOPMENT

33%

RELATIVE TRAINING ATTRIBUES AS IDENTIFIED BY SENIOR EXECUTIVES OF PUBLIC SECTOR

34%

32%
CUSTOMER DEVELOPMENT PERSONAL DEVELOPMENT ORGANISATIONAL DEVELOPMENT

34%

TO IMPROVE ONE'S UNDERSTANDING ABOUT NATURE,REQUIREMENTS AND RESPONSIBILITIES OF JOB 60 50 PERCENT 40 30 20 10 1 0 FACTORS 17 25 56
COMPLETELY SUCCESSFUL GENERALLY SUCCESSFUL LIMITED SUCCESS FAILED

TO INCREASE ONE'S KNOWLEDGE OF BASIC PRINCIPLES OF MANAGEMENT

60 50 57

PERCENT

40 30 20 10 0 FACTORS 2 22 20

LIMITED SUCCESS FAILED COMPLETELY SUCCESSFUL GENERALLY SUCCESSFUL

TO DEVELOP SKILLS TO CONDUCT SUCCESSFUL SUBORDINATE INTERACTION 50 45 40 35 PERCENT 30 25 20 15 10 5 0 FACTORS 10 3

COMPLETELY SUCCESSFUL GENERALLY SUCCESSFUL LIMITED SUCCESS FAILED

45 41

TO INCREASE ONES EFFECTIVENESS AS A LEADER THROUGH BETTER UNDERSTANDING OF HUMAN BEHAVIOUR 50 45 40 35 PERCENT 30 25 20 15 10 5 0 FACTORS 3 15 45 37
COMPLETELY SUCCESSFUL GENERALLY SUCCESSFUL LIMITED SUCCESS FAILED

TO IMPROVE ONES KNOWLEDGE ABOUT POLICIES WITHIN WHICH ONE MUST WORK 50 PERCENT 40 30 20 10 0 FACTORS 5 18 31 46
FAILED LIMITED SUCCESS GENERALLY SUCCESSFUL COMPLETELY SUCCESSFUL

TO ENHANCE KNOWLEDGE ABOUT COMPANY FUNCTIONS AND SERVICES AVAILABLE TO EMPLOYEES 60 52 50 40 30 20 10 0 FACTORS 15 5 28

PERCENT

COMPLETELY SUCCESSFUL GENERALLY SUCCESSFUL LIMITED SUCCESS FAILED

DO TRAINING PROGRAMMES MEET ONES NEED AS AN EXECUTIVE? 80 PERCENT 60 40 20 0 ANSWERS RECEIVED 23 2 75

YES UNCERTAIN NO

DO EXECUTIVES DEMONSTRATE A BETTER ATTITUDE TOWARDS THEIR WORK AFTER THEY ATTEND A TRAINING PROGRAMME? 80 PERCENT 60 40 20 0 ANSWERS RECEIVED 7 31 62
YES NO UNCERTAIN

TO WHAT EXTENT EXECUTIVES ARE ALLOWED TO PRACTICE WHAT THEY LEARN 60 50 PERCENT 40 30 20 10 0 ANSWERS 3 24 18
MOST OF WHAT THEY LEARNT ALL OF WHAT THEY LEARNT NOT ANYTHING NOT MUCH

55

WHEN EXECUTIVES RETURN FROM TRAINING WHAT DO THEIR SUPERVISORS DO? 40 35 30 PERCENT 25 20 15 10 5 0 ANSWERS 13 17
IGNORE EFFECTS NEUTRAL MODERATELY INTERESTED ASSIST IN PRACTISING

37 33

AFTER ATTENDING A TRAINING PROGRAMME WHAT DO THE EXECUTIVES FEEL? 60 50 PERCENT 40 30 20 10 0 ANSWERS 19 33 48

DEPARTMENT INTERESTED CAN'T PRACTICE DEPARTMENT PROBLEMS

DO ATTITUDE ABOUT JOB IMPROVES AFTER TRAINING 70 60 50 PERCENT 40 31 30 20 10 0 ANSWERS 7

YES UNCERTAIN NO

62

DO EXECUTIVES USE THE READING MATERIAL PROVIDED DURING A TRAINING PROGRAMME? 70 60 50 PERCENT 40 30 20 10 0 ANSWERS 8
YES

60

32

NO UNCERTAIN

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

THREATS

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 that 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.

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 role-plays, 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.

QUESTIONNAIRE:
1 Strongly Agree = 1. 1.1 1.2 The top management of HAVELLS INDIA LIMITED believes that Human resources are an important resource 1-----2-----3----Human resources need to be continuously developed in systematic manner. 2. HIL imparts/provides training to all its employees. 3. HIL has policy of giving training to Each employee for updating knowledge & Skills. 4. The training efforts are directed at key Business requirement of HIL. 1-----2-----3----1-----2-----3----1-----2-----3-----4-----5 1-----2-----3----2 Agree 3 Somewhat Agree 4 5 Disagree Strongly Disagree

==========================================

4-----5 4-----5

4-----5

4-----5

5.

In my opinion my training needs are () Yes / No () identified If yes, my training needs are identified by

5.1

My self in the informal discussion with my superior.

1-----2-----3-----

4-----5 5.2 5 5.3 5 5.4 6. Any other Training that I have attended was based on the needs identified by me and my superior. 7. 7.1 7.2 7.3 7.4 8. 8.1 8.2 Training provided to me is based on: My current job Future development Both Job & Development Any other 1-----2-----3-----4-----5 1-----2-----3----1-----2-----3----1-----2-----3-----4-----5 1-----2-----3-----4-----5 1-----2-----3----Training department 1-----2-----3-----4----My superior 1-----2-----3-----4-----

4-----5

4-----5 4-----5

My nomination to training programme is based on: My own choice Instruction from my boss 1-----2-----3-----4-----5 1-----2-----3-----

4-----5

8.3 8.4 8.5 9.

Directive from Training Department My availability at that time Any other (please specify)

1-----2-----3-----4-----5 1-----2-----3----1-----2-----3-----4-----5

4-----5

Please indicate the number of training Programmes you have attended during the last two years: Period Nos. of training Programmes

attended 2003-2004 2004-2005 10. I am informed about attending training Programme (please tick mark) 10.1 More than two weeks in advance 4-----5 10.2 Less than two weeks but more than 4-----5 One week in advance 10.3 Less than one week but more than 24 hours in advance 10.4 Less than 24 hours in advance 4-----5 11. I update my knowledge and skills through 11.1 Self efforts 11.2 On the job guidance from boss & 1-----2-----3-----4-----5 1-----2-----3----1-----2-----3-----4-----5 1-----2-----3----1-----2-----3-----

colleagues 11.3 Structured training programmes 4-----5 11.4 Any other (please indicate): (I) (II) 12. Training programmes on the whole:

1-----2-----3-----4-----5 1-----2-----3-----

1-----2-----3-----4-----5 1-----2-----3-----4-----5

12.1 are clear in their objectives 12.2 are well-structured 4-----5 12.3 help me on the job 4-----5 12.4 are worth in time 12.5 meet my learning expectations 4-----5 12.6 focus on important issues 4-----5 12.7 4-----5 12.8 involve expert faculty 12.10 3-----4-----5 12.11provide appropriate reading materials 4-----5 13. help in my general development have an adequate mix of training Methodology

1-----2-----3-----4-----5 1-----2-----3----1-----2-----3----1-----2-----3-----4-----5 1-----2-----3----1-----2-----3-----

1-----2-----3----1-----2-----3-----4----1-----2----1-----2-----3-----

12.9 provide a stimulating learning experience1-----2-----3-----4-----5

As regards technical training programmes I feel the programmes:

13.1 have important aspects 13.2 are new and interesting 4-----5 13.3 improve my performance 4-----5 13.4 are adding much value 13.5 are relevant to my jobs

1-----2-----3-----4-----5 1-----2-----3----1-----2-----3----1-----2-----3-----4-----5 1-----2-----3-----4-----5

14.

As regards training infrastructure, BAL Training centres are well equipped in terms of:

14.1 class room 14.2 audio-visual equipments 4-----5 14.3 library 14.4 computer facilities 4-----5

1-----2-----3-----4-----5 1-----2-----3----1-----2-----3-----4-----5 1-----2-----3-----

14.5 Upkeep and maintenance of equipments 1-----2-----3-----4-----5 for demonstration and practice 14.6 Communication 15. Training in BAL has helped in developing my 15.1 Attitude 15.2 Knowledge 15.3 Skill 1-----2-----3-----4-----5 1-----2-----3-----4-----5 1-----2-----3-----4-----5 1-----2-----3-----4-----5

Agreed Disagreed Good 16. Fair Poor 1 Please rate the quality of Training provided by the following: 16.1 External faculty 16.2 Internal faculty 17. 2 Excellent

________ Very Good 3 4 5

1-----2-----3-----4-----5 1-----2-----3-----4-----5

In your experience, attendance in the Classroom during training has been: (Please tick) Very good Good Satisfactory

18.

While attending training Programme, how often were you called back due to exigencies Of work: (please tick) Never Sometimes

Very often No reply

19.

Please feel free to write any comments regarding training programme by the Corporation.

20.

Designation Grade Present basic pay

_____________________ _____________________ _____________________ (a) (b) (c) (d) Below 25 years 26 years 30 years 31 years 35 years Above 36 years ITI OR Equivalent Diploma Graduate

21.

Age group

22.

Qualification

(a) (b) (c)

(d) Post Graduate 23. Work experience in IOCL (a) (b) (c) 24. Deptt. up to 5 years 6-10 years 11-15 years

_____________________

BIBLIOGRAPHY:

Managing Human Resources: TN Chabra 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