INTRODUCTION

INTRODUCTION

In the present industrial era, it is necessary to raise the skill levels and increase the versatility and adoptability of employees. Inadequate job performance a decline in productivity or changes resulting out of job redesigning or a technological break -through require some type of training and development efforts. As the jobs become more complex, the importance of employee development also increases in a rapidly changing society. "Employee training and development is not only an activity that is desirable but also an activity that an organization must commit resources to if it is to maintain a viable and knowledgeable work force." Thus it shows that training and development has been becoming more and more important par of any industrial undertaking. Moreover management ability does not come automatically. It comes slowly and gradually from training experience and growth, since the days of the early Management pioneers, training has been recognized as vital and legitimate area of corporate concern.

Definition of Training:
Following are some of the major definitions given by various scholars: According to Flippo," Training is the act of increasing the knowledge and skill of an employee for doing a particular job According to lucius, "The term training is used to indicate only a process, by which the aptitudes, skills and abilities of the employees to perform specific jobs are increased."

Characteristics or Nature of Training

On the basis of different given by various scholars and on the basis of general knowledge the following facts can be presented about the nature or training and its characteristics:

Expense on Training is investment and not wastage:

The most important characteristics of training is that expenditure incurred on it is investment and not wastage. In other words the expenses on training of employees will be a recurring advantage for the enterprises for a long run, which will be in the form of an 2

increased efficiency of the employees.

It relates to special jobs:

The purpose of training is not to increase the general knowledge of the employees but to make them proficient or skillful in a special job.

It is beneficial both to the organization and the employees:

Training is a process which benefits both the organization and the employees. on the one hand ,the dream of the enterprise to have more production is fulfilled, and on the other hand, because of increased proficiency the employee get better remuneration by increasing production in less time. Because of a decrease in the numbers of accidents their life is also safe and secured.

Training is a continuous process

Training is not a process which can give all the knowledge to an employee regarding a particular work for all time to come. Whenever some new procedure, and new technology are adopted in the enterprise, training becomes imperative.

Development:
Employee development and training software helps companies invest in their people so that they will be ready for the challenges of the future. By making career and personal development more relevant, timely, and social, you can redefine your approach to employee development and training for increased engagement. Development program activities become relevant and timely when they are embedded within goal, succession, and career plans. Taleo performance review integration ensures that development plans are revisited regularly and are tied to employee career successes. Social networking tools enable your people to create, share, and rank development activities that unlock the hidden knowledge within your organization. With Talent Intelligence, you can identify and address skill gaps and ensure that employees are guided to the right development activities.

Difference between Training and Development:

Basis Meant for Focus Scope Goal Initiated by Content Time- frame Training Operatives Current job Individual employee Fix current skill deficit Management Specific job related information Immediate Table-1 Development Executives Current and future jobs Work group or organization Prepare for future work demands The Individual General Knowledge Long term

IMPORTANCE:
BENEFITS OF THE BUSINESS Trained worker works more efficiency. BENEFITS OF THE EMPLOYESS Training makes an employee more useful to a firm. Hence he will find employment more easily. They use machines tools, materials in a Makes employees more efficient and properly is thus eliminated to a large effective. extent. Fewer accidents, Trained worker need Training enables employees to secure not be put under close supervision as promotions easily. they know how to handle operations properly.

Training makes employees more loyal It can enable employees to cope up with to an organization. They will less in organizational client to leave the unit where there is changes. growth opportunity. social & technological

Table-2

Need for Training

Training is needed to serve the following purposes:. Newly recruited employees require training so as to perform their tasks effectively. require refresher training so as to keep abreast of the latest developments in job operations. In the face of rapid technological changes, this is an absolute necessity. Training is necessary to make employees mobile and versatile. Training is needed to bridge the gap between what the employees have and what the job demands. Training is needed to make employees more productive and useful in long run.

Training is necessary to prepare existing employees for high level jobs. Existing employees

Training Methods
There is a range of teaching methods available to the trainer. Each method has its advantages & disadvantages in terms of the objective of a particular training programme or training situation. The differences between the training methods lie mainly in terms of the trainees personal involvement or participation in the process of learning. This can be represented on a continuum from least to highest involvement. It is difficult to establish whether one method of instruction is superior, in every way, to another method. Each method of instruction has its use in a training programme. The choice of method is a matter of experience & competence of the instructor. It is also a matter of his judgments of how much & what a particular group of trainees could learn from using one method or another. However, in management training the principal problem is not how to deal with specific subjects & functional areas. It is much more important to: 5

 Explain the relationship between various functions of the enterprise & highlight the complex character of the management process; Help participants not to take a one-function & over-simplified approach to multidimensional situations in business organizations.(one-function approach means marketing man viewing everything from marketing point of view, production man viewing everything from production point of view etc.) Promote general management skills, which essentially lie in an inter-disciplinary systems approach to management.

TRAINING PROCESS
NEED ANALYSIS DESIGN (TRAINING METHODS EXAMINED) DEVELOPMENT (TRAINING METHOD APPLIED) IMPLEMENTATION

EVALUATION

Model of the Training Process STEP1: Need Analysis

Identification of Training Need: 1.1 For Executive: Key duties & responsibilities are mentioned position wise, after that required competency to carry out those duties & responsibilities which are mentioned (generic, behavioral & technical). Thereafter competence level of each individual is taken. 6

1.2 For workers: It is recommended by the concerned H.O.D. 1.3 Organizational Need Basis: It is recommended by H.O.D. HR

STEP 2: Training Design:

Preparation of Training Calendar: Yearly calendar Monthly training calendar

2.2 Identification of Training Faculty: According to the training program, training faculty is identified

STEP 3: Training Implementation:

3.1 Imparting Training a) As per training need attached nomination are received from concerned HOD for seminar/external specialized training program. Approvals are to be obtained for the training programs (out house training ) from H.O.D. HR b) Attendance sheet is filled during the training program. c) Training feedback is obtained at the end of the training program.

STEP 4: Training Evaluation

Training evaluation is to be made on the basis of the feedback given by the HOD. This is to be done within 3 months after the training. Then the training records are maintained.

Training method
Training method can be classified by the location of instruction. It may be divided into two types I. On the Job Training II. Off the Job Training

ON THE JOB TRAINING:

It is provided when the workers are taught relevant knowledge, skills and abilities at the actual workplace. The widely used training methods are listed below.

1. Job Instruction Training

The JIT methods is a four step instructional process involving preparation, presentation, performance tryout and follow up. It is used generally to teach workers how to do their current 7

jobs. The four steps followed in the JIT methods are: The trainee receives an overview of the job, its purposes and its desired outcomes, with a clear focus on the relevance of training. The trainer demonstrates the job in order to give the employees a model to copy. The trainer shows aright way to handle the job. Next, the employee is permitted to copy the trainer way. Demonstrations by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job. Finally, the employees does the job independently without supervision.

2. Coaching
Coaching is a kind of daily training and feedback given to employees by immediate supervisors. It involves a continuous process of learning by doing. It may be as an informal, unplanned training and development activity provided by supervisors and peers. In coaching, the supervisor explain things and answers questions, he throws light on why things are done the way they are, he offers a model for trainee to copy; conducts lot of decision making meetings with trainees; procedures are agreed upon and the trainee is given enough authority to make divisions and even commit mistakes.

3. Mentoring
Mentoring is the process of shaping competencies or behaviors by providing feedback, usually to subordinates or even peers, about how to achieve the best in life. Mentoring is relationship in which senior manager in organization assumes responsibility for grooming a junior person. Generally, technical, interpersonal & political skills are conveyed in such a relationship from a more experienced person.

Objective:
1. To help identify Mentors who can train the next generation Trainees, to align and move into the organization, thus building a talent pool in the years to come. 2. To help in institutionalizing a Mentoring system which would help nurture high potential individuals and put them on a faster learning curve. 3. Start an initiative that would bring a different culture and space for the future managers.

Methodology Phase 1 Identifying Mentors

1. Identify prospective Mentors. 2. Identify the Critical Competencies required for being a mentor. 3. Map the competencies of the Mentors. 4. Identify Individuals who have maturity to become Mentors.

Phase 2 Training the Mentor.

1. Train the Mentors on the key aspects of mentoring and process that aid in institutionalizing mentoring as a system. 2. A three-day Role and Identity Lab: This would be designed to build up the energy required and the commitment to the process. Each individual would need to find a context, which would sustain the role that he is required to play.

Phase 3 Mentee Training

A two-day workshop for all Mentees 1. To lay a context for the mentees and understand of the role that he !s required to play. 2. Create a context to understand the style and the best fit for the Mentor Mentee Match.

4. APPRENTICESHIP TRAINING
Apprenticeship training dates back to the Middle Ages, when skilled craftsmen passed on their knowledge to others as a way of preserving the guilds. Today, apprenticeship programs are partnerships between labor unions, employers, schools, and the government. They are most often found in the skilled trades and professional unions such as boiler engineers, electrical workers, pipe fitters, and carpenters. The typical apprenticeship program requires two years of on-the-job experience and about 180 hours of classroom instruction, though requirements vary. An apprentice must be able to demonstrate mastery of all required skills and knowledge before being allowed to graduate to journeyman status. This is documented through testing and certification processes. Journeymen provide the on-the-job training, while adult education centers and community colleges typically provide the classroom training. Formal apprenticeship programs are regulated by governmental agencies that also set standards and 9

provide services.

OFF THE JOB TRAINING 1. SIMULATIONS

Simulations are designed to mimic the processes, events, and circumstances of the trainee's job. Equipment simulators, business games, in-basket exercises, case studies, role playing, and behavior modeling, are types of simulations.

2. EQUIPMENT SIMULATORS.
Equipment simulators are mechanical devices that incorporate the same procedures, movements and/or decision processes that trainees must use with equipment back on the job. Among those trained with this method are airline pilots, air traffic controllers, military personnel, drivers, maintenance workers, telephone operators, navigators, and engineers. To be effective the simulator and how it is used must replicate, as closely as possible, the physical and psychological (time pressures, conflicting demands, etc.) aspects of the job site. To facilitate this, the equipment operators and their supervisors should be involved in the simulation design and pre-testing. This reduces potential resistance to the training and, more importantly, increases the degree of fidelity between the simulation and the work setting

3. BUSINESS GAMES.
Business games attempt to reflect the way an industry, company, or functional area operates. They also reflect a set of relationships, rules, and principles derived from appropriate theory (e.g., economics, organizational behavior, etc.). Many business games represent the total organization, but some focus on the functional responsibilities of particular positions within an organization (e.g., marketing director, human resource manager). These are called functional simulations. Games that simulate entire companies or industries provide a far better understanding of the big picture. They allow trainees to see how their decisions and actions influence not only their immediate target but also areas that are related to that target. Prior to starting the game trainees are given information describing a situation and the rules for playing the game. They are then asked to play the game, usually being asked to make decisions about what to do given certain information. The trainees are then provided with feedback about the results of their decisions, and asked to make another decision. This process continues until 10

some predefined state of the organization exists or a specified number of trials have been completed. For example, if the focus is on the financial state of a company, the game might end when the company has reached a specified profitability level or when the company must declare bankruptcy. Business games involve an element of competition, either against other players or against the game itself. In using them, the trainer must be careful to ensure that the learning points are the focus, rather than the competition.

4. IN-BASKET TECHNIQUE
The in-basket technique simulates the type of decisions that would typically be handled in a particular position such as a sales manager or operations manager. It affords an opportunity to assess and/or develop decision-making skills and attitudes. To begin the exercise, trainees are given a description of their role (a current or future job) and general information about the situation. Trainees are then given a packet of materials (such as requests, complaints, memos, messages, and reports) which make up the in-basket. They are asked to respond to the materials within a particular time period (usually 2 to 4 hours). When the in-basket is completed, the trainer asks the trainee to identify the processes used in responding to the information and to discuss their appropriateness. The trainer provides feedback, reinforcing appropriate decisions and processes or asking the trainee to develop alternatives. A variation is to have trainees discuss their processes in a group format moderated by the trainer. Here the trainer should attempt to get the trainees to discover what worked well, what didn't and why.

5. CASE STUDY
Case studies are most often used to simulate strategic decision-making situations, rather than the day-to-day decisions that occur in the in-basket. The trainee is first presented with a history of the situation in which a real or imaginary organization finds itself. The key elements and problems, as perceived by the organization's key decision makers, may also be provided. Case studies range from a few pages in length to more than a hundred. Trainees are asked to respond to a set of questions or objectives. Responses are typically, though not always, in written form. Longer cases require extensive analysis and assessment of the information for its relevance to the decisions being made. Some require the trainee to gather information beyond what was in the case. Once individuals have arrived at their solutions, they discuss the diagnoses and solutions that have been generated in small groups, large groups, or both. In large groups a trainer should facilitate and direct the discussion. The trainer must guide the trainees in 11

examining the possible alternatives and consequences without actually stating what they are. Written and oral responses to the case are evaluated by the trainer. The trainer should convey that there is no single right or wrong solution to the case, but many possible solutions depending on the assumptions and interpretations made by the trainees. The value of the case approach is the trainees' application of known concepts and principles and the discovery of new ones. The solutions are not as important as the appropriateness with which principles are applied and the logic with which solutions are developed.

6. ROLE PLAY.
The role play is a simulation of a single event or situation. Trainees who are actors in the role play are provided with a general description of the situation, a description of their roles (e.g., their objectives, emotions, and concerns) and the problem they face. Role plays differ in the amount of structure they provide to the actors. A structured role play provides trainees with a great deal of detail about the situation that has brought the characters together. It also provides in greater detail each character's attitudes, needs, opinions, and so on. Structured role plays may even provide a scripted dialog between the characters. This type of role play is used primarily to develop and practice interpersonal skills such as communication, conflict resolution, and group decision making. Spontaneous role plays are loosely constructed scenarios in which one trainee plays herself while others play people that the trainee has interacted with in the past (or will in the future). The objective of this type of role play is to develop insight into one's own behavior and its impact on others. How much structure is appropriate in the scenario will depend on the learning objectives. Whether structured or spontaneous, role plays may also differ based on the number of trainees involved. Single, multiple, and role-rotation formats provide for more or less participation in the role play. In a single role play, one group of trainees role plays while the rest of the trainees observe. While observing, other trainees analyze the interactions and identify learning points. This provides a single focus for trainees and allows for feedback from the trainer. This approach may cause the role players to be embarrassed at being the center of attention, leading to failure to play the roles in an appropriate manner. It also has the drawback of not permitting the role players to observe others perform the roles. Having non-trainees act out the role play may eliminate these problems, but adds some cost to the training. In a multiple role play, all trainees are formed into groups. Each group acts out the scenario 12

simultaneously. At the conclusion, each group analyzes what happened and identifies learning points. The groups may then report a summary of their learning to the other groups, followed by a general discussion. This allows greater learning as each group will have played the roles somewhat differently. Multiple role plays allow everyone to experience the role play role play in a short amount of time, but may reduce the quality of feedback. The trainer will not be able to observe all groups at once, and trainees are usually reluctant to provide constructive feedback to their peers. In addition, trainees may not have the experience or expertise to provide effective feedback. To overcome this problem, video tapes of the role plays can be used by the trainee and/or trainer for evaluation. The role-rotation method begins as either a single or multiple role play. However, when the trainees have interacted for a period of time, the role play is stopped. Observers then discuss what has happened so far and what can be learned from it. After the discussion, the role play resumes with different trainees picking up the roles from some, or all, of the characters. Role rotation demonstrates the variety of ways the issues in the role play may be handled. Trainees who are observers are more active than in the single role play since they have already participated or know they soon will be participating. A drawback is that the progress of the role play is frequently interrupted, creating additional artificiality. Again, trainees may be inhibited from publicly critiquing the behavior of their fellow trainees.

7. BEHAVIOR MODELING
Behavior modeling is used primarily for skill building arid almost always in combination with some other technique. Interpersonal skills, sales techniques, interviewee and interviewer behavior, and safety procedures are among the many types of skills that have been successfully learned using this method. While live models can be used, it is more typical to video tape the desired behavior for use in training. The steps in behavior modeling can be summarized as follows: 1. Define the key skill deficiencies 2. Provide a brief overview of relevant theory 3. Specify key learning points and critical behaviors to watch for 4. Have an expert model the appropriate behaviors 5. Have trainees practice the appropriate behaviors in a structured role play 6. Have the trainer and other trainees provide reinforcement for appropriate imitation of the 13

model's behavior Behavior modeling differs from role plays and games by providing the trainee with an example of what the desired behavior looks like prior to attempting the behavior. While this method is primarily behavioral, steps 2 and 3 reflect the cognitively oriented learning features of the technique. Feedback to the trainee is especially powerful when video is used to record both the model's and the trainee's performance. Through split screen devices, the performance of the model and the trainee can be shown side by side. This allows the trainee to clearly see where improvements are needed. Simulations are not good at developing declarative knowledge. Some initial level of declarative and procedural knowledge is necessary before a simulation can be used effectively. Although some knowledge development can occur in simulations, usually other methods are required for this type of learning. Simulations provide a context in which this knowledge is applied. Improving the trainees' ability to apply knowledge (i.e., facts, procedures, strategies) is the focus of simulations. Simulations do a good job of developing skills because they: simulate the important conditions and situations that occur on the job allow the trainee to practice the skill provide feedback about the appropriateness of their actions Each of the different formats has particular types of skills for which they are more appropriate: Mechanical, machine operation and tool-usage skills are best learned through use of equipment simulators. Business decision-making skills (both day to day and strategic), planning, and complex problem solving can be effectively learned through the use of business games. The in-basket technique is best suited to development of strategic knowledge used in making day-to-day decisions. Case studies are most appropriate for developing analytic skills, higher-level principles, and complex problem-solving strategies. Because trainees do not actually implement their decision/solution, its focus is more on what to do (strategic knowledge) than on how to get it done (skills). Role plays provide a good vehicle for developing interpersonal skills and personal insight, allowing trainees to practice interacting with others and receiving feedback. They are an especially effective technique for creating attitude change, allowing 14

trainees to experience their feelings about their behavior and others' reactions to it.

TRAINING NEED IDENTIFICATION INTRODUCTION OF TRAINING NEED IDENTIFICATION

Training need identification is a tool utilized to identify what educational courses or activities should be provided to employees to improve their work productivity. Here the focus should be placed on needs as opposed to desires of the employees for a constructive outcome. In order to emphasize the importance of training need identification we can focus on the following areas:

To pinpoint if training will make a difference in productivity and the bottom line. To decide what specific training each employee needs and what will improve his or her job performance. To differentiate between the need for training and organizational issues and bring about a match between individual aspirations and organizational goals.

Identification of training needs (TNI), if done properly, provides the basis on which all other training activities can be considered. Also requiring careful thought and analysis, it is a process that needs to be carried out with sensitivity as people's learning is important to them, and the reputation of the organization is also at stake. Identification of training needs is important from both the organizational point of view as well as from an individual's point of view. From an organizations point of view it is important because an organization has objectives that it wants to achieve for the benefit of all stakeholders or members, including owners, employees, customers, suppliers, and neighbours. These objectives can be achieved only through harnessing the abilities of its people, releasing potential and maximizing opportunities for development. Therefore people must know what they need to learn in order to achieve organizational goals. Similarly if seen from an individual's point of view, people have aspirations, they want to develop and in order to learn and use new abilities, and people need appropriate opportunities, resources, and conditions. Therefore, to meet people's aspirations, the organization must provide effective and attractive 15

learning resources and conditions. And it is also important to see that there is a suitable match between achieving organizational goals and providing attractive learning opportunities

DIFFERENT LEVELS AT WHICH TRAINING NEEDS ARE IDENTIFIED

Identification of training needs can be done at three levels to ascertain three kinds of needs: -

Organizational Needs
These concern the performance of the organization as a whole. Here identification of training needs is done to find out whether the organization is meeting its current performance standards and objectives and if not, exploring ways in which training or learning might help it to do so. Sometimes organizational training needs are also identified when the organization decides that it has to adopt a major new strategy, create a new product or service, undergo a large-scale change program, or develop significant new relationships, such as joining with others to form new partnerships. Fig. 4.2: Type of Needs

Group Needs
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Since working in groups and teams have become very much prevalent in today's corporate world that is why nowadays there is increased emphasis given on team effectiveness and team performance. Therefore training needs are nowadays even identified at the group level. Training needs here are concerned basically with the performance of a particular group, which may be a team, department, function, sub-unit, or so on. Information about the performance of the group may identify areas of training need - which, again, may be further utilized for training or other interventions. It is used to find out how efficiently a particular team or group goes about its business and meets its current objectives.

Individual Needs
These concern the performance of one or more individuals (as individuals, rather than as members of a group). Here identification of training needs is about finding out to what extent individuals need to learn or be trained in order to bring their current performance up to the required level as a result of changes in methods and processes that call for new competencies and skills. It also sees to it that there is continuous improvement initiative taken by them. Moreover it also helps to find out whether individuals are comfortable in working across boundaries, with people from different backgrounds and different perspectives. This is especially important because there is so much work force diversity observed today in organizations that it has become impossible to retain workforce, which is not flexible enough to accommodate such changes into their daily work schedule.

SOURCES FOR IDENTIFYING TRAINING NEEDS

There are three sources for identifying training needs. Although they are independent sources for gathering the necessary data but it is usually beneficial if they are considered complementary to one another as the objective of the exercise is to prepare as consolidated data of training needs as possible. The three sources are as follows: -

Job Profile
It is a comprehensive description of all the functions and the responsibilities that a person has to carry out in due course of his job. It is very common for us sometimes to find that people of 17

a particular department more or less perform the same kind of job and therefore a comparative study can be done on their performance to pinpoint on the training needs of those people who have not performed up to the mark. In here we can also include Job analysis in order to have a realistic and systematic appraisal of training needs. In order to do this first we need to break up the functions and responsibilities into categories. Next we have to classify these tasks/activities on the basis of their relative importance to the nature of the job. And lastly we can compute a priority listing of these tasks in order to have a catalogue of knowledge, skills and attitudes required for effective performance of the job.

Fig. 4.3: Job Analysis Matrix

Experiences of the training agency

It is very common for organizations nowadays to hire professional training agencies in order to look into the training matters. The training agency and the trainers thus should also draw from their own experiences of organizing programs for comparable groups or in similar areas. However, earlier experiences can only serve to facilitate the process. It cannot be the sole basis, as training needs of majority of organizations are very specific. At ThyssenKrupp this method is used in a modified way, the training agency named SIBM along with the top management of the organization identify the training needs and decide the training modules for the employees of all levels. 18

 Pre-training survey of the participant's needs

This is suggested as the best way to conduct a training need identification .A pre-training survey is nothing but a survey of the needs and expectations of the participants well in advance of the program. And in this exercise it is better to include the superiors also as they are in a good position to provide necessary data on the training needs of their subordinates, especially in context of their performance. This is generally done in a systematic manner with the help of a structured questionnaire in order to reflect the genuine desire to involve the participants and the organization in the planning process. However it might happen in certain cases that it is not possible to actively involve the superiors due to various reasons like lack of time etc but in that case at least they must be kept fully informed of the proceedings. In this project, Pre-training survey method is used to identifying the training needs of the employees.

EVALUATION OF TRAINING PROGRAM INTRODUCTION AND PURPOSE OF EVALUATION OF PROGRAM:

The process of examining a training program is called training evaluation. Training evaluation checks whether training program has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplace, or to the regular work routines.

TRAINING

Purpose of Evaluation
Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.

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Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

METHODS OF TRAINING EVALUATION:

As Organization spend a large amount of their time and resources in the training and development of their employees, it is important to evaluate these programs for their effectiveness.

Cost-Benefit Analysis:
A Cost- benefit analysis helps in analyzing and evaluating any development efforts. A Cost-benefit analysis measures the benefits from the development program, against the monetary costs of development. These costs include the costs of materials, supplies, lost work time, travel expenses, consultant fees, and the like. Though it is easy to calculate the monetary costs it is difficult to translate the benefits into economic terms. For example, an improvement in an individuals Leadership skills cannot be measured in monetary terms. Though the cost benefit analysis sounds appealing, it may not always be practically useful.

Gap Analysis:
Another strategy to evaluate development efforts is to measure the extent to which the objectives of the program are met. Identifying the gap between the actual and desired level of performance helps in measuring the level of success of the development program. However this strategy depends on the quality of the objectives set.

Kirkpatrick Model:
In the late 1950s D.L Kirkpatrick developed a model for evaluating workplace education programs. Kirkpatricks system has four levels of evaluation. He proposed applying each level of evaluation to a program, which includes the participants 20

reaction, participants learning, change in participants behavior and impact of the program on the organizational effectiveness.

KIRKPATRICKS MODEL IN BRIEF

ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model developed by Donald Kirkpatrick (1994). According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level's evaluation. Thus, each successive level represents a more precise measure of the effectiveness of the training program, but at the same time requires a more rigorous and timeconsuming analysis. Fig. 4.5: Kirkpatrick's Four-Level Model

Level 1 - Reactions
Just as the word implies, evaluation at this level measures how participants in a training program react to it. It attempts to answer questions regarding the participants' perceptions - Did they like it? Was the material relevant to their work? This type of evaluation is often called a smile sheet. According to Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of a training program. In addition, the participants' reactions have important consequences for learning (level two). Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility.

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Level 2 - Learning
Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess the extent students have advanced in skills, knowledge, or attitude. Measurement at this level is more difficult and laborious than level one. Methods range from formal to informal testing to team assessment and self-assessment. If possible, participants take the test or assessment before the training (pretest) and after training (post test) to determine the amount of learning that has occurred.

Level 3 - Transfer
This level measures the transfer that has occurred in learners' behavior due to the training program. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner? For many trainers this level represents the true assessment of a program's effectiveness. However, measuring at this level is difficult as it is often impossible to predict when the change in behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate, and how to evaluate.

Level 4 - Results
Frequently thought of as the bottom line, this level measures the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment. From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed. Determining results in financial terms is difficult to measure, and is hard to link directly with training.

BENEFITS OF TRAINING NEEDS IDENTIFICATION & TRAINING EVALUATION

Benefits of Training Need Identification and Training Evaluation are:

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The organization is informed about the broader needs of the participants. Through this process it may be possible that certain new training programs, which were, previously not in their list may come to the forefront. The organization is able to reduce the perception gap between the participant and his/her boss about their needs and expectations from the training program. The organization is also able to pitch its course input closer to the specific needs of the participants.

Find out if the learning is being applied at the workplace. Ensure training improves continuously. Track the development of staff knowledge and skills. It also saves a lot of money for the organization as otherwise money is just unnecessarily wasted on those training programs, which are either not needed by the employees or they have no interest in undertaking them. Lastly, time, which is the most important resource today, is also saved, as the training programs conducted are the ones, which are actually needed by the participants.

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COMPANY PROFILE

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COMPANY PROFILE
Jubilant Organosys is a collaborative, innovative provider of products and services to the global life sciences industry, striving to accelerate the process of pharmaceutical drug approval. We have a presence across the pharmaceuticals value chain ranging from drug discovery services, custom research and manufacturing services, advance intermediates and fine chemicals to active pharmaceutical ingredients, dosage forms and regulatory affairs services. We also enjoy leadership in Industrial Products and Performance Polymers products in India.

VISION, PROMISE & VALUES

Jubilant symbolizes positivity, dynamism, triumph and joy, all of which guide and shape the Groups collective experiences and efforts. Jubilant will always care for human needs, share its expertise to provide a better life and help upgrade the stakeholders standard of living and sustainable growth by dynamizing the value chain within the Group. Our vision is to be amongst the top 10 most admired companies to work for. We want to maintain our leadership position in our chosen area of business in India and to establish it globally. We will endeavour to create new opportunities for growth in our strategic businesses which give a 10 points higher rate of return than the cost of capital. Our values determine our business path. Combined with our Promise and Vision, these values have determined what we have achieved and they continue to guide our future.

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OUR VISION

OUR PROMISE

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OUR VALUES

We will carefully select, train and develop our people to be creative, empower them to take decisions, so that they respond to all customers with agility, confidence and teamwork

We stretch ourselves to be cost effective and efficient in all aspects of our operations and focus on flawless delivery to create and provide the best value to our customers

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By sharing our knowledge and learning from each other and from the markets we serve, we will continue to surprise our customers with innovative solutions

With utmost care for the environment and safety, we will always strive to excel in the quality of our processes, our products and our services

CORPORATE OVERVIEW
Jubilant Organosys is an integrated pharmaceutical industry player having presence across the pharmaceuticals value chain. We are a collaborative and innovative provider of products and services to the global life sciences industry, striving to accelerate the process of pharmaceutical drug approval. Our range of offerings include drug discovery and development services, custom research and manufacturing services, advance intermediates, fine chemicals, active pharmaceutical ingredients, dosage forms and regulatory affairs services. We are one of the largest Indian Custom Research and Manufacturing Services (CRAMS) and Drug Discovery Services companies and a leading active pharmaceuticals ingredients company in India. We are a Science Active company with more than 25 years of chemistry knowledge in producing innovative products and processes by leveraging our R&D expertise, knowledge driven operations and global scale manufacturing capacities.

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Jubilant Organosys has three subsidiary companies in India - Jubilant Biosys Ltd. for bio/chemo informatics databases & drug discovery services, Jubilant Chemsys Ltd. for medicinal chemistry services and Clinsys Clinical Research Ltd. for clinical research. We have a strong international presence, having international subsidiaries in USA, Belgium and China. PSI N.V. and PSI Supply N.V., in which Jubilant Organosys holds 80% equity, are the Belgium based pharmaceuticals companies providing regulatory affairs services and supply of dosage forms to European generic companies. Jubilant Pharmaceuticals, Inc., a subsidiary of Jubilant in USA, is a generic pharmaceutical company having a US FDA approved manufacturing facility in the USA. Clinsys Clinical Research Inc., a wholly owned subsidiary, is a clinical research organization (CRO) operating out of the USA. Jubilant Organosys also has marketing subsidiaries in USA and China. Jubilant products are sold across the globe in more than 50 countries. Our business is organized in three business segments: Pharmaceuticals & Life Science Products, Industrial Products and Performance Polymers. We have four manufacturing locations in India situated at Gajraula (in Uttar Pradesh), Nanjangud (in Karnataka), Nira (in Maharashtra) and Samlaya (in Gujarat) and a US FDA approved manufacturing facility for dosage forms in Maryland, USA. Globally, Jubilant Organosys is a leading manufacturer in defined product segments, including select APIs (e.g., Carbamazepine and Citalopram), Pyridine and its derivatives, Solid polyvinyl acetate, Vinyl Pyridine Latex and Organic Intermediates (e.g., Ethyl Acetate and Acetic Anhydride).

JUBILANT HISTORY
2005 - Acquires Target Research Associates, Inc, renamed Clinsys Inc; a USA based Clinical Research Organization (CRO) Acquires Trinity Laboratories, Inc. and its wholly owned subsidiary, Trigen Laboratories Inc, renamed Jubilant Pharmaceuticals, Inc, a generic pharmaceutical Company in USA having a US FDA approved formulation manufacturing facility. Enters clinical research business by setting up wholly owned subsidiary Jubilant Clinsys Ltd.

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2004 - Sets up medicinal chemistry services business through wholly owned subsidiary Jubilant Chemsys Ltd.Enters formulations and regulatory affairs businesses by acquiring Pharmaceutical Services Incorporated, N. V. and PSI supply N. V., the pharmaceutical companies in Europe. 2003 - Sets up a new state-of-the-art Research & Development Centre in Noida, near New Delhi. Equipped with all latest scientific instruments. 2002 - Acquires the active pharmaceutical ingredients business. 2001- New corporate identity. Jubilant Organosys Ltd reflects changed corporate and business profile. 2000 - Enters the Bio/ Chemo informatics arena by setting up Jubilant Biosys Ltd. 1998 - Enters high school value added Pyridine derivatives HBR and Cyano Pyridine Plants. Forms marketing subsidiary in the USA. Acquires acetyl plant in western India. 1997 - Commission first Multi-purpose fine chemicals plants. Plant for food polymer Commissioned. 1995 - Gets ISO 9001 certification 1990 - Commissions Pyridine & Picoline plant. 1988 Launches its first branded product. Vamicol, an adhesive product. 1987 Introduces new products in Performance Chemicals segments. Poly vinyl acetate Emulsion for paint, textile, paper & packaging and woodworking industry. 1985 Research & Development center gets recognition from Government of India. 1983 Commercial production of Vinyl Acetate Monomer (VAM). 1981 Initial Public Offering. Listing on leading stock exchanges in India. 1978 Incorporated as Vam Organic Chemical Ltd. BOARD OF DIRECTOR

Shyam S Bhartia

Hari S Bhartia Co-Chairman & Managing Director

Chairman & Managing Director

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Dr. J M Khanna S N Singh Executive Director & President - Life Sciences Executive Director Chemicals

S Bang

Ajay Relan

Executive Director Manufacturing & Supply Chain

Director

Abhay Havaldar

Bodhishwar Rai

Director

Director

Arabinda Ray

Dr. Naresh Trehan

Director

Director

Surendra Singh

H K Khan

Director

Director

MANUFACTURING FACILITIES
Jubilant's manufacturing capabilities are one of its key differentiators. The Company has vertically integrated manufacturing facilities for its range of Custom Research and Manufacturing Services, APIs, Dosage Forms, Industrial Products and Performance Polymers businesses.

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Jubilant Organosys has geographically diversified manufacturing facilities in eight locations: Gajraula (UP), Nanjangud (Karnataka), Roorkee (Uttarakhand), Nira (Maharashtra), Udaipur (Rajasthan), Samlaya (Gujrat), Salisbury, state of Maryland (USA) and Spokane, state of Washington (USA). The Company's manufacturing facility in Maryland, USA, is US FDA approved . The Indian cGMP compliant facility for manufacturing finished dosage forms in Roorkee, Uttarakhand is operational and readying to undergo inspection by USFDA, UKMHRA and other regulatory bodies

AWARDS
Jubilant's rapid progress across all corporate aspects has consistently been acknowledged by various industry bodies, government and non-government agencies in the form of awards and certifications.

List of Certificates & Awards

Sr.No. 1 2 3 4 5 6 7 8 9 Awards & Certificate Year Golden Peacock award for Innovation Management 2003 Six-sigma Quality Award at the All India CII Convention 2004 The Greentech Foundation Award for Environment Excellence The Energy Conservation Award (Chemical sector) from the Government of India for the Gajraula unit Best Managed Manufacturing Plant for Single super phosphate by FAI 2003 Best HR Practices Award by Centre for International Businesses 2004 P C Acharya Award for Development of Indigenous Technology by 2004 ICMA Top 5 Best Managed Workforce in India - Hewitt Award The DSIR Award for Innovation in Chemicals & Allied Industries

JUBILANT CORPORATION
Jubilant Group is a well-diversified conglomerate having business interests in four sectors of activity: Pharmaceuticals, Life Sciences and Speciality Chemicals Oil & Gas (Exploration and Production) Food 32

Services The Group has a strong global presence in pharmaceuticals and chemicals business

The Group is now enhancing its presence in services sectors with focus on Oil & Gas (E&P), Food and Transport. Jubilant Group had a sales turnover of US$ 615 million in financial year 2005

INNOVATION
Jubilant believes that, only an innovative firm will continue to achieve success in scientific, technological and social arenas in the coming years. Innovation is about instilling a mindset of entrepreneurial thinking, flexibility, and organic growth - at every level of the organisation. The organisation must learn to evolve continuously to meet, the customer and market needs and create competitive advantage in this age of rapid change. Jubilant is creating a culture of innovation to give a free rein to the creative potential of our employees in order to develop fresh solutions and bring tangible results in the fields of R&D, Contract Management and Human Resources.

R & D FACILITIES
Jubilant is an innovative firm that leverages R&D, its potential and capabilities to exploit the existing and potential markets. We believe that R&D can contribute to establish criteria for quality and develop methods to verify them. R&D can cooperate to find solutions to production and customers' problems. Research, Development and Application studies form the backbone of Jubilant Organosys' local and global presence. Over the last fifteen years most of the Advance Intermediates, Fine Chemicals, APIs, Dosage Forms and Performance products have been developed in our R&D laboratories. We have well equipped laboratories and pilot plant facilities that synthesise organic compounds and polymers. The sophisticated instrumental facilities provide for complete analysis of products and their structures. Our R&D facilities are interdisciplinary -- they include technical, marketing and economics skills generating new products/processes/services. Our research and experimental development 33

comprises of creative yet systematic work, increasing the pool of knowledge in devising new applications. Our laboratories spread over a combined area of 300,000 sq. ft., have over one thousand and twenty five skilled scientists and engineers engaged in research on new products, process developments and their possible applications across diverse industries. R&D has now assumed a wider role of managing technological change. We have entered an age of innovation explosion, where the number of new developments across the pharmaceuticals value chain appears visible. At Jubilant our research and development effort fulfils four basic objectives, which are: The development of new products Improvement in the quality and performance of our existing products Increasing efficiencies in our manufacturing processes Supporting the customer through product application

Our R&D works closely with direct customers using specialized skill sets, to ensure that new product development remains focused on the customer's current and future needs, and supported by strong technical support services. The focus on the customer equips our team to understand and meet the needs of the Pharmaceuticals and Life Sciences industry. Development and change are constant in life. Science has decoded the "book of human life'' by gene mapping. To continue the ongoing scientific, technological and social endeavours, the role of research and development (R&D) cannot be overstated. We believe innovation is necessary to generate new ideas, in design quality and process control, in technical assistance to production and customers, or just pure research.

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PRODUCT PROFILE

PRODUCT DISCRIPTION
Jubilant operates in four business segments:

LIFE SCIENCE PRODUCTS AND SPECIALITY CHEMICALS- It includes

five companies Jubilant Organosys- One of the largest custom research and manufacturing services (CRAMS) companies. Jubilant Biosys- An innovative bioinformatics and chemo informatics service provider. Jubilant Chemsys- Jubilant services integrate the expertise of our scientists in the areas of Drug Discovery, Drug Development and Analytical Chemistry. Jubilant clinsys- One of the best clinical and bio analytical service provider. PSI & PSI Supply.

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OIL & GAS- Jubilant Corporation has emerged as one of the leading private sector players
in the Oil & Gas Exploration and Production (E & P) segment in India. The corporation has been in the E & P business for the last thirteen years and has successfully bid for the development of the proven field at Kharsang in Arunachal Pradesh by teaming up with consortia in production- sharing contract where, post its takeover; oil production registered a major increase.

FOOD- Jubilant Corporations business interest in food and retail segment is represented
through Dominos Pizza and Monday to Sunday. DOMINOS PIZZA INDIA LIMITED- Dominos Pizza India Limited was incorporated in 1995. The first Dominos Pizza store was opened in India in January 1996, in New Delhi. Today, it has grown into a countrywide network of stores, with a team of over 2,000 people. Dominos pizza delivers fresh and ready to eat food in India by promising delivery within 30 minutes of placing the order, to its community of loyal customers all over the country. FOOD EXPRESS STORES (INDIA) LTD.

MONDAY TO SUNDAY- Monday to Sunday is a chain of super stores, which

operates in Bangalore. Its unique selling proposition is freshness. The outlets encompass the whole gamut of food products, frozen, chilled, fresh, packaged, canned and dry.

SERVICES
Oil & Gas services Power & Infrastructure Services Aerospace Services Automobile Services Software Solutions Financial Advisory Services

PRODUCTS MANUFACTURED

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Advance Intermediates and Fine Chemicals Facilities Kilo Lab for grams to kilograms with reactor size of 20 to 630 lts. and total volume of 3,500lts. Pilot Plant for kilograms to tones with reactor size of 1to 3 KL and total volume of 12,500lts. Commercial scale plants for kilograms to tones with volume of 210 KL. reactor size of 2 to 15 KL and total

Acetyls that include Acetic Acid, Acetic Anhydride and Ethyl Acetate Single Super Phosphate Organic Manure

Application Polymers for coating, textile and paper / packaging industry. Consumer Products for woodworking industry. Speciality gases for beverages, engineering and health care industry.

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Pharmaceutical & Life Science Products

38

Our Pharmaceuticals and Life Science Products business, divided into four sub segments, is the largest Custom Research and Manufacturing Services provider and a leading player in Active Pharmaceutical Ingredients in India. We cater to global pharmaceuticals and life sciences industry. Our products and services cover the entire gamut from development and supply of intermediates for drug discovery to commercial supplies of intermediates, APIs and finished dosage forms. The Company has competence and knowledge to undertake more than 30 complex chemical reactions. Whether it is advance intermediates, fine chemicals or active pharmaceutical ingredients, we can seamlessly scale up from mg to MT quantities. Our subsidiary PSI in Belgium provides regulatory affairs services and dosage forms to generic pharmaceutical companies. Jubilant Pharmaceuticals, our subsidiary in USA, is a generic pharmaceutical company having a US FDA approved manufacturing facility for solid dosage forms.

Drug Discovery & Development Services

Jubilant's subsidiaries, Jubilant Biosys, Jubilant Chemsys and Clinsys Clinical Research provide a range of functional as well as integrated services that help accelerate the discovery and development process within the global pharmaceutical and biotech industry. The subsidiaries located in the US and India provide innovative solutions to our collaborators and partners while creative business models help sustain these relationships.

Discovery Informatics - Log onto www.jubilantbiosys.com

Discovery Research - Log onto www.jubilantbiosys.com, www.jchemsys.com

Drug Development Services - Log onto www.jubilantbiosys.com

Clinical Research - Log onto www.ClinsysCRO.com 39

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TRAINING AND DEVELOPMENT IN JUBLIANT LIFESCIENCS LTD. TRAINING & DEVELOPMENT

Human Resource Management (HRM), a relatively new term, that emerged during the 1930s. Many people used to refer it before by its traditional titles, such as Personnel Administration or Personnel Management. But now, the trend is changing. It is now termed as Human Resource Management (HRM). Human Resource Management is a management function that helps an organization select, recruit, train and develops.

HUMAN RESOURCE MANAGEMENT

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

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach Most of the organizations before never used to believe in training. They were holding the traditional view that managers are born and not made. There were also some views that training is a very costly affair and not worth. Organizations used to believe more in executive pinching. But now the scenario seems to be changing. The modern approach of training and development is that Indian Organizations have realized the importance of corporate training. Training is now considered as more of retention

41

tool than a cost. The training system in Indian Industry has been changed to create a smarter workforce and yield the best results

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal. Individual Objectives help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Organizational Objectives assist the organization with its primary objective by bringing individual effectiveness. Functional Objectives maintain the departments contribution at a level suitable to the organizations needs. Societal Objectives ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

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OBJECTIVE OF THE STUDY

43

OBJECTIVE OF THE STUDY

The objective of my study are as follows: To identify the training & development needs at Jubilant Organosys. To critically evaluate the training & development programme at Jubilant Organosys To give effective suggestions on the basics of the result in order to improve their training & development program To study the changes in behavioral pattern due to training.

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SCOPE & RATIONALE OF THE STUDY

SCOPE & RATIONALE OF THE STUDY

45

The scope of the study covers in depth, the various training practices, modules, formats being followed and is limited to the company Jubilant Life Sciences Ltd. and its employees. The different training programmes incorporated/facilitated in Jubilant Life Sciences Ltd. through its faculties, outside agencies or professional groups. It also judges the enhancement of the knowledge & skills of employees and feedback on its effectiveness. The broad Importance of the study of training policies in Jubilant Life Sciences Ltd is to study the impact of training on the overall skill development of workers. The specific Importance of the study are: 1. To examine the effectiveness of training in overall development of skills of workforce. 2. To examine the impact of training on the workers. 3. To study the changes in behavioral pattern due to training. 4. To measure the differential change in output due to training 5. To compare the cost effectiveness in implanting training programmes.

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LITERATURE REVIEW

47

LITERATURE REVIEW

According to Casse and Banahan (2007), the different approaches to training and development need to be explored. It has come to their attention by their own preferred model and through experience with large Organisations. The current traditional training continuously facing the challenges in the selection of the employees, in maintaining the uncertainty related to the purpose and in introducing new tactics for the environment of work and by recognizing this, they advising on all the problems, which reiterates the requirement for flexible approach. Usually the managers have the choice to select the best training and development programme for their staff but they always have to bear in mind that to increase their chances of achieve the target they must follow the five points highlighted by Miller and Desmarais (2007). According to Davenport (2006), mentioned in his recent studies that its easy to implement strategy with the internet supported software. Some of the Training theories can be effective immediately on the future of the skill and developments. The content and the access are the actual factors for the process. It is a representation itself by the Access on main aspect what is effective to the adopted practice in training development. As per the recent theories to access the knowledge is changing from substantial in the traditional to deliver the knowledge for the virtual forms to use the new meaning of information with electronic learning use. There is a survey confirmation for using classroom to deliver the training would drop dramatically, (Meister, 2001). A manager is that what the other members of the organization wants them to be because it is a very popular trend of development training for the managers in the training for the management (Andersson, 2008, Luo, 2002). Training-related changes should result in improved job performance and other positive changes (e.g., acquisition of new skills; Hill & Lent 2006, Sattereld & Hughes 2007) that serve as antecedents of job performance (Kraiger 2002). Reassuringly, Arthur et al. (2003) conducted a meta-analysis of 1152 effect sizes from 165 sources and ascertained that in comparison with no-training or pretraining states, training had an overall positive effect on job-related behaviors or performance (mean effect size or d = 0.62). However, although differences in terms of effect sizes were not large, the effectiveness of training varied depending on the training delivery 48

method and the skill or task being trained. For example, the most effective training programs were those including both cognitive and interpersonal skills, followed by those including psychomotor skills or tasks. Next, we describe studies to exemplify, as well as go beyond, the general ndings reported by Arthur et al. (2003). We emphasize that results from metaanalytic reviews should generally be given more weight than individual (i.e., primary-level) studies because they are more reliable (Aguinis et al. 2008). Training effects on performance may be subtle (though measurable). In a qualitative study involving mechanics in Northern India, Barber (2004) found that on-the-job training led to greater innovation and tacit skills. Tacit skills are behaviors acquired through informal learning that are useful for effective performance. Regarding innovation, trained mechanics learned to build two Jeep bodies using only a homemade hammer, chisel, and oxyacetylene welder. Regarding tacit skills, Barber noted that the job of a mechanic requires feel to be successful. Specically, trained mechanics developed an intuitive feel when removing dentsa complex process particularly when the fender is badly crumpled. As a result of informal training, one of the mechanics had a good feeling of how to hit the metal at the exact spot so the work progresses in a systematic fashion (Barber 2004, p. 134). This type of tacit skill was particularly useful in the Indian context because, although most shops in developed nations would not even attempt to repair a fender that was damaged so badly, this type of repair is common practice in the developing world (Barber 2004). Benets of training are also documented for technical skills. For example, Davis & Yi (2004) conducted two experiments with nearly 300 participants using behavior-modeling training and were able to improve computer skills substantially. Although behavior-modeling training has a rich history of success (e.g., Decker & Nathan 1985, Robertson 1990), a unique aspect of this research was that training was found to affect changes in worker skills through a change in trainees knowledge structures or mental models (see also Marks et al. 2002 for an examination of mental models at the team level). Specically, mentally rehearsing tasks allowed trainees to increase declarative knowledge and task performance, each measured 10 days after the training was completed. More recently, Taylor et al. (2005) conducted a metaanalysis including 117 behavior-modeling training studies. They ascertained that the largest effects were for declarative and procedural knowledge (ds around 1.0 resulting from comparing training versus a no-training or pretest condition). Declarative knowledge is knowledge about 49

what (e.g., facts, meaning of terms), whereas procedural knowledge is knowledge about how (i.e., how to perform skilled behavior) (see Aguinis 2009, Kraiger et al. 1993). The overall mean effect on changes in job behavior was d = 0.27. However, Taylor et al. (2005) reported substantial variance in the distribution of effect sizes, indicating the need to investigate moderators of the relationship between behavior-modeling training and outcomes. We address the issue of moderators below in the Suggestions for Future Research section.

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RESEARCH METHODOLOGY

51

RESEARCH METHODOLOGY

Research methodology involves the process to systematically solve the research problem or research objectives of the research. It not only includes research methods uses in conduction the research but also consider the logic behind the methods we adopt in the context of our research study and explain why we are using a particular method of technique and why are not using others so the research results are capable of being evaluated either by the researcher himself or by others. Research is a systematized efforts to gain new knowledge It is a movement ,a movement from the known to the unknown. It is actually a voyage of discovery. A careful investigation or inquiry specially through search for new facts in any branch of knowledge. Research Methodology is a way to systematically solve the problem. It may be understood as a science of studying how research is done scientifically. In it we study the various steps that are generally adopted by the researcher in studying his research problem along with logic behind them. It is necessary for the researcher to know not only the research methods/techniques but also the methodology used. Researchers not only need to know how to develop certain indices or tests, how to calculate mean or median or mode, how to apply particular research techniques but must also know which of these methods or techniques are relevant and what would they mean and indicate and why. Research process consists of series of actions or steps necessary to effectively carry out the research. . DATA TYPE: - The research is based on primary as well as secondary data. Primary data-The primary data are those which are collected afresh and for the first time, and happen to be original in character. There are several method of collecting primary data, particularly in survey researches important ones are : (a)through questionnaires(b)observation methods (c) through schedules(d)interview method (e)other method which include. Secondary data The secondary are those which have already been passed through the statistical process. When the researcher utilizes secondary data, then he has to look into various 52

Types of Research The research is based on exploratory research.

sources from where he can obtain them. In this case he is certainly not confronted with the problem that are usually associated with the collection of secondary data. usually published data are available in (a)various publication of the central, state are local governments (b)various publication of foreign government or of international bodies and their subsidiary organization (c) technical and trade journals (d) books, magazines and news papers (e) reports and publications of various associations connected with business and industries . Research Methodology of a research includes these major aspects of a research: Research design Sampling Design Data Collection Methods Processing and Analysis of Data Interpretation and conclusion

1.

RESEARCH DESIGN

A Research design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to research purpose with economy in procedure. In fact, the research design is the conceptual structure with in which research is conducted. It constitutes the blueprint for collection, measurement and analysis of data. More explicitly, we can say that research design decisions happen to be in respect of: 1. What is the study all about? 2. Why is the study being made? 3. What type of data is required? 4. Where can the required data are found? 5. What period of time will study included? 6. How will the data will be collected? 7. How will data be analyzed? 8. In what style will report be prepared?

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2.

SAMPLING DESIGN TECHNIQUES

There are various types of sampling design techniques. All the sampling design techniques are divided into two categories:(A) (B) (A) 1. 2. 3. (B) 1. 2. 3. 4. 5. 6. Non-Probability Sampling Technology. Probability Sampling Techniques. Non -Probability Sampling Technology are:Convenience Sampling Judgmental Sampling Quota Sampling Random Sampling Techniques are: Simple Random Sampling Systematic Random Sampling Stratified Sampling Cluster Sampling Multi Stage Sampling, and Area Sampling.

3.

SAMPLE SIZE

Every researcher has to determined to sample size of the population for which the study is to be conducted. For example All senior citizens residing in national capital region. Then the next step is to determine the samples size that is to be selected from the population. Determination of the precise size of a sample that has to be selected from the population is a difficult task. It depends on a host of factor. We can say that sample size is depends upon:1. Nature of research and analysis. 2. The desire precision of the inferences. 3. The kind and number of comparisons.

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4. The number of variable to be measured and analysis. 5. The variance one expects to find in the population. 6. The statistical level of confidence used, etc. My research based on primary data and sample size is 20 including employees of Jubilant Life Sciences Ltd. The sample size in the project report is 100 taken from the various HR Departments employees. My report is based on Non -Probability Sampling Techniques, The analysis is based on questionnaire as the sampling instrument and the information gained is through primary sources ((a)through questionnaires(b)observation methods (c) through schedules(d)interview method (e)other method which include.) and secondary sources ((a)various publication of the central, state are local governments (b)various publication of foreign government or of international bodies and their subsidiary organization (c) technical and trade journals (d) books, magazines and news papers)

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DATA ANALYSIS & INTERPRETATION

56

DATA ANALYSIS & INTERPRETATION

Q.1. Are you getting training and development in your organization? Table No 1 S.No. 1. 2. 3. Options Individually In team Both Figure No 1 Percentage 50% 40% 10%

INTERPRETATION:50% respondents choose the option individually, 40% respondents choose the option in team and remaining 10% respondents choose the option both.

Q.2. Do you know the basic objective of training and development? Table No 2 S.No. Options 57 Percentage

1. 2. 3.

Fully Partially No Figure No 2

30% 60% 10%

INTERPRETATION:30% respondents choose the option fully, 60% respondents choose the option partially and remaining 10% respondents choose the option no.

Q.3. Are you satisfied by the training and development provided by the organization? Table No 3

S.No. 1. 2. 3.

Options Yes No Cant say 58

Percentage 60% 10% 30%

Figure No 3

INTERPRETATION:60% respondents choose the option yes, 10% respondents choose the option no and remaining 30% respondents choose the option cant say.

Q.4. Do you believe that training and development system reflect any scope of improvement in ones performance? Table No 4 S.No. 1. 2. 3. Options Agreed Partially agreed Disagreed Figure No 4 Percentage 60% 30% 10%

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INTERPRETATION:? 60% respondents choose the option agreed, 30% respondents choose the option partially agreed and remaining 10% respondents choose the option disagreed.

Q.5. Training and development helps you in? Table No 5

S.No. 1. 2. 3. 4.

Options Career planning Goal achievement Promotion Others Figure No 5

Percentage 10% 30% 40% 20%

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INTERPRETATION:10% respondents choose the option career planning, 30% respondents choose the option goal achievement, 40% respondents choose the option promotion and remaining 20% respondents choose the option others. Q.6. Who is providing the training to you?

Table No 6 S.No. 1. 2. 3. 4. Options Members of the personnel staff Outsides consultants Yours supervisors Faculty members at universities Figure No 6 Percentage 20% 10% 50% 20%

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INTERPRETATION:20% respondents choose the option members of the personnel staff, 10% respondents choose the option outsides consultants, 50% respondents choose the option yours supervisors and remaining 20% respondents choose the option faculty members at universities Q.7. Are you satisfied with the criteria adopted by your organization? Table No 7 S.No. 1. 2. 3. Options Yes No Cant say Figure No 7 Percentage 60% 30% 10%

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INTERPRETATION:60% respondents choose the option yes, 30% respondents choose the option no and remaining 10% respondents choose the option cant say.

Q.8. Is the training system of your organization transparent?

Table No 8 S.No. 1. 2. 3. Options Yes No Cant say Figure No 8 Percentage 45% 30% 25%

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INTERPRETATION:45% respondents choose the option yes, 30% respondents choose the option no and remaining 25% respondents choose the option cant say.

Q.9. If any development is required after performance appraisal then proper training is given to you? Table No 9 S.No. 1. 2. Options Yes No Figure No 9 Percentage 65% 35%

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INTERPRETATION:65% respondents choose the option yes and remaining 35% respondents choose the option no.

Q.10. Does the training system provides an opportunity for orientation of individual objectives towards the achievement of organization goal? Table No 10 S.No. 1. 2. 3. Options Agreed Partially agreed Disagreed Figure No 10 Percentage 35% 50% 15%

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INTERPRETATION:35% respondents choose the option agreed, 50% respondents choose the option partially agreed and remaining 15% respondents choose the option disagreed.

Q.11. Do you feel that any reward are given to you according to your performance? Table No 11 S.No. 1. 2. 3. Options Yes No Cant say Figure No 11 Percentage 50% 20% 30%

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INTERPRETATION:50% respondents choose the option yes, 20% respondents choose the option no and remaining 30% respondents choose the option cant say.

Q.12. As par your view which factors make a training programme ineffective? Table No 12 S.No. 1. 2. 3. 4. Options Management commitment is lacking and uneven Aggregate spending on training is inadequate Educational institutions award degree but graduates lacks skills Others Figure No 12 Percentage 35% 20% 20% 25%

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INTERPRETATION:35% respondents choose the option Management commitment is lacking and uneven, 20% respondents choose the option Aggregate spending on training is inadequate, 20% respondents choose the option Educational institutions award degree but graduates lacks skills and remaining 25% respondents choose the option others. Q.13. The methods adopted by your organization is? Table No 13 S.No. 1. 2. 3. 4. Options Lectures Audio-visuals On-the-job training Computer-Assisted instruction Figure No 13 Percentage 55% 20% 20% 5%

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INTERPRETATION:55% respondents choose the option lectures, 20% respondents choose the option audio-visuals, 20% respondents choose the option on-the-job training and remaining 5% respondents choose the option Computer-Assisted instruction

Q.14. Do you think that need assessment diagnoses present and future challenges to be met through training and development? Table No 14 S.No. 1. 2. 3. Options Yes No Cant say Figure No 14 Percentage 40% 30% 30%

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INTERPRETATION:40% respondents choose the option yes, 30% respondents choose the option no and remaining 30% respondents choose the option cant say.

Q.15. Is your trainer given the honest feedback to you? Table No 15 S.No. 1. 2. 3. Options True Partially true False Figure No 15 Percentage 60% 35% 5%

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INTERPRETATION:60% respondents choose the option true, 35% respondents choose the option partially true and remaining 5% respondents choose the option false.

Q.16. What is the effect of Sales of Product after Training & Development programme organized by Jubilant organization? Table No 16 S.No. 1. 2. 3. Options Increasing Decreasing No Effect Figure No 16 Percentage 70% 10% 20%

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20% 10% 70% Increasing Decreasing No Effect

INTERPRETATION:70% respondent say after training and development sales is increasing, 20% say no effect and 10% say sales is Decreasing.

RESULTS / FINDINGS

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RESULTS /FINDINGS
Most of the respondents choose the option individually Most of the respondents choose the option partially Most of the respondents choose the option yes. Most of the respondents choose the option agreed. Most of the respondents choose the option promotion. Most of the respondents choose the option yes 73

Most of the respondents choose the option yes Most of the respondents choose the option yes Most of the respondents choose the option partially agreed Most of the respondents choose the option yes Most of the respondents choose the option Management commitment is lacking and uneven,.

Most of the respondents choose the option lectures Most of the respondents choose the option yes Most of the respondents choose the option true Most of the respondent say after training and development sales is increasing,

CONCLUSION

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CONCLUSION

Training is considered as a positive step towards augmentation of the knowledge base by the respondents. The objectives of the training programmes were broadly known to the respondents prior to attending them. The training programmes were adequately designed to cater to the developmental needs of the respondents. Some of the respondents suggested that the time period of the training programmes were less and thus need to be increased. 75

Some of the respondents also suggested that use of latest training methods will enhance the effectiveness of the training programmes. Some respondents believe that the training sessions could be made more exciting if the sessions had been more interactive and in line with the current practices in the market. The training aids used were helpful in improving the overall effectiveness of the training programmes. The training programmes were able to improve on-the-job efficiency. Some respondents also recommended that the number of training programmes be increased.

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LIMITATIONS

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LIMITATIONS

Following are the limitation of the Training and Development procedure at JOL: Less emphasis was given on behavioral training Training effectiveness was measured using only the feedback from the HOD Lack of direct interaction between the workers & training department Lack of resources provided to the training personnel of the HR department in the form of the man power and material resources.

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SUGGESTIONS

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SUGGESTIONS

Based on the data collected through the questionnaire and interactions with the Officers and Workers of Jublient Life Sciences Ltd the following recommendations are made for consideration: The organization may consider deputing each employee to attend at least one training programmes each year. The In-house training programmes will be beneficial to the organization as well as employees since it will help employees to attend their official work while undergoing the training. The organization can also arrange part time training programmes in the office premises for short durations, spanning over a few days, in order to avoid any interruption in the routine work. The organization can arrange the training programmes department wise in order to give focused attention towards the departmental requirements. The major suggestions for changes in the existing training programmes are as follows: The frequency of the training programmes organized in a year should be increased. The duration of the training sessions should be amplified. New programmes for personal as well as professional development of the officers should be developed.

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BIBLIOGRAPHY

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BIBLIOGRAPHY

Ashwathpa K.Human resources management fifth edition, Tata McGraw hill. 1998 Jha R.N Personal growth training and developmentSavera publicationGupta, Kavita. A Practical Guide to Needs Assessment. San Francisco: JosseyBass/Pfeiffer, third edition1999. Kothari C.R Research Methodology Second Edition, Wishwa Prakashan., New Delhi 2003. WEBLIOGRAPHY : http://www.jubl.com

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ANNEXURE: QUESTIONNAIRE

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QUESTIONNAIRE

Q.1. Are you getting training and development in your organization? a. Individually a. Fully a. Yes ones performance? a. Agreed a. Career planning c. Promotion Q.6. Who is providing the training to you? a. Members of the personnel staff b. Outsides consultants c. Yours supervisors d. Faculty members at universities Q.7. Are you satisfied with the criteria adopted by your organization? a. Yes a. Yes you? a. Yes b. No Q.10. Does the training system provides an opportunity for orientation of individual objectives towards the achievement of organization goal? 84 b. No b. No c. Cant say c. Cant say Q.8. Is the training system of your organization transparent? Q.9. If any development is required after performance appraisal then proper training is given to b. Partially agreed c.Disagreed Q.5. Training and development helps you in? b. Goal achievement d. Others b. In team b. Partially b. No c. Both c. No c. Cant say Q.2. Do you know the basic objective of training and development? Q.3. Are you satisfied by the training and development provided by the organization? Q.4. Do you believe that training and development system reflect any scope of improvement in

a. Agreed

b. Partially agreed

c. Disagreed

Q.11. Do you feel that any reward are given to you according to your performance? a. Yes b. No c. Cant say Q.12. As par your view which factors make a training programme ineffective? a. Management commitment is lacking and uneven b. Aggregate spending on training is inadequate c. Educational institutions award degree but graduates lacks skills d. Others Q.13. The methods adopted by your organization is? a. Lectures c. On-the-job training b. Audio-visuals d. Computer-Assisted instruction

Q.14. Do you think that need assessment diagnoses present and future challenges to be met through training and development? a. Yes a. True b. No b. Partially true c. Cant say c. False Q.15. Is your trainer given the honest feedback to you? Q.16. What is the effect of Sales of Product after Training & Development programme organized by Jublient organization? a. Increasing Sales b. Decreasing Sales c. No Effect

RESPONDENT PROFILE

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