A PROJECT REPORT ON

EFFECTIVENESS OF TRAINING AND DEVELOPMENT- A COMPARATIVE ANALYSIS OF BPO, IT, TELECOM SECTOR IN NCR

SUBMITTED FOR PARTIAL FULFILLMENT OF THE DEGREE OF

MASTER OF BUSINESS ADMINISTRATION

By Jyoti Sharma (Roll No.: 1268670078)
External Supervisor Name Designation Name of Company Address Internal Supervisor Name Designation Grater Noida

Accurate Institute of Advanced Management, Greater Noida (Affiliated to MTU and Approved by AICTE)

2013

Accurate Institute of Advanced Management (Affiliated to MTU and Approved by AICTE) ______________________________________

Guide Name Assistant Professor

Date

Certified that the Summer Training Project Report entitled THE STUDY OF CONSUMER BUYING BEHAVIOR TOWARDS SMALL & MEDIUM CAR SEGMENT WITH SPECIAL REFERENCE TO MARUTI SUZUKI INDIA LTD has been prepared by Mr. XXXXXX under my supervision. Mr. Singh has prepared the Report during 3rd Semester prescribed under MBA Ordinance governing the award of the Degree of MASTER OF BUSINESS ADMINISTRATION, Mahamaya Technical University, NOIDA, and the Report embodies the result of his study and investigation conducted during the period he worked as a regular student. The report is of the standard expected of a candidate for the partial fulfillment of MBA Degree and I recommend that it may be evaluated.

(XXXXXX) Supervisor

Plot No. 49, Knowledge Park-3, Greater NOIDA-201306 (UP), Phone: 0120-2328235, Fax: 0120-2320355 E. Mail.: info@accurate.in, Web: http//www.aiam.in

PREFACE

Quality without creativity is meaningless. As changes grow ever more unpredictable creativity is rapidly becoming recognized a core management skill. Todays business environment demands that managers posses a wide range of knowledge skills and competencies, as well as sound understanding of management process and function. Managers need to be able to make best use of their time, talent and of other people to work with and through others to achieve corporate objectives. They also need to demonstrate their ability not merely to solve problems, but to transform them and design ways through them. This report is a comparative analysis of the effectiveness of Training and Development in BPO, IT and TELECOM sectors in NCR.

(Jyoti Sharma)

ACKNOWLEDGEMENT

Success is not a destination, but a journey it is often said. I realized it better after the completion of my project. I take this opportunity, to express my sincere gratitude to each & every person who acted as guides, friends and torch bearers along the way and has directly or indirectly helped me through my Project. This study is another outgrowth of a valuable, continuous and systematic guidance of my mentor Dr. Brijendra Singh Yadav; Associate Professor; Deptt. Of Management, NIET. He has always been a constant source of inspiration, encouragement and guidance in conducting this study. The successful completion of this report would not have been possible without the cooperation and support of all the people of organizations whom I have interviewed as part of my project for their help. Last but not the least, I find myself lacking in words to my beloved parents & friends for their encouragement, moral & constant support.

DATE: PLACE: (ARCHIT AGRAWAL)

TABLE OF CONTENTS Pre contents Preface..... 1 Declaration.. 2 Acknowledgement .3 Synopsis4 Index..6 Post contents Chapter 1 Introduction Training and development Training Need Identification Objective and scope Rationale Chapter 2 Review of Literature Chapter 3 Methodology Research design Description of the variables under study Data Collection Chapter 4 Research Analysis and Findings Chapter 5 Conclusions and Recommendation 53 40 8 9 9 15 15 17 36 37 37 38

Bibliography Annexure -Questionnaire

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List of Graphs

S.No.

Table No. Title of Graph

Page No.

1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

Objectives Achieved Training program satisfaction Achievement of personal objectives Effectiveness of the trainer Balance of theoretical and practical knowledge Program duration Delivery in job after training Time for activities and follow up discussion Feedback mechanism

43 44 45 46 47 48 49 50 51

CHAPTER 1 INTRODUCTION

INTRODUCTION TRAINING AND DEVELOPMENT

Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve his/her ability to perform on the job. We generally say training can involve the changing of skills, knowledge, attitudes or social behavior. It may bring changes in employees, how they work, and their attitudes toward their work of their interaction with their co-workers or supervisors and the way behaves and works TRAINING OBJECTIVES AND STRATEGIES Having identified the training needs based on the various analyses, the next logical steps are to set training objectives in concrete terms and to decide on the training strategies to be adopted to meet these objectives. The training needs basically highlight the gap between the existing and desired repertoire of knowledge attitude and skills at individual, group and organizational level to enable the employees to contribute towards the realization of organizational objectives at optimum efficiency. The training effort thus will have to aim at filling in this gap by clearly stating the objectives in quantitative and qualitative terms to be achieved through training. Such an exercise will also enable the training specialists to evaluate, monitor and measure the extent to which stated objectives have been met through training intervention. As the training objectives are related to organizational objectives, the involvement of the top management will be necessary to ensure that the two sets of objectives are integrated.

TRAINING NEED ASSESSMENT

Employees are the greatest asset which assists in achieving business objectives. To get best from employees it is essential that they be provided with appropriate training on all aspects of their work. Training is the way for employees to learn new skills and knowledge and to apply them at their workplaces and learn and implement good work practices. This can bring change in workplace behavior of employees and tensed conditions

The effectiveness of the training heavily depends upon effectiveness of process used to identifying training needs. Most organizations formalize training process by providing a budget and resources for training but this will not ensure the investment is a good one. To ensure the best possible returns for the organization, training and development activities like any investment have to be targeted, planned and managed. First and foremost, the training and development required for the organization to achieve its objectives must be properly identified and prioritized. This is the objective of training need analysis in an organization. Training need analysis is the first step on the path to effective training. Training need analysis means measuring the gap between skills available and skills required for employees and making recommendations to bridge the gap. When need analysis is done, it is possible to focus attention on the target and identify the means for getting there. The Need analysis process also involves others and helps them to understand the issues which are facing. Following are the various methods training for analysis training Needs:

JOB AND SKILL ANALYSIS Job and task analysis is performed as a preliminary to successive actions, including to define a job domain, write a job description, create performance appraisals, selection and promotion, training needs assessment, compensation, and organizational analysis/planning. To break down the complexity of the job people perform into logical parts such as duties, responsibilities and task. It organizes and identifies the knowledge, skills, and attitudes of the employees which are required to perform the job correctly. This is achieved by collecting task activities and requirements. SKILL MATRIXES The skills involved can be defined by the organization concerned, or by third party institutions. They are usually defined in terms of a skills framework, also known as a competency framework or skills matrix a quick and effective way of identifying training needs at an occupational level is to construct a skill matrix. For example,. This consists of a number of skills which are listed and a grading system of the company, with a definition of what it means to be at particular level for a given skill.

To make the skills management most useful, it needs to be conducted as an ongoing process, with individuals assessing and updating their recorded skill sets regularly. These updates should occur timely as frequently as employees' reviews of line manager, and certainly when their skill sets have changed and defined by the company.

Skills management records the results of this analyses process in a database, and allows detail analysis of the data. Skills management provides a structured approach to developing individual and collective skills, and gives a common vocabulary for discussing skills

INTER VIEWING Interviewing is a technique that can appear to be very simple when used by an experienced practitioner. Although some people are naturally better at interviewing, the key skills of a good investigative interviewer are all capable of being learned. The first two skills are common to all types of interview questioning and listening.

SURVEY METHODS Surveys can be very useful in the gathering of data, including information on attitudes. People usually participate willingly if the completion of a survey form is not too complex or lengthy and if they think some good will come out of the exercise. When designing a survey you must decide on: the size and nature of the sample the format of the questions Exactly how the survey is to be conducted.

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APPRAISAL SYSTEMS
Many organizations see performance appraisal schemes as an integral part of their employee development strategy. Schemes vary considerably from one organization to another, and nowadays may have a variety of names, but almost all of them include the identification of training needs as a key component. Most also consider the longer-term career options available to employees, and allow them to express their preferences. It follows that anyone with responsibility for training and development should influence the design of the scheme and ensures that notice is taken of the information generated by it. This is not always readily achieved. Sometimes the scheme will focus on short-term performance issues, and line managers may not regard the consideration of developmental issues as important. The appraisal should be considered confidential within the department concerned. Some companies have a section covering training and development needs is detachable, so that the training function can only be seen for the appropriate information. The kind of approach used by the company has its merits, but excludes the underlying performance issues which contribute towards identifying the training and development needs. There are many issues to be addressed when designing and implementing an appraisal scheme, and some of the aims of the process may conflict with each other. For example, a scheme linked to the determination of pay increases may inhibit the appraise from being honest about aspects of the job that he or she finds difficult, whereas it is precisely these aspects that must be discussed to identify training needs. The company should take care and
initiative to reduce these conflicts

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DEVELOPMENT CENTRES
The use of assessment centers for selection has continued to increase to the point where students approaching graduation now expect to undergo them routinely as they search for a suitable position. Somewhat less common, but growing in popularity, is the use of centers to assist in identifying developmental and training needs. The reasons that the use of development centers has increased now a days is that many organizations now base many of their employment practices on the idea of competencies and competencies mapping. Having identified key competencies of the employees for each job, it become comparatively easy to check how to make an assessment on that competency and compare it with the level of competency required. Following participation at development centers (or workshops), people can be informed how their performance was rated compared with the standard required for progression or movement into another role. This would be extremely helpful to the people. The organizations may also use these assessments to come on a decision that should be given training and experience and, of course, which should not be. It should be kept in mind that development centers do not function in isolation. There is no other single reason and the right way for a centre to be run. The design adopted by the development centers would depend upon the competencies being judged and analyzed and, finally, how much the organization wants to spend to develop these competencies. Some of the development centers run for several days but most commercial organizations cannot spend or afford much for the resources to do this, and the pressure comes

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usually to reduce the duration of time to minimum. The most common and usually used duration is one full day perhaps with a follow-up feedback session.

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CRITICAL INCIDENT TECHNIQUE Critical incident technique (CIT) was developed by John Flanagan, an American psychologist, during World War II. He wanted to know why mistake were being made in bombing missions over Germany, and to improve flight-crew training. The basis for CIT is that most of the jobs contain a lot of padding routine operations that dont matter that much. The things which differentiate someone who is particularly very good in the job from someone who is good average or poor are what they doing and how they handle the situations which may be fairly rare, but which are important in terms of outcome critical incidents. People have the tendencies to talk about work in generalities. Asked what makes a good bar manager, they may talk about needing a good sense of humor, good judgment, and a customer-focused attitude. This may be true, but how do we train these qualities? To bring changes in the attitude and to change them, based on the required behavior Using CIT we ask (for example): Give me an example of when having good judgment was important. The person may then describe an incident involving a group of people who entered the bar but looked under-age, and tell how he or she politely asked them to leave. This can then produce a list of critical behaviors which can be taught to someone to ensure that they can cope in a similar situation. Of course, a whole range of incidents may be described which required good judgment, a good sense of humor and customer focus. It is important to get as wide a range of incidents as possible, preferably from a number of people, so

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OBJECTIVE AND RATIONALE OBJECTIVE OF THE PROJECT

Identify the training needs of the company The training methods adopted by the company Evaluating the effectiveness of training programs

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how effective it has been at training and developing the employees in an organization.

This study gives some suggestions for making the present training and development system more effective. It gives organization the direction, how to deal differently with different employees. It identifies the training & development needs present among the employees. RATIONALE OF THE RESEARCH STUDY The essential elements in any enterprise are considered to be the materials, equipment and human resource. Training allied to the human resource specializations within the management, ensures that the manpower of the required level of expertise at the right time should be there in the company. But before that it should be taken into

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consideration that the attention given by the organizations to the provision of materials, machinery and equipment. After that we should compare the commitment to the third essential factor in production cycle that is Human Resources. One of the most important factors is goes to the regards of the traditional view of training and trainers. They are seen as an expense by the organizations, a service, as second rate to production or as a necessary evil. Training has fall behind to the other management activities, especially in the planning period. It is often done as a reaction to immediate needs of the employees, a patch up operation in, instead of an ordered activity. Training and Development is designed to enhance the competency of managers and workers and other employees who are dealing with variety of organizational functions. Training and Development is a process through which the goals of management and organization can be achieved. Investment in Training and Development has come to be considered as an asset by the companies for organizational development or in other words, Training is indispensable for an effective organizational development and growth. Previously, training was almost exclusively trainer oriented and it was not based on organizations needs. The trainer used to determine the objectives of the course, its duration, its contents and format. On many occasions training was of a pedagogic nature with the trainer in complete control of the direction of the training. Moreover, the alignment of the corporate goal was missing. The views of the trainees were rarely been taken or even if were taken, it was with a condescending attitude. Due to all these reasons the bottom-line contribution of training or the organizational development was less.

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All employees are expected to participate in company sponsored training programs considered necessary for enhancing their work skills improve knowledge and change in attitude. We realize that in todays constantly changing environment, to make our services better than those of our competitors initiative by the management for training is necessary. Therefore, training opportunities are offered through specialized training programs conducted by in-house instructors, instructors from the industry, or by experts in the field.

. .

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CHAPTER 2 REVIEW OF LITERATURE

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INTRODUCTION TO TRAINING

Training is one of the processes required to turn new members of an organization into productive insiders.

Training is a process of transmitting and receiving information related to problem solving. Halloram

Training is the international act of providing means for learning to take place. Proctor and Thornton

Training is a means to educate somewhat narrowly mainly by instruction, drill and Discipline. It is referred as applying principally to the improvement of skills and hence to learning how to perform specific tasks. Yoder

Training is being defined as an act of increasing the knowledge and skill of an employee for doing a particular job. It is concerned with imparting specific skills for particular purposes. Training is aimed at learning a skill by a prescribed method of application of a technique. Tripth

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Training is the formal procedure which a company utilizes to facilitate learning so that the resultant behavior contributes to the attainment of the companys goals and objectives. Mc Ghee and Thayer Employee training is a specialized function and is one of the fundamental operative functions of Human Resource Management. According to FLIPPO, Training is the act of increasing the knowledge and skill of an employee for doing a particular job. It is a short-term educational process and utilizing a systematic and organized procedure by which employees learn technical knowledge and skills for a definite purpose. Training refers to the organizations efforts to improve an individuals ability to perform a job or organizational role. It can be defined as a learning experience in which it seeks a relative permanent change in an individual that would improve his ability to perform the job. Thus, training refers to the efforts made on the part of the trainer who facilitates learning on the part of the training to increasing skills knowledge and perfection in a specific task for efficiency economy and satisfaction. Training enables employees to learn new concepts, build skills the required for the job, to maintain interpersonal relationship and technical problems or gain insight into behavior accepted as the way things are run in the companies.

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Upon reviewing the variety of definition of training available the following characteristics can be listed as key elements for effective training.

Effective training is the learning experience Effective training is a planned organizational activity Effective training is a response to identified needs.

A key assumption of training is that by giving employees skill and insight for identifying and defining organizational problems, individual will have greater capacity to change unproductive and unsatisfying organizational structures and processes. It is a catalytic process that depends largely on the abilities of informed and skilled members to develop their tools for charge.

However, the individual abilities must be simultaneously supported by organizational accountability so that, participants use their abilities to the hilt to learn from the training programs and transfer those learning to the workplace and is technically termed as the transfer of training effects. It is basically the process of increasing the knowledge and skills for doing a particular job; an organized procedure by which people gain knowledge and skill for a definite purpose.

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DIFFERENCE BETWEEN TRAINING , DEVELOPMENT AND EDUCATION

Training and development go hand in hand and are often used synonymously but there is a difference between them. Training is the process of learning a sequence of programmed behavior. It is an application of knowledge. It makes the people aware of the rules and procedures to guide their behavior and attitude. It makes provisions to improve their performance on the current job and prepares them for an intended job and for the other activities. Development is a related process to the training. It covers all those, which improve job performance, and also those, which bring about growth of the personality. It helps individual in the progress towards maturity, actualization, and realization of potential capabilities so that they can become good employees as well as better human beings. Education: Education is focused more towards the future of an individual. It prepares the individual for the challenges which an individual can face, shapes his career and grooms him for social responsibilities. It is not usually targeted towards specific behavior but for overall development of personalities. Therefore it lacks the specificity of training. Education takes a long-term perspective of an individuals life. Education is more firmly rooted in the culture of a society. One of the key concerns of education is the inculcation of socially accepted values in the individual. Social institutions like state, family and the community play an important role in the education of an individual. In education the group is more enduring and there is sustained interaction over a long period of time.

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PRINCIPLES OF TRAINING Motivation Learning is enhanced when the learner is motivated. Learning experience must be designed so learners can see how it will help in achieving the goals of the organization. Effectiveness of training depends on motivation. Feedback Training requires feedback. It is required so the trainee can correct his mistakes. Only getting information about how he is doing to achieve goals, he can correct the deviations. Reinforcement The principle of reinforcement tells the behaviors that are positively reinforced are encouraged and sustained. It increases the likelihood that a learned behavior well be repeated. Practice Practice increases a trainees performance. When the trainees practice actually, they gain confidence and are less likely to make errors or to forget what they have learned.

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Individual Differences
Individual training is costly. Group training is advantageous to the organization. Individuals vary in intelligence and aptitude from person to person. Training must be geared to the intelligence and aptitude of individual trainee. Goal setting Training should be based on specific needs and objectives of the organization as well as employees. Determination of goals pertaining to development of skills, knowledge and behavior helps in improving organizational performance.

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OBJECTIVES OF TRAINING

To increase productivity An instructor can help employees increase their level of performance on their assignment. Increase in human performance leads to increase in the operational productivity and also the increase in the profit of the company. To improve quality Better-trained workers are less likely to make operational mistakes. It can be in relationship to the company or in reference to the intangible organizational employment atmosphere. To help a company fulfill its future personnel needs The organizations having good internal training and development programs will have to make less changes and adjustments. When the need arises, vacancies can be easily staffed. To improve organizational climate An endless chain of positive reactions result from a well planned training program. To improve health and safety Proper training can prevent industrial accidents. A safer atmosphere leads to more stable attitudes on part of the employees.

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 Obsolescence prevention Training and development programs foster the initiative and creativity of employees and can help prevent manpower obsolescence. Personal growth Employees on a personal basis gain individually from their exposure to educational expressions. Training programs give them wider awareness and skills.

NEED OF TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite tasks.

To help and assist the employees to function more effectively and efficiently in their present positions by exposing them to new concepts.

To build a line of competent people and prepare them to occupy more responsible positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.

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 To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative attitudes etc.

For employee motivation and retention.

For career advancement

To improve organizational climate

To help the organization fulfill its future manpower needs

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TYPES OF TRAINING

Training is required for several purposes. Accordingly training programs may be of the following types:

Orientation training: Induction or orientation training seeks to adjust newly appointed employees to the work environment. Every new employee needs to be made fully familiar with his job, his superiors and subordinates and with the rules and regulations of the organization. Induction training creates self-confidence in the employees. It is also knows as pre-job training. It is brief and informative.

Job training: It refers to the training provided with a view to increase the knowledge and skills of an employee for performance on the job. Employees may be taught the correct methods of handling equipment and machines used in a job. Such training helps to reduce accidents, waste and inefficiency in the performance of the job.

Safety training: Training provided to minimize accidents and damage to machinery is known as safety training. It involves instruction in the use of safety devices and in safety consciousness.

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 Promotional training: It involves training of existing employees to enable them to perform higher-level jobs. Employees with potential are selected and they are given training before their promotion, so that they do not find it difficult to shoulder the higher responsibilities of the new positions to which they are promoted. Refresher training: When existing techniques become obsolete due to the development of better techniques, employees have to be trained in the use of new methods and techniques. With the passage of time employee may forget some of the methods of doing work. Refresher training is designed to revive and refresh the knowledge and to update the skills of the existing employees. Short-term refresher courses have become popular on account of rapid changes in technology and work methods. Refresher or re-training programs are conducted to avoid obsolescence of knowledge and skills. Remedial training: Such training is arranged to overcome the shortcoming in the behavior and performance of old employees. Some of the experienced employees might have picked up appropriate methods and styles of working. Such employees are identified and correct work methods and procedures are taught to them. Psychological experts should conduct remedial training. Cross functional training: - It involves training employee to perform operations
IN

areas other that their assigned job. High performing workers act as peer trainers

and help employees develop skills in another area of operation. It helps workers gain rich experience in handling diverse jobs and makes them more adaptable and versatile and thus helps them develop their own career paths. It also increases the
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understanding of the business. It reduces the need of supervision and when one employee is absent the other employee can perform his job.

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METHODS OF TRAINING

METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

On-the-job techniques On the job techniques enables managers to practice management skills, make mistakes and learn from their mistakes under the guidance of an experienced, competent manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee on different jobs for periods of time ranging from a few hours to several weeks. At lower job levels, it normally consumes a short period, such as few hours or one or two days. At higher job levels, it may consume much larger periods because staff trainees may be learning complex functions and responsibilities. Job rotation for managers usually involves temporary assignments that may range from several months to one or more years in various departments, plants and offices.

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Job rotation for trainees involves several short-term assignments, that touch a variety of skills and gives the trainees a greater understanding of how various work areas function. For middle and upper level management, it serves a slightly different function. At this stage, it involves lateral promotions, which last for one or more years. It involves a move to different work environment so that manager may develop competence in general management decision-making skills. Enlarged and enriched job responsibilities: By giving an employee added job duties, and increasing the autonomy and responsibilities associated with the job, the firm allows an employee to learn a lot about the job, department and organization. Job instruction training: It is also known as step-by-step training. Here, the trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee. In simple words, it involves preparation, presentation, performance, and tryout and follow-up. Coaching: The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides the feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some duties and responsibilities of the coach and relives him of his burden.

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A drawback is that the trainee may not have the freedom or opportunity to express his own ideas. Committee assignments: Here in, a group of trainees are given and asked to solve an actual organizational problem. The trainees solve the problem jointly. This develops team work and group cohesiveness feelings amongst the trainees. Off-the-job training It includes anything performed away from the employees job area or immediate work area. Two broad categories of it are:

In house programs
These are conducted within the organizations own training facility; either by training specialists from HR department or by external consultant or a combination of both. Off-site programs It is held elsewhere and sponsored by an educational institution, a professional association, a government agency or an independent training and development firm.

The various off- the- job-training programs are as follows: Vestibule training: Herein, actual work conditions are simulated in a classroom. Material, files and equipment those are used in actual job performance are also used in training. This type of training is commonly used for training personnel for clerical and semiskilled jobs. The duration of this training ranges from few days to a few weeks. Theory can be related to practice in this method.

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 Role-playing: It is defined as a method of human interaction that involves realistic behavior in imaginary situations. This method involves action doing and practice. The participants play the role of certain characters, such as production manager, HR manager, foreman, workers etc. This method is mostly used for developing interpersonal interactions and relations. Lecture method: The lecture is a traditional and direct method of instruction. The instruction organizes the material and gives it to the group of trainees in the form of a talk. To be effective, the lecture must motivate and create interest among the trainees. An advantage of this method is that it is direct and can be used for a large group of trainees. Conference or discussion: It is a method in training the clerical, professional and supervisory personnel. It involves a group of people who pose ideas, examine and share facts and data, test assumptions and draw conclusions, all of which contribute to the improvement of job performance. It has an advantage that it involves two-way communication and hence feedback is provided. The participants should feel free and open to speak in small groups. Success depends upon the leadership qualities of the person who leads the group. Programmed instruction: This method has become popular in recent years. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to mere complex levels of instructions. The trainee goes through these units by answering questions or filling the blanks. This method is expensive and time consuming.

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EVALUATING THE EFFECTIVENESS OF TRAINING

Training Effectiveness: It is the degree to which trainees are able to learn and apply the knowledge and skills acquired in the training program. It depends on the attitude, interests, value expected of the trainees and the training environment. A training program is likely to be more effective when trainees want to learn, are involved in their job, have career strategies, contents of training program and the ability and motivation of trainers also determines training effectiveness THE EVALUATION MODELS The process of evaluating the training effectiveness involves the consideration of various constraints. Many researchers have developed various methods and models in order to facilitate this process. Some of the models are described as below: -

MODEL 1
Kirk Patrick model The choice of evaluation criteria is a primary decision that must be made when evaluating the effectiveness of training. Although newer approaches to, and models of, training evaluation have been proposed by Kirkpatricks (1959, 1976, 1996) fourlevel model of training evaluation and criteria continues to be the most popular .We used this framework because it is conceptually the most appropriate for our purposes. Specifically, within the framework of Kirkpatricks model, questions about the effectiveness of training or instruction programs are usually followed by asking, Effective in terms of what: Reactions, learning, behavior, and results Thus, the

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objectives of training determine the most appropriate criteria for assessing the effectiveness of training.

Reaction criteria, which are operational by using self-report measures, represent trainees affective and attitudinal responses to the training program. However, there is very little reason to believe that how trainees feel about or whether they like a training program tells researchers much, if anything, about (a) how much they learned from the program (learning criteria), (b) changes in their job-related behaviors or performance (behavioral criteria), or (c) the utility of the program to the organization (results criteria). This is supported by the lack of relationship between reaction criteria and the other three criteria. In spite of the fact that reaction measures are not a suitable surrogate for other indexes of training effectiveness anecdotal and other evidence suggests that reaction measures are the most widely used evaluation criteria in applied settings. For instance, in the American Society of Training and Development 2002 State-of-the-Industry Report, 78% of the benchmarking organizations surveyed reported using reaction measures, compared with 32%, 9%, and 7% for learning, behavioral, and results, respectively. Learning criteria are measures of the learning outcomes of training; they are not measures of job performance. They are typically operationalized by using paper-andpencil and performance tests. According to Tannenbaum and Yukl (1992), trainee learning appears to be a necessary but not sufficient prerequisite for behavior change it is not as well used in business settings as an evaluation technique; school settings
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are more likely to use level 2 evaluation techniques. Level 2 evaluation techniques and most reliable when pre and post evaluations are utilized. In contrast, behavioral criteria are measures of actual on-the-job performance and can be used to identify the effects of training on actual work performance. Issues pertaining to the transfer of training are also relevant here. Behavioral criteria are typically operationalized by using supervisor ratings or objective indicators of performance. Level 3 evaluations are difficult because human behaviour needs to be measured. Although learning and behavioural criteria are conceptually linked, researchers have had limited success in empirically demonstrating this relationship. This is because behavioural criteria are susceptible to environmental variables that can influence the transfer or use of trained skills or capabilities on the job. For example, the post training environment may not provide opportunities for the learned material or skills to be applied or performed Some executives are willing to assume that if employees are exhibiting the desired behaviour on the job (level 3) that will have a positive influence of the companys bottom line. Finally, results criteria (e.g., productivity, company profits) are the most distal and macro criteria used to the effectiveness of training. Results criteria are frequently operationalized by using utility analysis estimates. Utility analysis provides a methodology to assess the dollar value gained by engaging in specified personnel interventions including training. Level 4 evaluations is actually easier to achieve than level 3, since level 4 evaluations are tied to information that can be measured Some trainers believe that a positive level 3 implies success at level 4.
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Moreover difficult is that the level 3 and level 4 evaluations also provide other advantages apart from contributing to company goals. These evaluations can add value to the service that the training department can provide. They can also be instrumental in over hauling current curriculum; if a course is not meeting company objectives, then either change the course or stop offering the course all together In summary, it is our contention that given their characteristic feature of capturing different facets of the criterion spaceas illustrated by their weak inters correlations reported by Alliger et al. The effectiveness of a training program may vary as a function of the criteria chosen to measure effectiveness. Thus, it is reasonable to ask whether the effectiveness of training operationalised as effect sizevaries systematically as a function of the outcome criterion measure used. For instance, all things being equal, are larger effect sizes obtained for training programs that are evaluated by using learning versus behavioural criteria? It is important to clarify that criterion type is not an independent or causal variable in this study. Our objective is to investigate whether the operationalization of the dependent variable is related to the observed training outcomes (i.e. effectiveness). Thus, the evaluation criteria (i.e., reaction, learning, behavioural, and results) are simply different operations of the effectiveness of training.

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MODEL 2

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational context i.e. about individual difficulties, organizational deficiencies etc. in practice, this mainly implies the assessment of training needs as a basis for decision. This involves: Examining the expectations and perceptions of the people. Examining whether the training needs were accurately identified. Putting the specific training event in the wider context of other training activities. Establishing whether the trainers enjoyed the confidence of the trainees and whether the latter are comfortable with the level and focus of the training. Input Evaluation: Determine using factor and opinion about the available human and material training resources in order to choose between alternative training methods. This involves: Establishing the adequacy of the resource base and its cost. Considering the choice and effectiveness of the training methods and techniques.

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 Identifying the numbers who successfully completed the program compared with those who started and draw appropriate inferences. Establishing whether the trainers were perceived to be credible as far as the trainees are concerned. Establishing whether the psychological and emotional climate of learning was appropriate.

REACTION EVALUATION
Monitoring the training as it is in progress. This involves continuous examination of administrative arrangements and feedback from trainees. This involves: Looking at the reactions of trainees to the content and method of training. Establishing the reaction of other people, particularly line managers to the early results of the training program. Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves: Establishing whether expectations of results were met. Identifying whether all or some of the learning objectives were met. Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

40

Immediate Outcomes: The changes in the trainees knowledge, skills and attitude that can be identified immediately after the completion of training. The aim here is to find out the extent to which positive transfer of learning has taken place from the training to the workplace. This type of evaluation may be done in several ways such as behaviorally anchored rating scales or self repots supplemented by reports of subordinates, peers and supervisors or critical incidents etc.

Intermediate Outcomes: These are the changes in trainees actual work behavior, which result from training. The assumption here is that effective training should be reflected in the trainees increased job-proficiency.

Ultimate Outcomes: These are the changes in the functioning of part or the entire organization, which have resulted from changes in work behavior. For this purpose, indexes of productivity, labour turnover etc, studies of organizational climate and human resource accounting are taken as the ultimate results achieved by the trainees.

MODEL 3
KAUFFMANS FIVE LEVEL OF EVALUATION : Some researchers recognized the shortcomings of Kirkpatricks four level approaches and attempted to modify and add to this basic framework. Kaufman expanded the definition of level 1 of Kirkpatricks model and added a fifth level addressing societal issues.

41

At Level 1, the factor of the concept of enabling addressees the availability of various resources inputs necessary for a successful intervention. Level 5 is the evaluation of societal and client responsiveness, and consequences in payoff. This moves evaluation beyond the Organization, and examines the extent to which the performance improvement program has enhanced the society and the environment surrounding the organization.

LEVEL 5. Societal Outcomes

EVALUATION FOCUS Societal and client responsiveness, consequences and payoffs

4. Organizational Output 3. Application

Organizational contributions and payoff s Individual and small group utilization within the Organization

2. Acquisition 1b. Reaction

Individual and small group mastery and competency Methods, efficiency means and process acceptability and

1a. Enabling

Availability and quality of human, financial and physical resources input

Five levels for evaluation of interventions for training impact (Kaufmans Model)

42

A Framework for Measuring Training and Development in the State Sector

Some Information is reported to Government on training and development in its companies and agencies. Such kind of information would be useful in advising Government about the capability of these companies and agencies, among other purposes. However, to measure training effectiveness and results is difficult for many reasons, including the lack of standard definitions and its measures and the fact is that many of the organizations have no centralized collection of training data and information. This research paper is based on a review of the literature and interviews with officials and employees to develop a framework for measuring training effectiveness in government agencies. The framework comprises a hierarchy of linked components from sound foundation of training policies and practices and efficient and equitable training investment and expenditure, to training effectiveness in achieving desired individual behavior and to achieve organizational objectives, and finally to State the sector people capability (resulting from training and other factors). Suggested measures and indicators are provided to the framework and to its each component to measure the training. They include measures for the government agencies to be use by them internally for their own management and official purposes, and these measures are likely to be useful in reporting to Government. The paper concludes that while measuring training is problematic and difficult but it is nonetheless desirable. It suggests that reporting to Government should focus primarily on State sector people capability, but that government agencies should develop systems in place to provide
43

information on the other three aspects of the framework, when required. Publication of the Working Papers Series recognizes the value of developmental work in generating policy options. The series in the paper were prepared for the purpose of informing policy development and growth in the organizations. The views expressed are those of the authors and officials and should not be taken to be the views of the State Services Commission.

44

CHAPTER 3 METHODOLOGY

45

TYPE OF RESEARCH
Descriptive Research design cum Analytical Research Design SAMPLE UNIT Employees who have completed their training to evaluate the training effectiveness and 9 managers from each company to identify the training needs and training methods adopted by the company SAMPLE SIZE 99 employees (90 trainees and 9 managers) COMPANY NAME AND SECTORS IT Name- Company A, Company B, Company C TELECOM Name- AIRTEL, HUTCH, RELIANCE BPO Name-GENPACT, INFOSYS, GO4 CUSTOMER

TYPE OF QUESTION Close ended and open ended TYPE OF QUESTIONNAIRE Structured and Undisguised

46

STRUCTRED AND UNDISGUISED QUESTIONNAIRE For this project a structured questionnaire is used where each question specify the set of responses alternatives and the response format. A structured questionnaire can be of three types multiple choices, dichotomous or a scale. A open ended structured questionnaire is used where the scale is explained above. The questionnaire used here is undisguised, as the respondents clearly know the purpose of this survey and intentions behind it.

ADVANTAGES OF USING STRUCTURED QUESTIONNAIRE I. Structured questionnaire is used to reduce the respondent error as employees are aware of the type of information required from them and the purpose of this information. II. Structured questionnaire helps in reducing interviewer biasness because the questionnaire is specific and structured and is not open for the interpretations by the interviewer.

LIMITATIONS OF USING STRUCTURED QUESTIONNAIRE I. The disadvantage of structured questionnaire is that it increases position or order of biasness. Order or position bias is defined as the respondents tendency to check an alternative merely because it occupies a certain position or is listed in a certain order.

47

METHODS OF DATA COLLECTION

PRIMARY DATA Primary data is that which is collected afresh and for the first time, and thus happens to be original in character.

Primary data used in this study is collected through Questionnaire Discussions done with the staff of the department.

SECONDARY DATA Secondary data, on the other hand, is that which have been already collected by someone else and which have already been passed through the statistical process. Secondary data used in this study is taken from various sources like Websites. Books and Magazines.

Action Plan Literature Survey through various Journals, Magazines and internet. Designing of the Questionnaire To visit the respective respondent

48

 Collect the details and fill up the questionnaire Analyze the data collected Drawing conclusions and recommendations

49

Chapter 4

RESEARCH ANALYSIS AND FINDINGS

50

ANALYSIS OF THE DATA

This chapter helps to understand the analysis of how the training need identification done by the companies, the various training method adopted by the companies and to evaluate the training effectiveness.

TRAINING NEED ASSESSMENT ANALYSIS

TRAINING NEED ASSESSMENT IN IT SECTOR

Company A

Company B

Company C

Method

Performance

Performance

Performance appraisal system,

Appraisal System, Appraisal System survey critical technique Time Effectiveness Annually Very effective Biannually Effective Proactive reactive Yes methods, incident

skill matrix, survey methods

Annually Effective and More reactive less proactive Yes

Taking initiative in Proactive analysis TNI Company converts Yes

51

TNI effectively Training used Methods On the job On the job, Role On the job training, training, training, and

Training, Informal Playing and Role Skill training, Technical Analysis, training, Behavioral Training Discussions, Rotation Product

Job Assignment task, Mentoring

TRAINING NEED ASSESSMENT IN TELECOMMUNICTAION SECTOR

AIRTEL

HUTCH

RELIANCE

Method

Performance appraisal

Performance

Job

and

task

system, Appraisal System

analysis

survey methods, Time Effectiveness Biannually Very effective Annually Effective and Proactive Reactive Yes Yes and Quarterly Effective Reactive

Taking initiative in Proactive analysis TNI Reactive

Company converts Yes TNI effectively

52

Training methods

On the job, Job Skill training, On Informal Rotation, the job, Behavioral training,

training,

Classroom training, training, Attitudinal training, Discussions, Skill Training Mentoring, Rotation

Assignment Task,

and Product

Job training, Technical training, Lectures

TRAINING NEED ASSESSMENT IN BPO SECTOR

GENPACT

INFOSYS

GO 4 CUSTOMER

Method

Job

and

task Performance

Skill

matrix, survey

analysis, matrix, interviewing, Appraisal

skill Appraisal System, Appraisal, survey skill matrix method, methods

system,

Development centers Time Effectiveness Biannually Very effective Annually Effective and Proactive Reactive and Quarterly Effective Reactive

Taking initiative in Proactive analysis TNI Reactive

53

Company converts No TNI effectively Training Methods On the job, Informal Skill

Yes

Yes

On the job, training, Classroom training training, Product training

On

the

job,

Informal Training, Skill Training,

Classroom training, Technical training Training assignment Task, Lectures and Coaching Product Mentoring

classroom training, Product Training,

Technical Training, Lectures, Rotation, Mentoring , Job

training, Technical training, , Off the job, mentoring,

The above tables represent the methods adopted by the companies in IT, BPO, and TELECOM sector for training need identification and depict how frequently the company analyses the training need. It shows that what the manager feel about the effectiveness of their training need identification as how effectively the company converts their training needs into manageable elements. This table represents the training methods which are frequently taken up by the companies. From the tables we can interpret that only GENPACT is the company which is not able to convert the training needs into manageable elements and there are various

54

training methods which are common in the three sectors like On the Job training, Skill training, mentoring.

1. OBJECTIVES ACHIEVED

Sectors

Strongly Agree Agree

Disagree

Strongly Disagree

IT TELECOM BPO

16 12 16

12 16 14

2 3 0

0 0 0

OBJECTIVE ACHIEVED
18 16 14 12 10 8 6 4 2 0 Strongly Agree Agree Disagree Strongly Disagree 2 3 0 0 0 0 12 12
IT TELECOM BPO

16

16

16 14

55

Graph 1.1

From the graph we can say that the objectives achieved is maximum in IT sector and BPO sector and then the telecom sector the objectives in terms of: Nature of job Requirement of the ob Responsibility of the job To increase Knowledge To improve skills Change in attitude Develop skills to successfully conduct discussions with supervisor/subordinate Leadership effectiveness Improve knowledge about strategic objective of the organization

The overall objective achieved is high in BPO sector and IT sector and are low in TELECOM sector.

56

2. TRAINING PROGRAM SATISFACTION

Sectors

Strongly Agree Agree

Disagree

Strongly Disagree

IT TELECOM BPO

21 13 21

9 17 9

0 0 0

0 0 0

TRAINING PROGRAM SATISFACTION

25 21 20 15 10 5 0 0 Strongly Agree Agree Disagree Strongly Disagree 0 0 0 0 0 13 9 9 21 17
IT TELECOM BPO

Graph 1.2

57

Interpretation From the chart we can say that that satisfaction of the training program is 70%in IT and BPO sector while it is approx 40 % in telecom sector. So by this we can evaluate that the satisfaction in IT and BPO sector is 30% more than in the TELECOM sector. 3. ACHIEVEMENT OF PERSONAL OBJECTIVES Sectors Strongly Agree Agree Disagree Strongly Disagree IT TELECOM BPO 11 7 11 17 16 19 2 7 0 0 0 0

ACHIEVEMENT PF PERSONAL OBJECTIVE

20 18 16 14 12 10 8 6 4 2 0 19 17 16
IT TELECOM

11 7

11 7 2 0 0 0 0 Strongly Disagree

BPO

Strongly Agree

Agree

Disagree

Graph 1.3

58

Interpretation From the above result we have analyzed that in the training; of achievement of personal objective in IT and BPO sector is approximately same in both the sectors. While in TELECOM sector it is lesser than IT and BPO. Hence these companies help more in the achievement of personal objective. 4. EFFECTIVENESS OF THE TRAINER Sectors Strongly Agree Agree Disagree Strongly Disagree IT TELECOM BPO 24 20 26 6 8 4 0 2 0 0 0 0

EFFECTIVENESS OF THE TRAINER

30 25 20 15 10 5 0 Strongly Agree Agree Disagree Strongly Disagree 6 8 4 0 2 0 0 0 0 24 20
IT TELECOM BPO

26

Graph 1.4

59

Interpretations: The trainer appointed was most effective in BPO sector in terms of:

Subject knowledge Communication skills Styles and delivery Creating learning climate Methodology used The effectiveness of the trainer is highest in BPO sector and then in the IT sector and is low in TELECOM sector

60

5. BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE Sectors Strongly Agree Agree Disagree Strongly Disagree IT TELECOM BPO 14 13 15 16 14 15 0 3 0 0 0 0

BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE

18 16 14 12 10 8 6 4 2 0 Strongly Agree Agree Disagree Strongly Disagree 0 3 0 0 0 0 14 15 13 16 14 15

IT TELECOM BPO

Graph 1.5 Interpretation: From the above result it is analyzed that the balance of theoretical and practical knowledge is most effective in BPO sector and then is effective in IT sector and then in TELECOM. There is a small difference in the three sectors in terms effectiveness of trainer and the difference comes is approximately 5% to 6% is there in the three sector.

61

6. PROGRAM DURATION

Strongly Agree Agree Sectors IT TELECOM BPO 20 18 24 10 11 6

Disagree

Strongly Disagree

0 0 0

0 0 0

PROGRAM DURATION
30 25 20 20 15 10 5 0 0 Strongly Agree Agree Disagree Strongly Disagree 0 0 0 0 0 18 10 11 6 24

IT TELECOM BPO

Graph 1.6

62

Interpretation: From the graph we interpret that the program duration is most appropriate in BPO sector up to 80% the same in IT sector comes to 70% and in TELECOM sector it comes to 60%. So according to the respondents the time duration used in training is appropriate in BPO sector. 7. DELIVERY IN JOB AFTER TRAINING Sectors Strongly Agree Agree Disagree Strongly Disagree IT TELECOM BPO 25 18 19 5 12 11 0 0 0 0 0 0

DELIVERY IN JOB AFTER TRAINING

30 25 25 20 15 10 5 5 0 0 Strongly Agree Agree Disagree Strongly Disagree 0 0 0 0 0 18 19 12 11
IT TELECOM BPO

Graph 1.7

63

Interpretations:

From the graph it is interpreted that the employees after their trainings are most effectively able to deliver in IT sector which comprises of 83%.and then the delivery in BPO sector is high by 63% and then in the TELECOM sector by 60% so the delivery after the training is most effective in IT sector. 8. TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION Sectors Strongly Agree Agree Disagree Strongly Disagree IT TELECOM BPO 7 13 12 17 16 17 6 1 2 0 0 0

TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION

18 16 14 12 10 8 6 4 2 0 17 13 12
IT TELECOM

16

17

6 1 2 0 0 0

BPO

Strongly Agree

Agree

Disagree

Strongly Disagree

Graph 1.8

64

Interpretations:

From the graph it can be interpreted that the activities and follow up discussion procedures is effective in TELECOM sector then in BPO sector by and then in the IT sector. There is a huge difference in this area in the entire sector.

9. FEEDBACK MECHANIS

Sectors

Strongly Agree Agree

Disagree

Strongly Disagree

IT TELECOM BPO

20 13 21

10 16 9

0 1 0

0 0 0

FEEDBACK MECHANISM
25 20 20 16 15 10 5 0 0 Strongly Agree Agree Disagree Strongly Disagree 1 0 0 0 0 13 10 9
IT TELECOM BPO

21

Graph 1.9

65

Interpretation: From the above graph and table it is interpreted that feedback mechanism is most effective in BPO sector by 70 % and then in the IT sector by 67 % and in the TELECOM sector by 43%. Thus we can see the training effectiveness in the three sectors (IT, Telecom, BPO). So from the above results we can conclude that in the three sectors BPO sector training is the most effective, and then is the IT sector and then TELECOM sector.

66

FINDINGS

Training is considered as a positive step towards augmentation of the knowledge base by the respondents. The objectives of the training programs were broadly known to the respondents prior to attending them. The training programs were adequately designed to cater to the developmental needs of the respondents. Some of the respondents suggested that the time period of the training programs were less and thus need to be increased. Some of the respondents also suggested that use of latest training methods will enhance the effectiveness of the training programs. 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 programs. Some respondents suggested that the trainer should use the right methodology and should create an effective learning environment In BPO sector trainer are found to be the very effective in terms of the measured parameters. The delivery after the training is high in IT sector.

67

 Training need analysis is effective in BPO sector as they have their monthly one to one with the employees and the development centers have really helped in doing so

68

CHAPTER- 5 CONCLUSION AND RECOMMENDATION

69

CONCLUSION

Training and development is the field concerned with workplace learning to improve performance and achieve the organizational as well as the personal objective. There are many reasons for a company to analyze its jobs and tasks; one common reason is to provide a basis to know the skill set required to perform the particular job. By my research I have analyzed that the training in BPO sector is very effective and the training of IT sector is effective then the Telecom sector. Training need identification and the type of training method adopted by the company affects the training program conducted by the company. There are training methods which are adopted and are very common use frequently across the three sectors for example On the Job training, classroom training, job rotation as these methods help to enhance the skills and knowledge in a more effective manner. Thus, training program help to increase the productivity, quality and organizational objectives and hence should be very effective. By this research we can conclude that the telecom should focus more on their training effectiveness so the way training is conducted and especially in terms of achievement of personal objective should be bring in focus as to fulfill organization objective the employee personal objective should match with organization objectives.

70

RECOMMENDATION

The training program should focus on the behavioral part apart from the technical training to bring changes in the attitude of the employees towards their job and responsibilities.

The training program should be conducted also keeping the personal objectives of the employees so that they can match their personal objective with the organization objective

The training program should give enough time for he follow up discussions

The training program should effectively follow the feedback system once the training is over so that we can assess the program effectively

The organization can arrange the training programs department wise in order to give focused attention towards the departmental requirements.

The organization may consider deputing each employee to attend at least one training programs each year.

71

 TELECOM sector should focus more on trainers effectiveness.

All the three sector should work more towards the

behavioral

training

especially the employees attitude towards the job and responsibilities

72

BIBLIOGRAPHY

Books Referred-

Bohlander/Snell -Human Resource ManagementSecond Indian Reprint 2007 311- 323

Mallo A. Jeffrey - -Strategic Human Resource ManagementSecond Indian Report 2007 401-442

Research paper-

1. Working Paper No. 12A Framework for Measuring Training and Development in the State Sector

2. Guide to Training and Development Opportunities for Research Students www.leeds.ac.uk/rtd

73

Websites:

http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lecty res-31.pdf

http://en.wikipedia.org/wiki/Training_and_development

http://www.businessballs.com/traindev.htm

http://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdf

http://www.osp.state.nc.us/manuals/manual99/trng&dev.pdf

http://college.hmco.com/instructors/ins_teachtech_foundations_module_skillscoa ch.html

74

ANNEXURES

75

QUESTIONNAIRE
(Sec A) Training Need Assessment

Q.1.Which method of training need identification is used by your company?

o Job and task analysis o Skill matrixes o Interviewing o Survey method o Appraisal o Development centers o Critical incident technique

If

any

other

please

specify

Q2. How frequently does your company analysis training needs?

o Quarterly o Bi - annually o Annually

76

Q.3. How do you perceive your companys TNA (Training need assessment) process?

o Very effective o Effective o Fairly effective o Ineffective

Q.4. Does your company allows the employees to volunteer for their training needs?

o Yes o No

Q.5.Does your company effectively convert the training or learning requirement into manageable elements?

o Yes o No

Q.6. Any suggestion about the current TNA process used by your company?

77

QUESTIONNAIRE (Sec B)

Different types of training methods used by the companies.

Training methods used

Frequently Somewhat Frequently

occasionally Not all

at

On the job Informal training

Skill training

Classroom training

Training assignment and task

Product training

Technical training

Behavioral training

78

Role playing and role analysis

Attitudinal

Distance learning

Lectures

Audiovisual

Discussions

Seminars

Project works

Coaching

Mentoring

Job rotation

79

Conference Approach

80

QUESTIONNAIRE (SEC C) Evaluation of Training program

Strongly Strongly Agree disagree

Agree

Disagree

A. The following objectives were stated in the program. To what extent did the program achieve its objectives?

a) To improve understanding about the i) Nature of the job ii) Requirement of the job

81

iii) Responsibility of the job

b) (i)To increase the Knowledge ii) To improve skills iii) Change in Attitude

c) To develop skills to successfully conduct discussion with superior/subordinates

d) To increase leadership effectiveness for the better understanding of human behavior.

e) To improve your knowledge about strategic objectives of the organization

82

B. The overall reaction of this training program was satisfactory

If

you

disagree

please

specify

the

reason

C Personal objectives were achieved

If

you

disagree

please

specify

the

reason

D. The trainer appointed was effective in terms of

i) subject knowledge,

83

ii) communication skills, iii) styles and iv) creating learning climate, v) methodology used delivery

Please specify, if you find any quality lacking in the trainer

E. There was proper balance of theoretical and practical materials in the program.

F. The program duration was appropriate

If you disagree please specify the reason

G. You were able to deliver well

84

in your job after your training H. You have sufficient time for (a) the activities (b) the follow-up discussion

If

you

disagree

please

specify

the

reason

I. Proper feedback mechanism is followed

If

you

disagree

please

specify

the

reason

J. If your attitude about the job and behavior have changed, please indicate what has changed and what part of the program had the most significant impact on bringing about the change?

85

K. What changes do you recommend in the program?

86

TRAINING MODELS

evaluation type (what evaluation is description examples of and

and evaluation tools and relevance methods

Level measured) characteristics reaction evaluation is how the delegates felt, and their personal reactions to the training learning experience, example: for or

practicability

can be done typically sheets' feedback forms subjective very easy to reaction 'happy immediately the training ends

did the trainees based

on

like and enjoy the personal reaction to the obtain training? did they consider the 1 Reaction relevant? training experience verbal reaction feedback

feedback

is

training which can be noted and not expensive to analyzed gather or to

87

analyze groups important know

for

to that

people were not was it a good use of their time? post-training surveys upset or questionnaires disappointed important that people positive impression when relating experience others did they like the venue, the style, timing, domestics, etc? might deciding online evaluation or whether grading by delegates subsequent verbal or written reports given by level participation of delegates to managers back at their jobs to their to who be give a or

experience same

88

ease and comfort of experience level of effort required to make the most of the learning perceived practicability potential applying learning and for the

learning evaluation is the measurement of the increase knowledge intellectual capability from in or relatively simple to set up, but investment more and

before to after the learning 2 learning experience:

typically assessments thought required or tests before and after than the training reaction

evaluation

89

highly interview or relevant and for training as or

observation can be used clear-cut did the trainees before learn intended taught? to and after certain

what although this is time- such be consuming and can be quantifiable inconsistent technical skills

less easy for more complex

learning such as attitudinal Did the trainee experience what methods development, of which is

was intended for assessment need to be famously them experience? What extent advancement change in is the of or the measurement to closely related to the difficult aims of the learning assess cost escalates if systems are poorly designed, and which increases to

trainees after the analysis is possible and work required to training, in the easy on a group scale measure and

90

direction or area that was intended?

analyze

reliable, clear scoring and measurements need to be established, so as to limit the risk of inconsistent assessment hard-copy, electronic, interview assessments possible are online or style all

behaviour evaluation is the extent to which the trainees observation of

measurement behaviour

and change is less

applied interview over time are easy to quantify to assess and interpret reaction learning

the learning and required changed behaviour, 3 behaviour this can

their change, relevance of than and change, and and

be sustainability of change

evaluation

91

immediately several

and

months

after the training, depending on the situation: arbitrary Did the trainees assessments snapshot are not simple quick

put their learning reliable because people response into effect when change back on the job? in different systems unlikely to be adequate cooperation and skill of

ways at different times

observers, typically managers, assessments need to important were the relevant be subtle and ongoing, factors, skills knowledge used a suitable analysis tool was noticeable there assessments need to control management and and then transferred to difficult to and lineare

and be designed to reduce and analysis of subtle

measurable change subjective judgement of ongoing

92

in the activity and the

observer

or assessments are and

performance of the interviewer, which is a difficult, trainees when back variable factor that can virtually in their roles? affect reliability and impossible

consistency measurements

of without a welldesigned system from beginning evaluation of implementation and application is an extremely important assessment there is little the

the opinion of the point in a good trainee, which is a reaction and

Was the change relevant indicator, is good increase in in behaviour and also new level subjective and capability if

of unreliable, and so needs nothing changes to be measured in a back in the job, consistent defined way therefore

knowledge sustained?

93

evaluation

in

this area is vital, albeit challenging behaviour change evaluation possible good is given support

and involvement from managers line or

360-degree feedback trainees, so it is is useful method and helpful need not be used before involve training, to them

because from the start,

respondents can make a and to identify Would the judgement as to change benefits trainee be able to after training, and this them, transfer their can be analyzed for links to the level learning to another groups of respondents 4 person? and trainees below evaluation which for

94

is aware

the of

trainee

assessments can be around performance

their designed in relevant

change behaviour, knowledge, level?

scenarios, and specific skill key performance

indicators or criteria online and electronic assessments are more difficult to incorporate assessments tend to be more successful when integrated existing within management

and coaching protocols self-assessment be useful, can using designed and

carefully criteria measurements

95

individually, results evaluation is not particularly difficult; across an entire it very more

organization becomes much

challenging, not least because of the reliance on lineresults management, evaluation is the and effect business environment changing resulting from the improved it is possible that structures, many of these measures responsibilities performance of the are already in place via and roles, which trainee - it is the normal 4 results acid test management complicates the systems and reporting process of
96

the and of

on

the frequency or scale

attributing clear accountability

also, external factors affect organizational measures would typically business be or and business greatly

performance, the challenge is to which cloud the cause or of poor

organizational key identify which and how true performance indicators, such as: relate to the trainee's good input and influence results

volumes, values, percentages, timescales,

therefore

it

is

important to identify return and agree and the

on investment, and accountability other aspects quantifiable relevance with

of trainee at the start of

97

organizational performance,

the training, so they for understand what is to

instance; numbers be measured of complaints, staff turnover, attrition, failures, wastage,

non-compliance, quality ratings, of and

achievement standards accreditations, growth, etc.

retention,

this process overlays normal good

management practice it simply needs linking to the training input failure to link to training input type and timing reduce will the greatly ease by

98

which results can be attributed training for senior people annual to the

particularly,

appraisals and ongoing agreement of key

business objectives are integral to measuring business results derived from training

99

TRAINING REQUEST FORM

To:

Human Resources Date:

From:

Subject:

______________________________________________________

Training Duration: _____________________________________________ Time Frame: __________________________________________________ No. of Trainees for nominations: Course contents:

Institutes/Faculty met 1. _______________________________________________________________ ____ 2. _______________________________________________________________ ____

100

3. _______________________________________________________________ ____ Institute/Agency ___________________________________________________ Training Platform: Hardware: ________________________________________________________ Software: Tools: ________________________________________________________ _____________________________________________________ Short-listed:

Methodology mix desired (Please elaborate on your requirements): Lecturing Case Studies Exercises/quizzes Hands-on

Signature of main requestor: _________________________ Group:___________ Received by HR on: _________________________________

101

TRAINING FEEDBACK FORM

Employee Name: Employee Number (optional): Grade:

Name of Program: Faculty: Date:

Please rate the following as per the scale given below (SA- Strongly agree, A- Agree, D- Disagree, SD- Strongly disagree). 1. The program was useful for me SA A D SD

2. The content of the program was appropriate

SA

SD

3. The Instructor conducted the program effectively

SA

SD

4. The training was conducted in an interactive way

SA

SD

5. All my queries were answered to my satisfaction

SA

SD

6. Inputs recd. will help me be more effective/efficient.

SA

SD

7. The training facility was comfortable

SA

SD

102

8. The duration of the training was : Long

Ideal/Too

Short/Too

9. I would recommend this training to others in the organization: Yes No

10. How does the Program Contribute to Professional /Personal dev

1. What I liked the most about the program was:

12 What I think will improve the effectiveness of this program is:

103

A.8

SURVEY QUESTIONAIRE FORMAT GROU P

NAME

EMP NO. ART OF LIVING

GRAD E

1. Gained insight on own self

SA

SD

2. Identified some changes to bring about in myself

SA

SD

104

3. Learnt how to be happier

SA

SD

ATTENDANCE SHEET Title: Faculty: S.No. Emp. Name No. Signature Date:

105

106