Beruflich Dokumente
Kultur Dokumente
Training4 This activity is #oth focused upon, and evaluated against, the
o# that an individual currently holds$
Edu+ation4 This activity focuses upon the o#s that an individual may
potentially hold in the future, and is evaluated against those o#s$
O3P
42
ON T3E .O% TRAINING
A good 1JT programme can cut time and cost$ The Qlearn !hile you earn/ approach
is especially effective for small to medium si)e (& departments !here #udgets
cannot accommodate formal training programmes$ To ma"e 1JT really effective, one
must have a carefully structured plan that guides the trainer in his tas" and ta"es into
account ho! adults learn that tas"$
The < techni.ues for on the o# development are4
8( APPRENTI/ES3IP TRAINING
In this method, trainees are as"ed to solve an actual organi)ational pro#lem$ The
trainees have to !or" together and offer solution to the pro#lem$ This method of
training helps them develop team spirit and !or" unitedly to!ards common goals$
Many craft !or"ers li"e *arpenters0 ,lum#ers etc$ may #e trained through formal
apprenticeship programme$ Apprentices are trainees !ho !or" for stipulated
duration under the guidance of an e'perienced guide$
9( /OA/3ING
"oaching is learning #y doing$ *oaching is a one-to-one relationship #et!een
trainee and managers H supervisors, under !hich the superior i$e$ more e'perienced
manager guides the !or"ers on ho! to handle their o# more effectively$ The
superior guides his su#-ordinates & gives himHher o# instructions$ The superior
points out the mista"es & gives suggestions for improvement$
6or the people at midde e-e management, coaching is more li"ely done #y the
supervisor0 ho!ever e'perts from outside the organi)ation are at times used for up
and coming managers$
,( MENTORING
43
)entoring is an ongoing relationship that is developed #et!een a senior and
unior employee$ Mentoring provides guidance and clear understanding of ho! the
organi)ation goes to achieve its vision and mission to the unior employee$
Mentoring is a particular form of coaching used #y e'perienced e'ecutives to groom
unior employees$ 2ormally, mentoring involves one-to-one coaching for a period of
several years until the individual is eventually capa#le of replacing the mentor$
Some ke' point* on Mentoring
Mentoring focus on attitude development
*onducted for management-level employees
Mentoring is done #y someone inside the company
It is one-to-one interaction
It helps in identifying !ea"nesses and focus on the area that needs
improvement
F( /OMMITTEE ASSIGNMENT
In this method trainee/s !or" together in team solving an actual organi)ational
pro#lem$ 9or"ers actually produce !hile they learn$ Since immediate feed#ac" is
availa#le, they motivate trainees to o#serve and learn the right !ay of doing things$
Jery fe! pro#lems arise in the case of transfer of training #ecause the employees
learn in the actual !or" environment !here the s"ills that are learnt are actually
used$ 1n the o# methods may cause disruptions in production schedules$
E'perienced !or"ers cannot use the facilities that are used in training$ ,oor learns
may damage machinery and e.uipment$ 6inally, if the trainer does not possess
teaching s"ills, there is a very #enefit to the trainee$ R
G( .O% ROTATION
44
In o# rotation, the trainees move from one o# to another, so that heHshe should #e
a#le to perform all types of o#s$ E$g$ In #an"ing industry, employees are trained for
#oth #ac"-end & front-end o#s$ In case of emergency, @a#senteeism or resignationC,
any employee !ould #e a#le to perform any type of o#$
It is the process of preparing employees at a lo!er level to replace someone at the
ne't higher level$ %ene!it o! .ob Rotation is that it provides employees !ith
opportunities to #roaden the hori)on of "no!ledge, s"ills, and a#ilities @%SAsC #y
!or"ing in different departments, #usiness units, functions, and countries$
H( .O% INSTRU/TION TE/3NIDUE 0.IT1
.ob In*tru+tion Te+"niKue 0.IT1 uses a strategy !ith focus on "no!ledge @factual
and proceduralC, s"ills and attitudes development$
The JIT method is five-step instructional process involving preparation, presentation,
performance try out and follo!-up$ It is used primarily to teach !or"ers ho! to do their
current o#s$ A trainer, supervisor or co-!or"er acts as a coach$ The five steps follo!ed in
the JIT methods are4-
a$ In the first step, the trainees receive an overvie! of the o#, its purpose and its
desired outcomes, !ith a clear focus on the relevance of training, its input$ Its
process, the e'pected H desired outputs H outcomes and the need H relevance of
training to #e imparted$
#$ The second step comprises of the trainer demonstrating the steps, methods &
manner in !hich o# should #e handled$
c$ In the third step, the trainee tries out the o# #y copying the !ay trainer
demonstrated$ The trainee repeats the process num#er of times !ith intervention and
guidance of trainer !henever re.uired till the trainee masters the right !ay to handle
the o#$
d$ The trainee carries out the o# under close supervision of the trainer$
e$ 6inally the trainee H employee handles the o# independently !ithout any supervision$
O$$ T3E .O% TRAINING
45
Is given outside the actual !or" place$
8( LE/TURES& 7
It is one of the oldest methods of training$ This method is used to create
understanding of a topic or to influence #ehavior, attitudes through lecture$ A
lecture can #e in printed or oral form$ The instructor organi)es the material and
gives it to a group of trainee in the form of a tal"$ To #e effective, the lecture must
motivate and create interest among the trainees$ Le+ture is telling someone
a#out something$ +ecture is given to enhance the "no!ledge of listener or to give
him the theoretical aspect of a topic$ Training is #asically incomplete !ithout
lecture$
Ad-antage* o! Le+ture Met"od
Ina#ility to identify and correct misunderstandings
+ess e'pensive
*an #e reached large num#er of people at once
%no!ledge #uilding e'ercise
+ess effective #ecause lectures re.uire long periods of trainee inactivity
The maor imitation of the lecture method are that is does not provide for transfer of
training effectively$
9( /ON$EREN/ES
It is a method in training the clerical, professional and supervisory personnel$ This
method involves a group of people !ho pose ideas, e'amine and share facts, ideas
and data, test assumptions, and dra! conclusions, all of !hich contri#ute to the
improvement of o# performance$ 5iscussion has the distinct advantage over the
lecture method in that the discussion involves t!o-!ay communication and hence
feed#ac" is provided$ The participants feel free to spea" in small groups$ The
success of this method depends on the leadership of the person !ho leads the
group$
4/
,( DIS/USSIONS4-
This method uses a lecturer to provide the learners !ith conte't that is supported,
ela#orated, e'plains, or e'panded on through interactions #oth among the trainees
and #et!een the trainer and the trainees$ The interaction and the communication
#et!een these t!o ma"e it much more effective and po!erful than the lecture
method$ If the Di*+u**ion met"od is used !ith proper se.uence i$e$ lectures,
follo!ed #y discussion and .uestioning, can achieve higher level "no!ledge
o#ectives, such as pro#lem solving and principle learning$
F( DEMONSTRATION4-
This method is a visual display of ho! something !or"s or ho! to do something$ As
an e'ample, trainer sho!s the trainees ho! to perform or ho! to do the tas"s of the
o#$ In order to #e more effective, demonstration method should #e should #e
accompanied #y the discussion or lecture method$
To carry out an effective demon*tration, a trainer4
5emonstrates the tas" #y descri#ing ho! to do, !hile doing
(elps the focusing their attention on critical aspects of the tas"
Tells the trainees !hat you !ill #e doing so they understand !hat you !ill #e
sho!ing them
G( $ILMS& 7
*an provide information & e'plicitly demonstrate s"ills that are not easily presented
#y other techni.ues$ Motion pictures are often used in conunction !ith *onference,
discussions to clarify & amplify those points that the film emphasi)ed$
H( A/TION MA:E& 7
An action ma)e is ust a case study, !hich has #een programmed$ ,articipants
receive a short description of the case !ith enough details to them to the first
41
decision point$ The description gives them options from !hich to select$ After the
group discusses and decides on alternatives, they re.uest the leader to supply them
!ith the ne't frame$ That frame e'plains the conse.uences of their decision0 not #y a
theoretical #ac"ground, #ut in terms of the case itself$ The ma)e comprises of good
and #ad choices$ 9hen participants ma"e !ise choices, they should face a ne! set
of increasingly desira#le options and vice versa$ 9hen they choose #adly they may
#e allo!ed another chance at a previously reected option, giving them a chance to
retrace their action and !or" their !ay out of the ma)e$
C( VESTI%ULE TRAINING
In this method, actual !or" conditions are simulated in a classroom$ Material, files
and e.uipment those are used in actual o# performance are also used in training$
This type of training is commonly used for training personnel for clerical and semi-
s"illed o#s$ The duration of this training ranges from a fe! days to a fe! !ee"s$
Theory can #e related to practice in this method$
;( ELPERIMENTAL ELERISES
Are usually short, structured learning e'periences !here individuals learn #y doing$
6or instance, rather than tal"ing a#out inter-personal conflicts & ho! to deal !ith
them, an e'periential e'ercise could #e used to create a conflict situation !here
employees have to e'perience a conflict personally & !or" out its solutions$
A( ROLE PLA6
Role !la- is a simulation in !hich each participant is given a role to play$ It is defined
as a method of human interaction that involves realistic #ehavior in imaginary
situations$ This method of training action, doing and practice$ The ,articipants play
the role of certain characters, such as the production managers, mechanical
engineer, foreman, !or"ers and the li"e$ Roe Pa'* "ep* in
42
8B( /OMPUTER %ASED TRAINING
9ith !orld!ide e'pansion of companies and changing technologies, the demands
for "no!ledge and s"illed employees have increased more than ever, !hich in turn,
is putting pressure on 3R department to provide training at lo!er costs$ Many
organi)ations are no! implementing *BT as an alternative to classroom #ased
training to accomplish those goals$ Benefits of /omputer %a*ed Training are4
88( GAMES AND SIMULATIONS
43
Are structured and sometimes unstructured, that are usually played for enoyment
sometimes are used for training purposes as an educational tool$ Training games
and simulations are different from !or" as they are designed to reproduce or
simulate events, circumstances, processes that ta"e place in trainees/ o#$
A Training 3ame is defined as spirited activity or e'ercise in !hich trainee* compete
!ith each other according to the defined set of rules$
Any training activity that e'plicitly places the trainee in an artificial environment that
closely mirrors actual !or"ing conditions can #e considered a Simulation$ Simulation
activities include case e'periences, e'periential e'ercises, vesti#ule training,
management games & role-play$
89( /ASE STUD6
,resent an in depth description of a particular pro#lem an employee might encounter
on the o#$ The employee attempts to find and analy)e the pro#lem, evaluate
alternative courses of action & decide !hat course of action !ould #e most
satisfactory. "ase Studies try to simulate decision ma"ing situation that trainees
may find at their !or" place$ It reflects the situations and comple' pro#lems faced #y
managers, staff, (&, *E1, etc$ The o#ective of the case study method is to
get trainee* to apply "no!n concepts and ideologies and ascertain ne! ones$
EB$ MANAGEMENT GAMES
The game is devised on a model of a #usiness situation$ The trainees are divided
into groups !ho represent the management of competing companies$ They ma"e
decisions ust li"e these are made in real-life situations$ 5ecisions made #y the
groups are evaluated & the li"ely implications of the decisions are fed #ac" to the
groups$ The game goes on in several rounds to ta"e the time dimension into
account$
E<$ IN7 %AS)ET TE/3NIDUE
55
The trainee is presented !ith a pac" of papers & files in a tray containing
administrative pro#lems such as memos, messages, and reports, !hich !ould #e
handled #y manger, engineer, reporting officer, or administrator & is as"ed to ta"e
decisions on these pro#lems & are as"ed to ta"e decisions on these !ithin a
stipulated time$ The decisions ta"en #y the trainees are compared !ith one another$
The trainees are provided feed#ac" on their performance$
ELE/UTIVE DEVELOPMENT
51
5evelopment refers to techni.ues such as stress management, #reathing e'ercises
through Soga and meditation that are not directly related !ith the production process
of a company #ut play an important part in the development of the employee$
5evelopment of an employee is an ongoing process !hich continues !ell #eyond
training$ The focus of development process is the person himself !here the focus of
training is the organi)ation$ 5evelopment concerns !ith ma"ing the employee
efficient enough to handle critical situations in future$ So !hile training concentrates
on short term needs of the organi)ation, development loo"s after long term goals of
the organi)ation$
5evelopment is a process concerned !ith persons !ho are suppose to ta"e up more
responsi#ility in Management cadre$ It ta"es care of a persons overall progress for
the demands of the present position or imparts "no!ledge on the position he is going
to #e elevated so that he can fulfill the re.uirements of the ne! role$
Management development attempts to improve managerial performance #y
imparting
E$ %no!ledge
A$ *hanging attitudes
3$ Increasing s"ills
T"e ma5or ob5e+ti-e o! de-eopment i* manageria e!!e+ti-ene** t"roug" a
panned and a deiberate pro+e** o! earning( T"i* pro-ide* !or a panned
gro#t" o! manager* to meet t"e !uture organi>ationa need*(
/3ARA/TERISTI/S O$ DEVELOPMENT
52
E'ecutive development is a planned & organi)ed process of learning rather than
a trial and error approach$
It is an ongoing or never ending e'ercise rather than a Qone shot/ affair$ It
continues throughout an e'ecutive/s entire professional career #ecause there is
no end to learning$
It is a long term process as managerial s"ills cannot #e developed overnight$
It is guided self-development$ An organi)ation can provide opportunities for
development of its present and potential managers$
It aims at preparing managers for #etter performance and helping them to reali)e
their full potential$
O%.E/TIVES O$ DEVELOPMENT
To improve the performance of managers at all levels in their present o#s$
To sustain good performance of managers throughout their careers #y
e'ploiting their full potential, i$e$, to prepare mangers for higher o#s in future$
To ensure availa#ility of re.uired num#er of managers !ith the needed s"ills
so as to meet the present and anticipated future needs of the organi)ation$
To replace elderly e'ecutives !ho have rise from the ran"s #y highly
competent & academically .ualified professionals$
To provide opportunities to e'ecutives to fulfill their career aspirations$
To ensure that the managerial resources of the organi)ation are utili)ed
optimally$
%ENE$ITS O$ ELE/UTIVE DEVELOPMENT
53
2et!or"ing ta"es place #et!een e'ecutives$
More cohesiveness #et!een team mem#ers$
,ositive effect on the #ottom line$
More patience and #etter understanding of another department enhancement
is su#stantial$
S"ill & "no!ledge enhancement is su#stantial$
E'ecutives develop the right attitude$
IMPORTAN/E O$ ELE/UTIVE DEVELOPMENT
Managers need to #e developed to handle the pro#lems of giant and comple'
organi)ations in the face of increasing competition$
The rapid rate of technological and social change in society re.uires training
of managers so that they are a#le to cope !ith these changes$
Business and industrial leaders are increasingly recogni)ing their social and
pu#lic responsi#ilities$ E'ecutive development is re.uired to #roarder the
outloo" of managers$
E'ecutives need education and training to understand and adust to changes
in socio-economic forces,
DEVELOPMENT PRO/ESS&
54
E$ Setting De-eopment Ob5e+ti-e*& It develops a frame!or" from !hich e'ecutive
need can #e determined$
A$ A*+ertaining De-eopment Need*& It aims at organi)ational planning & forecast the
present and future gro!th$
3$ Determining De-eopment Need*& This consists of
o Appraisal of present management talent
o Management Manpo!er Inventory
B$ /ondu+ting De-eopment Program*& It is carried out on the #asis of needs
of different individuals, differences in their attitudes and #ehavior, also their
physical, intellectual and emotional .ualities$ Thus a comprehensive and !ell
conceived program is prepared depending on the organi)ational needs and
the time & cost involved$
<$ Program E-auation& It is an attempt to assess the value of training in order to
achieve organi)ational o#ectives$
The 5evelopment process can #e pictorially represented in a 6lo!chart as #elo!4
Setting Develo!ment O32ectives -7 scertaining Develo!ment
8eeds -7 Determining Develo!ment 8eeds -7 "onducting
Develo!ment (rogram -7 (rogram *valuation
DI$$EREN/ES %ET2EEN TRAINING AND
DEVELOPMENT
55
TRAINING DEVELOPMENT
Training is concerned !ith the immediate
improvement of the employee, i$e$ the
!ays to ma"e the employee more
effective in his current role
5evelopment is a process to ma"e the
employee efficient enough to handle
critical situations in the future, i$e$ ho!
!ell he can e.uip himself for the future
demands$
Training focuses on short term learning
needs$
5evelopment focuses on developing long
term strategic capa#ilities$
Training generally refers to teaching of
ne! s"ill in professional field of the
employee$ +i"e an employee #eing
taught to operate another machine, or to
perform a ne! operation in the same
machine$
5evelopment refers to enhancement of
personal .ualities of the employee !hich
do not have a one to one relationship
!ith his current o#$ It may #e to help an
employee to gro!$ +i"e stress
management techni.ues, yoga lessons,
meditation
e'ercises, soft s"ills training, etc$
Training is e'pected to re!ard the
company immediately in terms of #etter
productivity of employee,
5evelopment does not lead to any
immediate and tangi#le #enefits to the
company$
Training means learning ne! things and
refreshing old one$
5evelopment means Implementing the
learned session and 6inding ne! ones$
Training is short time period, 5evelopment is long time period$
Training concerned !ith specific field, 5evelopment concerned !ith all field$
Training concern to the e'act tas" or
proect, given #y the organi)ation or
company$
5evelopment is the continuous process it
guiding individual to handle critical and
crisis situation on o!n in #etter manner$
Training is provided for technical person 5evelopment is provided for managerial
person,
Training helps to ma"e the employee of
a company to #e more effective and
efficient in the present role and
responsi#ilities of the o# i$e$ fulfill short
term needs of any company$
development helps to improve the overall
personality dimensions of an employee to
ta"e up any future assignments if any
and #etter e.uipped to handle any critical
situations might occur i$e$ fulfill long term
needs of any company$
Training is imparted to all relevant
employees in every good organi)ation$
5evelopment is a result of Training,
Initiative, Motivation, *areer ,ath,
5/
*ollation of ,ersonal and 1rgani)ational
3&1$
RESEAR/3 MET3ODOLOG6
90: TITLE O$ T3E STUD6&
MTraining And De-eopment At 3ote Man*ing" Paa+eN
90; DURATION O$ T3E PRO.E/T&
FG Da'*
51
DE$INITION
The !ay in !hich the data are collected for the research proect$
All of the techni.ues, methods and procedures adopted in terminology !or" to
carry out terminology research$
Research can #e defined as the search for "no!ledge or any systematic
investigation to esta#lish facts$ The primary purpose for applied research @as
opposed to #asic researchC is discovering, interpreting, and the development of
methods and systems for the advancement of human "no!ledge on a !ide variety of
scientific matters of our !orld and the universe$ &esearch can use the scientific
method
, #ut need not do so$
&esearch is the systematic process of collecting and analy)ing information
@dataC in order to increase our understanding of the phenomenon a#out !hich
!e are concerned or interested
Research )ethodolog- is a !ay to systematically solve the research pro#lem$
It may #e understood as a science of studying ho! research is done scientifically$
PURPOSE O$ RESEAR/3
The purpose of research is to discover ans!ers through the application of
scientific procedures$
AIM O$ RESEAR/3
To identify, descri#e and produce an analysis of the interacting factors !hich
influence the learning choices of adult returners, and to develop associated theory$
G(, O%.E/TIVES O$ RESEAR/3
52
The ob5e+ti-e* are4
To gain familiarity !ith a phenomenon or to achieve ne! insights into it >
E<porator' or $ormuati-e Re*ear+"(
To portray accurately the characteristics of a particular individual, situation or
a group > De*+ripti-e Re*ear+"(
To determine the fre.uency !ith !hich something occurs or !ith !hich it is
associated !ith something else > Diagno*ti+ Re*ear+"(
To test a hypothesis of a causal relationship #et!een varia#les > 3'pot"e*i*7
Te*ting Re*ear+"(
3ive credi#ility to a claim or #elief
3ive the readers an idea on !hat devises are good for a particular data$
O%.E/TIVE O$ T3E STUD6
To study the importance of training$
To study the roles of training ,rogramme$
To study the process and functions of training$
To e'plore the methodology and types of training provided to the employees$
To study the relevance of post training evaluationH feed#ac" for the employees
as !ell as for an organi)ation$
/3ARA/TERISTI/S O$ RESEAR/3
&esearch is directed to!ards the solution of a pro#lem$
&esearch is #ased upon o#serva#le e'perience or empirical evidence$
&esearch demands accurate o#servation and description$
53
&esearch involves gathering ne! data from primary sources or using e'isting
data for a ne! purpose$
&esearch activities are characteri)ed #y carefully designed procedures$
&esearch re.uires e'pertise i$e$, s"ill necessary to carryout investigation,
search the related literature and to understand and analy)e the data gathered$
&esearch is o#ective and logical > applying every possi#le test to validate the
data collected and conclusions reached$
&esearch involves the .uest for ans!ers to unsolved pro#lems$
&esearch re.uires courage$
&esearch is characteri)ed #y patient and unhurried activity$
&esearch is carefully recorded and reported$R
/RITERIA O$ GOOD RESEAR/3
,urpose clearly defined$
&esearch process detailed$
&esearch design thoroughly planned$
(igh ethical standards applied$
+imitations fran"ly revealed$
Ade.uate analysis for decision ma"er/s needs$
6indings presented unam#iguously$
*onclusions ustified$R
&esearcher/s e'perience reflected$
/5
S/OPE?SIGNI$I/AN/E O$ RESEAR/3
Thro!s light on ris"s and uncertainty
Identify alternative courses of action
(elps in economic use of resources
(elps in proect identification
Solves investment pro#lems
Solves pricing pro#lems
Solves allocation pro#lems
Solves decision ma"ing issues in (&
Solves various operational and planning pro#lems of #usiness
and industry
,rovides the #asis for all government policies in our economic
system$
6or professionals in research, it may mean a source of
livelihood$$
6or literary men and !omen, research means development of
ne! styles and creative !or"$
6or analysts and intellectuals, research means generali)ations
of ne! theories$
/1
G(F T6PES O$ RESEAR/3
Descri!tive vs nal-tical Research
Descri!tive Research is a fact finding investigation !hich is aimed at descri#ing the
characteristics of individual, situation or a group @orC descri#ing the state of affairs as
it e'ists at present$
5 ado!t descri!tive research design &or m- stud- as the research design must
ma'e enough !rovision &or !rotection against 3ias and must maximi/e
relia3ilit- must &ocus attention on the &ollowing4
The design in such studies must #e rigid and not fle'i#le and must focus attention on
the follo!ing$R
6ormulating the o#ective of the study @ !hat the study is a#out and !hy is it
#eing madeDC
5esigning the methods of data collection @!hat techni.ues of gathering data
!ill #e adopted DC
Selecting the sample
*ollecting the data
Analy)ing the data
&eporting the finding
nal-tical Research is primarily concerned !ith testing hypothesis and specifying
and interpreting relationships, #y analy)ing the facts or information already availa#le$
!!lied vs Fundamental Research
!!lied Research or Action &esearch is carried out to find solution to a real life
pro#lem re.uiring an action or policy decision$
/2
Fundamental Research !hich is also "no!n as #asic or pure research is
underta"en for the sa"e of "no!ledge !ithout any intention to apply it in practice$ It is
underta"en out of intellectual curiosity and is not necessarily pro#lem-oriented$
<uantitative vs <ualitative Research
<uantitative Research is employed for measuring the .uantity or amount of a
particular phenomena #y the use of statistical analysis$
<ualitative Research is a non-.uantitative type of analysis !hich is aimed at finding
out the .uality of a particular phenomenon$
"once!tual vs *m!irical Research
"once!tual Research is generally used #y philosophers and thin"ers to develop
ne! concepts or to reinterpret e'istinRg ones$
*m!irical Research is a data #ased research !hich depends on e'perience or
o#servation alone$ It is aimed at coming up !ith conclusions !ithout due regard for
system and theory$
36POT3ESIS&
5t assumes that there is no signi&icant di&&erence 3etween the sam!le and
!o!ulation in a s!eci&ic matter o& consideration0
In general, hypothesis is a statement of assumption !hich needs to #e
approved or disapproved$
A statistical test h-!othesis is the method of ma"ing statistical decisions
using e'perimental data$ In statistics a result is a called a statistically significant
if it is unli"ely to have occurred #y chance$ "ritical tests may #e called test of
/3
significance, and !hen such tests are availa#le !e may discover !hether a
second sample is or not significantly different from the first sample$
The +riti+a region of a hypothesis test is the set of all outcomes !hich, if they
occur !ill lead us to decide that there is a difference$ That is, cause that null
hypothesis to #e reected in favor of an alternative hypothesis$ The critical
region is denoted #y c$
G(G SAMPLING TE/3NIDUE
Sam!ling
The method of stratified random sampling are used$ A sample si)e of <= employees
has #een ta"en for the survey to get the overall information and all category are
covered$
Sam!le Si/e > as a si)e of sample increases accuracy and relia#ility of the
research result also increase$
Sam!le Design:
A Sample 5esign is a definite plan for o#taining a sample from a given population$ It
refers to the techni.ue or the procedure the researcher !ould adopt in selecting
items for the sample$ SampRle 5esign is determined #efore data are collected$
The sample is a su#set of a unit of a population, collected as a representation of
it$
Sampling units are the portion of the population that researchers need to target and
that represents the !hole or entire population$
Sam!ling (rocedure > sampling procedure is the !ay in !hich !e select a
sample$ In !hich includes
,ro#a#ility sampling$
2on pro#a#ility sampling$
/4
The mar"eting research process that !ill #e adopted in the present study !ill consist
of follo!s stages4-
5efining the pro#lems$
5eveloping the research plans$
*ollection & source of data > mar"eting research re.uires t!o "inds of data
i$e$/ primary data and secondary data$ ,rimary data are direct or first hand
data !here as secondary data are already pu#lished data$
Analy)e the collected information > this involves converting ra! data into
useful information it involves ta#ulation of data using statistical measures on
them for developing and calculating the averages$
&eport Rresearch finding & presentation > the report !ith research findings is
a formal !ritten document$
sam!le si/e o& 9= em!lo-ees was ta'en so that the conclusion is not
3iased and great care was ta'en while getting the ,uestionnaire &illed so
that the customer does not misunderstand the ,uestion and chec' the
o!tion that is not a!!lica3le0
On the whole+ such methodolog- was ado!ted that would give accurate
results and the stud- 3e a success0
/5
RESEAR/3 DESIGN AND INSTRUMENT
Exploratory
&esearch 5esign
Descriptive
Research Design is a model for gathering formal information$ It calls for certain
specifications of methods and procedure for o#taining the re.uired information$
Research Design is the arrangement of conditions for collection and analysis of
data in a manner that aims to com#ine relevance to the research purpose !ith
economy in the procedure$ It constitutes the #lueprint for the collection,
measurement and analysis of data$R
//
5n this !ro2ect <uestionnaire+ O3servational Techni,ues are used as the
research instrument0 These ,uestionnaires include "lose *nded as well
as O!en *nded ,uestions0 The ,uestionnaire is attached at the end o&
nnexure$
G(H DATA /OLLE/TION
Data collection is a term used to descri#e a process of preparing and collecting
data - for e'ample as part of a process improvement or similar proect$ The purpose
of data collection is to o#tain information to "eep on record, to ma"e decisions a#out
important issues, to pass information on to others$ ,rimarily, data is collected to
provide information regarding a specific topic$
5ata collection usually ta"es place early on in an improvement proect, and is often
formalised through a data collection plan !hich often contains the follo!ing activity$
E$ ,re collection activity > Agree goals, target data, definitions, methods
A$ *ollection > data collection
3$ ,resent 6indings > usually involves some form of sorting
O3P
analysis andHor
presentation$
A formal data collection process is necessary as it ensures that data gathered is #oth
defined and accurate and that su#se.uent decisions #ased on arguments em#odied
in the findings are valid$
T-!es of data collection
E$ (R5)R> DT: Are those, !hich are collected for the first time, and thus
happen to #e original in character$ It can #e collected #y various methods i$e$
#y o#servation, telephone intervie!, through scheduled or self administered
.uestionnaire$ %eeping in mind the o#ective research methods are used$
1#servation and .uestioning !as made to collect primary data from #oth
/1
employees as !ell as management of the company$ It !as to elicit the
information regarding e'isting (&$
E$ 1#servational design
&egular !or"ing of staff
Management process
A$ :uestionnaire
S*"O8DR> DT: Secondary data are those data !hich have already #een
collected #y someone else li"e ournals and pu#lication of the company$ It is
collected through self administrative$ 5ocuments related to manpo!er recruitment,
training and Per!orman+e Management S'*tem !ere studied(
E$ 2e!spapers and ournals
A$ ,u#lished data and articles
3$ Internet $
5 used 3oth 'ind o& source o& in&ormation0 5n !rimar- source 5 as'ed the
,uestion to the em!lo-ee and in secondar- source 5 search the data on net+ in
3oo's and in 2ournals0
/2
G(C LIMITATIONS O$ STUD6
5uring the !or"ing of the proect, I faced some pro#lems, !hich have led to the
limitation of the !or"$ These limitations could not #e controlled even after ta"ing
enough preventing measures$ I hope the follo!ing limitations !ould not affect the
proect and its analysis4 -
The main pro#lem faced at the time of study !as the shortage of time$
Some of the employees !ere hesitating to give information due to fear of the
management$
A small sample si)e greater pro#a#ility that the o#servation ust happened to
#e particularly good or #ad$ It is harder to find significant relationships from
the data
Some of the employees !ere not a#le to provide their vie!s #ecause of their
#usy schedule$
Each organi)ation has different values, !or" culture and the policies, so in
general the result may not apply to each situation$
/3
ANAL6SIS AND INTERPRETATION
8( Are 'ou reguar' attending t"e training programme* in 'our organi>ationE
Ses 3=
2o A=
58T*R(R*TT5O8:-
15
6rom the a#ove graph, it seems that I=8 employees are regularl- attending the
training program compared to those !ho are not attending$ As the respondents of
(1TE+ MA2SI23( ,A+A*E have positive response in this regard$
9( $rom #"i+" *our+e 'ou +ome to kno# about t"e training programmeE
T"roug"
Dai' Morning
Meeting*
E7mai* 3R Department
9B 8G 8G
11
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that B=8 employees come to "no! a#out the
training program Through dail- meetings as compared to those !ho "no! through
*-)ails @A=8C & HR De!artment @A=8C$
,( 3a-e 'ou e-er been *pon*ored !or an' training programmeE
58T*R(R*TT5O8:-
12
Ses 3=
2o A=
6rom the a#ove graph, it seems that I=8 employees are #een sponsored for the
training program and remaining B=8 employees are not #een sponsored$
F( I! 'e*4 #"at t'pe o! training 'ou "a-e undergoneE
Le+ture Met"od .ob rotation /a*e *tud'
met"od
Group di*+u**ion
,B
E=
G G
13
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that I=8 employees have undergone in 4ecture
)ethod, & remaining A=8 employees in o# rotation, E=8 in *ase study, E=8
Thorough 3roup 5iscussion$
G( 2"at #a* t"e *ub5e+t matter o! 'our trainingE
Manageria
e!!e+ti-ene**
Indu+tion
training
/ommuni+ation
*ki
Per*ona
e!!e+ti-ene**
/u*tomer
*ati*!a+tion
G F 8; G 8;
14
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that 3I8 employees had "ommunication S'ills $
"ustomer Satis&action as their training topic & &emaining E=8 have Managerial
Effectiveness & personal effectiveness, E=8 as Induction Training$
H( 2"ere did 'ou go !or ate*t trainingE
5elhi 3F
Jaipur EE
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that I=8 employees gone for training at 5elhi &
remeinig B=8 done training in aipur itself$
15
C( Duration o! trainingE
E-< days A3
<-E= days EB
E=-A= days ;
A=-3= days <
1/
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that BI8 employees have their training time
duration for E-< days & remaining <B8 employees have their time duration as <-E=
days, E=-A= days, A=-3= days$
C( Empo'ee* are *pon*ored !or training programme on t"e ba*i* o!
identi!ied +are!u' de-eopmenta need* E
11
Al!ays ;
Sometimes A;
2ever EI
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that the training sponsored to employees on the
#asis of development needs sometimes #9?@% $ never #A;@% $ alwa-s #:?@%
A( T"o*e #"o are *pon*ored !or training programme take t"e training
*eriou*'E
12
2ot at all true =
A little true 3
Some!hat true F
True to great e'tent AI
Jery true EA
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( those !ho are sponsored for training
programme ta"e the training seriously, 9;@ sa-s that it is true to greater extent+
=8 not all true, I8 a little true, E78 some!hat true, AB8 very true$
8B( Trainee* are !ree to a*k Kue*tion* during t"e training programmeE
Al!ays 3A
Sometimes EB
2ever B
13
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( those !ho are sponsored for training
programme ta"e the training seriously, 9;@ sa-s that it is true to greater extent+
=8 not all true, I8 a little true, E78 some!hat true, AB8 very true
88( T"e training #"i+" i* gi-en to empo'ee* i* #e panned and gi-en
adeKuate importan+e in 3ote Man*ing" Paa+eE
Al!ays 3B
Sometimes E<
2ever E
25
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that I78 of the employees says that alwa-s the
training program is !ell planned & given ade.uate importance in (1TE+
MA2SI23( ,A+A*E as compared to sometimes @3=8C & never @A8C
89( T"e norm* and -aue* o! 3ote Man*ing" Paa+e are +ear' e<pained to
t"e ne# empo'ee* trainingE
21
Ses BI
2o B
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( A98 of the employees says that >es the norms
and values of (otel Mansingh ,alace are clearly e'plained to the ne! employees
training as compared those !ho say 2o$
8,( 3uman reation* +ompeten+ie* are adeKuate' de-eoped in 3ote
Man*ing" Paa+e t"roug" trainingE
Ses BB
22
2o I
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( ;;O of employees says that 6e* (uman
relations competencies are ade.uately developed in (otel Mansingh ,alace through
training as compared to EA8 2o$
8F( 2"at t'pe o! training 'ou t"ink i* +ondu+i-e in 'our #orking en-ironmentE
1n the o# EB
Jo# rotation I
3roup discussion <
+ectures EB
23
Seminars EE
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( GHO On t"e 5ob & Le+ture* Met"od type of
training is conducive in !or"ing environment in comparison to o# rotation, 3roup
5iscussion & Seminars$
8G( T"e Training Input* "eped t"e empo'ee in *o-ing da' to da' probem*(
Signi!i+ant'
Impro-ed
88
Impro-ed ,B
Sati*!a+tor' A
No Impro-ement B
24
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( HBO of employees says that there is
im!rovement in daily training Inputs helped the employee in solving day to day
pro#lems as compared to those !ho say significantly improved & improved, no
improvement$
8H T"e Training Input* "ep* in a+Kuiring t"eoreti+a kno#edgeE
Signi!i+ant'
Impro-ed
A
Impro-ed ,9
25
Sati*!a+tor' H
No Impro-ement ,
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( IB8 employees says that there is
im!rovement in ac.uiring theoretical "no!ledge as compared to significantly
improved, satisfactory & no improvement$
8C( T"e Training Input* "epe* in impementing t"eir kno#edge to t"e 5obE
Signi!i+ant'
Impro-ed
Impro-ed Sati*!a+tor' No
Impro-ement
A 3; B =
2/
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( CFO of employees says that there is a
im!rovement in implementing their "no!ledge to the o#$
8; T"e Training Input* "eped "im in inno-ation(
Signi!i+ant'
Impro-ed
G
21
Impro-ed AA
Sati*!a+tor' A3
No Impro-ement =
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( ABO employees says that there is
impro-ement & *ati*!a+tion from the training Inputs !hich helpes him in
innovation( 1nly E=8 says that it is significantly improved$
8A( T"e Training Input* "a-e re*uted in +o*t *a-ing(
Signi!i+ant' 9
22
Impro-ed
Impro-ed AE
Sati*!a+tor' AI
No Impro-ement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( <A8 employees are satis&ied & BA8
employees says that there is im!rovement from the training inputs in cost saving
1nly B8 says that there is significant improvement & only A8 says that there is no
improvement$
9B( T"e Training Input* "eped in impro-ing "i* e!!i+ien+'(
Signi!i+ant'
Impro-ed
H
23
Impro-ed AI
Sati*!a+tor' E;
No Impro-ement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( <A8 employees says that there is
im!rovement & 3B8 employees are satis&ied #y the Training Inputs !hich helps in
improving his efficiency in comparison to those !ho are significantly improved &
those !ho say no improvement$
98 T"e Training Input* "ep* in buiding better pubi+ reation* #it" "i*
*ubordinate*?+oeague*(
Signi!i+ant' C
35
Impro-ed
Impro-ed AI
Sati*!a+tor' E<
No Impro-ement A
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( ;B em!lo-ees sa-s that there is
im!rovement #y the training Inputs !hich helps in #uilding #etter pu#lic relations
!ith his su#ordinatesHcolleagues$
99 T"e Training Input* "ep* in impro-ing Kuait' o! #ork(
Signi!i+ant' A
31
Impro-ed
Impro-ed 3E
Sati*!a+tor' F
No Impro-ement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that, says that 3E employees says that there is
im!rovement in improving .uality of !or"$
32
9,( T"e Training Input* "ep* in team buiding and impro-ing t"e #ork +uture(
Significantly Improved 7
Improved 3=
Satisfactory EE
2o Improvement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that, I=8 employees says that there is
im!rovement in team #uilding and improving the !or" culture$ As compared to
those !ho say that there is satisfaction, no improvement & significantly improved$
33
S2OT
STRENGT3S
E$ ,romoted #y !ell esta#lished chain of
hotels i$e$ +emon tree group !hich is "no!n
for economic and .uality services$
A$ It is !ell e.uipped !ith various facilities
li"e coffee cafK, !ifi, fitness era etc$ These
facilities are provided at very economic
prices$
3$ It doesn/t have a comple' hierarchy !hich
ma"es decision ma"ing process simpler$
2EA)NESSES
E$ Since it is a ne! entrant it is facing
very high competition from other 3
star, < star hotels$
A$ It is not popular among high !hich
highly affects the services$
OPPORTUNITIES
E$ The masses have a !ea" promotion
strategy$
A$ Employee turnover is very
3$ (otel industry is gro!ing !ith the fastest
speed so can e'plore the ne! mar"et$
T3REATS
(otel industry/s #usiness environment
is very competitive$
$A/TS AND $INDINGS
34
$A/TS
The sample included the follo!ing categories of employee
E$ 5E,A&TME2T 9ISE -
5E,A&TME2T 21$ 16 &ES,125E2TS ,E&*E2TA3E 8
E 6ood ,roduction 7 AI$II
A 6ood and Beverages ; A3$33
3 6ront 1ffice < EI$II
B (ouse %eeping E= 33$33
Total 3= E==
;(
A$ *ATE31&S 9ISE
$INDINGS
35
S$21 EM,+1SEES
*ATE31&S
21$ 16
&ES,125E2TS
,E&*E2TA3E
8
E 3SA A= II$I;
A 3SS 7 AI$II
3 AM E 3$33
B 5M E 3$33
Total 3= E==
MTR5858G is necessar- !art o& organi/ing activit-0
5t is essential to the &unctioning o& organi/ation0 .
1n the #asis of the study in (1TE+ MA2SI23( ,A+A*E #y o#servations, personal
interactions through it !as concluded that T&AI2I23 Is necessary part of organi)ing
activity$
It is find that most of the employees in (1TE+ MA2SI23( ,A+A*E are in
favor that T&AI2I23 is essential part of an organi)ation$
Most of the superiors have opinion that a proper T&AI2I23 creates formal
organi)ation structure #ecause organi)ation is structure !hen !or" done #y
the path not #y the person$
1n the #asis of study it is found that employees of (1TE+ MA2SI23(
,A+A*E are fully agree !ith fact that T&AI2I23 gives rise to #oss-
su#ordinate relationship, improvement, positvitivty, "no!ledge$
It is found that there is positive !or" culture$
T&AI2I23 #rings responsi#ility among employees$
3iving !or" T&AI2I23 to su#ordinate !ill ma"e him feel esteem$
RE/OMMENDATIONS & SUGGESTIONS
2o dou#t Training is a very po!erful tool for the smooth functioning of the
organi)ation, #ut it needs to #e used !ith care in order to derive all the #enefits$
(ere are *e-en recommendations for getting the #est out of this tool4 -
3/
8( +earn a#out the needs and proficiency of each and every employee #efore an
organi)ation invests its effort, time & money on training$ Its #etter to identify the
needs & shortcomings in an employee #efore actually imparting training to himHher$
9( E'perienced & s"illed trainer, !ho possesses good amount of "no!ledge &
understanding a#out the organi)ationGs o#ectives, individual a#ilities & the present
environment, should give training$
,( Active participation from the trainees should #e encouraged$ There should #e a
t!o-!ay communication #et!een the trainer & trainee$
F( 6eed#ac" should #e ta"en from the trainees after the training is over, so that the
organi)ation comes to "no! a#out the deficiencies in the training program & also
suggestions to improve upon the same$
G( 6ocus of training should #e on priority development needs and to produce strong
motivation to #ring change in employees$
H( The cost incurred on the training program should not e'ceed its #enefits$
C( The method or type of training should #e very cautiously selected #y the
organi)ation depending upon the organi)ationsG resources & an employeeGs
individual need for training$
Thus, training is a vital tool to cope up !ith the changing needs & technologies, &
ever-changing environment$ It #enefits #oth the organi)ation as !ell as the
employees$
%I%LOGRAP36
%OO)S&7
As!athappa %$ "Human Resource and Personal Management"
*hha#ra T$2$ "Human Resources Management
31
3upta, *$ B$ "Human Resource Management
%othari, *$ &$ N&esearch MethodologyN
JS, &ao, "Human Resources Management
Sudha .S ! "Human Resources Management
2E%SITES&7
E$ !!!$redfo'hotels$com
A$ !!!$google$com
3$ !!!$mar"etresearch$com
B$ !!!$hotel$com
<$ !!!$triaining and development$com
I$ !!!$ &esearch methodology$com
;$ !!!$datacollection$com
7$ !!!$sci#d$com
F$ !!!$authorstream$com
E=$ !!!$slideshare$com
EE$ !!!$!i"ipedia$org
EA$ !!!$citehr$com
APPENDIL
32
8( Are 'ou reguar' attending t"e training programme* in 'our organi>ationE
Ses 3=
2o A=
9( $rom #"i+" *our+e 'ou +ome to kno# about t"e training programmeE
T"roug"
Dai' Morning
Meeting*
E7mai* 3R Department
9B 8G 8G
,( 3a-e 'ou e-er been *pon*ored !or an' training programmeE
B$ I! 'e*4 #"at t'pe o! training 'ou "a-e undergoneE
Le+ture Met"od .ob rotation /a*e *tud'
met"od
Group di*+u**ion
,B
E=
G G
<$ 2"at #a* t"e *ub5e+t matter o! 'our trainingE
Manageria
e!!e+ti-ene**
Indu+tion
training
/ommuni+ation
*ki
Per*ona
e!!e+ti-ene**
/u*tomer
*ati*!a+tion
G F 8; G 8;
I$ 2"ere did 'ou go !or ate*t trainingE
5elhi 3F
Jaipur EE
33
Ses 3=
2o A=
C( Duration o! trainingE
E-< days A3
<-E= days EB
E=-A= days ;
25.35 Ays <
7$ Empo'ee* are *pon*ored !or training programme on t"e ba*i* o! identi!ied
+are!u' de-eopmenta need* E
Al!ays ;
Sometimes A;
2ever EI
A( T"o*e #"o are *pon*ored !or training programme take t"e training
*eriou*'E
2ot at all true =
A little true 3
Some!hat true F
True to great e'tent AI
Jery true EA
8B( Trainee* are !ree to a*k Kue*tion* during t"e training programmeE
Al!ays 3A
155
Sometimes EB
2ever B
88( T"e training #"i+" i* gi-en to empo'ee* i* #e panned and gi-en
adeKuate importan+e in 3ote Man*ing" Paa+eE
Al!ays 3B
Sometimes E<
2ever E
89( T"e norm* and -aue* o! 3ote Man*ing" Paa+e are +ear' e<pained to
t"e ne# empo'ee* trainingE
Ses BI
2o B
8,( 3uman reation* +ompeten+ie* are adeKuate' de-eoped in 3ote
Man*ing" Paa+e t"roug" trainingE
Ses BB
2o I
8F( 2"at t'pe o! training 'ou t"ink i* +ondu+i-e in 'our #orking en-ironmentE
1n the o# EB
Jo# rotation I
3roup discussion <
151
+ectures EB
Seminars EE
8G( T"e Training Input* "eped t"e empo'ee in *o-ing da' to da' probem*(
Signi!i+ant'
Impro-ed
88
Impro-ed ,B
Sati*!a+tor' A
No Impro-ement B
8H T"e Training Input* "ep* in a+Kuiring t"eoreti+a kno#edgeE
Signi!i+ant'
Impro-ed
A
Impro-ed ,9
Sati*!a+tor' H
No Impro-ement ,
8C( T"e Training Input* "epe* in impementing t"eir kno#edge to t"e 5obE
Signi!i+ant'
Impro-ed
Impro-ed Sati*!a+tor' No
Impro-ement
A 3; B =
8; T"e Training Input* "eped "im in inno-ation(
Signi!i+ant'
Impro-ed
G
152
Impro-ed AA
Sati*!a+tor' A3
No Impro-ement =
8A( T"e Training Input* "a-e re*uted in +o*t *a-ing(
Signi!i+ant'
Impro-ed
9
Impro-ed AE
Sati*!a+tor' AI
No Impro-ement E
9B( T"e Training Input* "eped in impro-ing "i* e!!i+ien+'(
Signi!i+ant'
Impro-ed
H
Impro-ed AI
Sati*!a+tor' E;
No Impro-ement E
98 T"e Training Input* "ep* in buiding better pubi+ reation* #it" "i*
*ubordinate*?+oeague*(
Signi!i+ant' C
153
Impro-ed
Impro-ed AI
Sati*!a+tor' E<
No Impro-ement A
99 T"e Training Input* "ep* in impro-ing Kuait' o! #ork(
Signi!i+ant'
Impro-ed
A
Impro-ed 3E
Sati*!a+tor' F
No Impro-ement E
9, T"e Training Input* "ep* in team buiding and impro-ing t"e #ork +uture(
Significantly Improved 7
Improved 3=
Satisfactory EE
2o Improvement E
154