CHAPTER - 2

INTRODUCTION

TRAINING & DEVELOPMENT POLICY

Every company should be fully committed to the continuous development of its staff, in
the same ways as we continuously develop our services. This will be achieved by helping all
staff identify and meet their own job and business related development needs. This policy will
ensure that we have the adaptability and flexibility to thrive and succeed as a business. To do
this, all line managers, through the Performance Review process, will
• Ensure that staff have a level of knowledge and skill to fully perform their role
• Encourage staff to develop within their current role
• Look for potential, and find ways for staff to demonstrate potential
• Recognize and reward staff development (utilizing it wherever possible)
• Create a learning culture by providing opportunities for learning
Equal opportunities

All staff are entitled to and can expect to receive training they need to carry out their
current role. This includes fixed-term contract or short-term contract staff.

Permanent employees can expect to benefit from further commitment for each individual
to devote at least 5 days a year towards training and development. First priority will be towards
job-related training, but we will also encourage individuals to undertake personal development
training. This may entail taking professional qualifications;
Training should not be viewed purely as “attending a training course”. There are a
variety of different methods that can be used to help train and develop individuals and Personnel
Services will be happy to help individuals and managers select the most appropriate method.
For-example, using open learning materials; computer-based packages; videos or CD-ROMs;
e-learning; and reading literature, to name but a few.
Shared responsibilities
It is recognizes the need for everyone to learn and develop their skills on a continuous
basis and will support individuals to help them achieve this.
 Equally, the company expects individuals to take on some responsibility for their own
self-development. For example, identifying suitable training activities (with the help of line
managers and Personnel Services) and adopting a flexible and positive approach to any training
and development that is identified with them.

Identifying training & development needs

Identifying training and development needs, and helping individuals to improve their
performance, are key responsibilities for line managers, so they are expected to be actively
involved in their team’s training and development. Line managers are also responsible for
measuring the effectiveness of any training and development undertaken by team members,
with assistance from Personnel Services.
The skills and knowledge that will be needed for the future success of the company will
become apparent as each year’s business (corporate) plan is drafted and communicated to teams
within the company and individual performance objectives agreed. Where individual skills,
knowledge or the development of competencies are needed to achieve our business objectives,
these should be recorded on the Development Needs Assessment plan, which forms part of our
Performance Review process.

Setting and evaluating learning objectives/outcomes

The company has a number of key business objectives that it needs to achieve. These
objectives can be achieved only through harnessing the abilities and skills of everyone in the
company and by releasing potential and maximizing opportunities for development. If
individuals need to learn in order to achieve business objectives, it is important that any training
and development in which we invest has a relationship to our business objectives, so we can
demonstrate the contribution learning makes towards overall organizational success.
To demonstrate this contribution, individuals will agree with their line managers, prior
to undertaking a learning activity, “learning objectives”. Learning objectives will be the means
by which managers and company can measure how effective training and development has been
towards achieving our business objectives or performance. Setting learning objectives will
therefore provide a benefit for everyone:
For individuals, objectives give a better understanding of what is expected of them; where
priorities lie; where their contribution fits into the organization and how they are progressing.
For managers, objectives provide a basis for allocating responsibility to individuals for
achieving certain results; monitoring the achievement of results and providing solid evidence,
which is less subjective, for assessing an individual’s performance.
For the organization, objectives give a greater likelihood of strategic and corporate plans being
achieved.

Once someone has experienced a training and development activity or learning, we will
measure its impact and effectiveness on individual performance and the organization. Again,
line managers are expected to be part of this process by defining the performance standards (or
measures) when setting objectives and deciding on the methods that they will use to evaluate
the learning. (Personnel Services will of course be available throughout the process to provide
guidance and support).

There are three key stages that will be used to evaluate training and development:

Reaction: At this level, evaluation provides information on the attitudes of a participant to

learning, but it does not measure how much they have actually learned. That being said, if a
participant has a positive reaction to the learning experience they are more likely to implement
what they have learned. Evaluation at this level will be measured by a post-learning
questionnaire, which will be completed immediately after the learning activity has taken place.
Normally, Personnel Services will be responsible for issuing this type of questionnaire.

Performance: Evaluation at this level looks at the impact of a learning experience on individual
performance at work. Key to this area of evaluation will be the need to have established smart
learning objectives prior to the learning experience so that when evaluation takes place there
are measures to use. For example, an important learning objective for a junior secretary
attending a Word training course may be “to produce typed correspondence with no spelling or
typographical errors.” In this example, a manager would be able to evaluate the secretary’s
performance using a measure of “no spelling or typographical errors”. Ideally, evaluation on
performance should take place approximately 3-4 months after the learning activity. Line
managers should undertake this evaluation and send a copy of the results to Personnel Services.

Organizational impact: At this level evaluation assesses the impact of learning on

organizational effectiveness, and whether or not it is cost-effective in organizational terms.
Personnel Services will undertake this evaluation as part of a wider training and development
evaluation process.

In summary then, Personnel Services will evaluate training and development at the
reaction and organizational levels, and line managers will be responsible for evaluating the
effectiveness of training and development at the performance level. However, there will be some
types of learning activities, for example attending conferences or seminars, where it may not be
appropriate to undertake any evaluation. If any doubt, please contact Personnel Services.

To assist line managers, there are a variety of methods that can be used to measure the
effectiveness of the learning. Some of these include:
 Participant self-assessment
 Written or practical tests
 Structured interviews
 Questionnaires
 Feedback – for example, internally from colleagues, peers, and managers and/or
externally from partners, customers or clients
 Qualifications obtained
Line managers should contact Personnel Services, who will be pleased to help set-up an
evaluation method to use to measure the effectiveness of a training activity.
Funding for training and development will be paid from a central training budget, therefore
the Head of Personnel Services must approve any training and development that involves a
Financial cost before any financial commitment is made. Details of how to apply for a training
and development are explained under the section headed “Selecting a training provider and
applying for training”.
In addition to job-related training and development, company also recognizes the need
to help individuals to improve within their chosen career path by encouraging individuals to
gain professional/vocational/academic qualifications. With this in mind, company has
established a company sponsorship scheme whereby full or partial sponsorship will be provided.
Information about the scheme can be found under the section headed “Company sponsorship”.
Time off to attend training courses
Where an individual needs to attend a training course funded by company, time off
during working hours will be given to attend the course. Individuals are expected to travel to
and from a training venue within the normal course of the day. Where company is providing

Sponsorship towards a professional qualification, time off to attend lectures/workshops/summer

school will be agreed on an individual basis, taking account of the business needs. The Head of
Personnel Services will approve any such requests, in full consultation with line managers.

Non-training course learning activities

Typically, a training course is designed to transfer new skills or knowledge to an
individual. Invariably new skills and knowledge will be developed over time to improve
performance. However, not all learning has to be addressed through a training course. There is
a wide range of development methods available that can be used without leaving the office. For
example, being coached by a fellow colleague or manager; using a computer aided a particular
skill.

Finding out about training courses or alternative learning methods

Personnel Services is building up a range of literature from training suppliers and a selection of
books/videos/computer discs available for individual use. To find out more, please contact
Personnel Services.

Selecting a training provider and applying for training

Before booking a training event, individuals should research the costs and course availability
with possible training providers. Personnel Services will be happy to help as they keep details
of various training providers, so please contact them for information/advice.
Company organized training programmes, for example Customer Service Training,
Team Building training, will be coordinated through Personnel Services (so individuals do not
have to complete any forms). All other training and development activities must be authorised
by Personnel Services before any training is booked.
Company sponsorship
Company recognizes the need for continuous professional development and are pleased
to be able to offer a sponsorship scheme to all permanent and fixed-term employees (whose
contracts are for at least one year).
 The scheme covers professional, academic or NVQ (or equivalent) qualifications. The
following guidelines are designed to give individuals an idea of the sort of funding that may be
available and how individuals may apply.

TRAINING NEEDS IDENTIFICATION

Training is often included as an essential element of an organization’s strategy to gain
a competitive advantage. Regulatory agencies require that employees be trained certain topics
and personal development/career paths often specify skill and knowledge areas which must be
mastered. These are the factors that influence an organization’s overall training program. With
all these sometimes-divergent factors competing for resources training systems can become
stressed, ineffective, inefficient and fragmented. Organizations need a structure approach
when developing/improving their training system.

For purposes of this discussion we will divide the training process into three phases:
(1) Needs identification
(2) Training Systems (courses, modules, training aids, presentation, instructors, records)
(3) Evaluation

PHASE ONE: Needs Identification

The first phase is the identification and analysis of an organization's training needs. As a
minimum, the organization should be able to accomplish the following four things:

1. Systematic review of each trade, occupation or process by a team of

knowledgeable individuals
2. Conduct verbal and/or written surveys of managers, supervisors, leaders,
technicians and worker
 3. Conduct a complete review of legislated training requirements
4. Review the results of Hazard Analyses, Occupational Health surveys and other survey or
process analyses.

Identification of training needs (ITN)

Identification of training needs (ITN), if done properly, provides the basis on which all
other training activities can be considered. Also requiring careful thought and analysis, it is a
process that needs to be carried out with sensitivity: people’s learning important to them, and
the success or the organization may by to stake.

It is important to know exactly what you are doing, and why, when undertaking ITN.
This is the reason we have included material to help you make considered decision and take
thoughtful action. You will find, however, that the return on the investment you make in fully
understanding what ITN is all about will make it well worthwhile.

Training Needs Identification and Analysis

Training needs identification detects and specified the training and development needs of
individuals within organization and of the organization as a whole.

Training needs analysis follows on from need identification and determines the most effective
and appropriate ways in which the needs might be met. If can, of course, lead to decisions that
there should be no training provision in view of the limited scale of the needs, the cost of
provision future development envisaged, and so on.

Within the identification and analysis of these ‘need’ the actual nature of the need must be
defined. A ‘need’ is not a ‘want’.
Identification of an individual’s needs has been a result of the question ‘what’ sort of
training do you want? Effective training and development in an organization depends on the
need for the improvement of human performance being identified and satisfied by the provision
of appropriate development opportunities. ‘Wants’ can frequently be ‘need’, but the analyst
must be certain of the value of any aspect raised and eventually provided.

ITN is as important in the training process as the training itself and subsequent evaluation.
ADVANTAGE OF ITN

 It pinpoints the problems.

 It identifies the size of the problem.
 It identifies the scale of the need.
 It indicate the type of solution.
 It provides training objectives

DISADVANTAGE OF ITN

The list of disadvantages is considerably smaller than the benefits of advantages. The only one
of any significance is the need for a skilled person to be employed and consequently the use of
that person’s time. This has been quoted earlier as one of the common criticisms of ITNs.

If the trainer alone is responsible for conducting the analysis in addition to all the other
areas of work for which they are responsible, this may be a justifiable criticism. Organization
open to criticisms of over-uses and wastes of money spent on unnecessary training. So every
attempt must be made to identify and analyze the needs accurately.

Identification of Training needs (ITN) is the examination or diagnostic portion of the

training system, the symptoms that ITN examines are often referred to as perceived

performance deficiencies. A perceived performance deficiency exists when there is a difference

between expected and perceived job performance.

An ITN can be categorized based upon whether it is reactive or proactive. A reactive.

ITN occurs when the perceived performance deficiency is a discrepancy between perceived and
expected performance for the employee’s current job. A proactive ITN is conducted o respond
to the perception that current job behavior reflects an inability to meet future standards or
expectations. The preventive approach is designed to assure that an employee will be able to
meet future expectations for his or her current job. The second is development approach. This
is conducted when current job behavior leads to the perception that the individual has the
potential but is not yet ready to perform at a higher level position. A proactive ITN rests on the
ability of someone to predict anticipate a future problem.
It may survey trainees to identify specific topics about which they want to learn more. Another
HR-approach is task identification. Trainers begin by evaluating the job description to identity
the salient tasks the job requires.

Production records, quality control reports, grievances, safety reports, absenteeism and
turnover statistics, and exit interviews of departing employees may reveal problems that should
be addressed through training and development efforts. Training needs also may become
apparent from career planning discussions or performance appraisal reviews. Supervisors see
employees on daily basis and thus are another source of recommendations for training. The HR
department also reviews self-nominations to learn whether the training actually is needed. Self-
nomination appears to be less common for training situations but more commons for
development activities.

A job analysis should focus on what the trainee needs to be able to do to perform the job
satisfactorily. In ITN, a job analysis should take both a worker and task oriented
Approach. A worker oriented approach focuses on the skills, knowledge and ability to perform
the job. These might include elementary notions, job demands, and the specific human behaviors
involved such as division making, communication etc. a task oriented approach focuses on a
description of the work activities performed. These are typically expressed in terminology used
by job incumbents and would involve a description of how, why, and of when a worker performs
an activities preferred to as a job description.

Assumption about the organization:

The organization has objectives that it wants to achieve for the benefit of all stakeholders or
members, including owners, employees, customers, suppliers, and neighbours.

These objectives can be achieved only through harnessing the abilities of its people, releasing
potential and maximizing opportunities for development.
 Assumption about people:

1. People have aspirations, they want to develop and to learn new abilities and use them.
2. In order to learn and use new abilities, people need appropriate opportunities, resources, and
conditions.
3. Therefore, to meet people aspirations, the organization must provide effective and attractive
learning resources and conditions.
4. There needs therefore to be a match between achieving organizational goals and providing
attractive learning opportunities.

If our aim is to ensure that learning opportunities match closely the aims and goals of the
organization, than an effective ITN process enables us to do this. It will then be possible to
achieve our other training objectives, see:

• To make learning opportunities effective and attractive.

• To keep a constant check on how far this match is being effectively continued. This is what
training needs evaluation is about.
• To keep a constant check on how far this match is being effectively continued. This is what
training evaluation is about.

We need good ITN processes in order to provide then learning opportunities required
achieving the goals of the organizations.

The sequence of thinking can be for example:

• In order to achieve our objectives we need our people to question the way we do things.
• Therefore our people need to learn to question the way we things.
The training need was about learning to question the way we do things. The solution was not
direct training in questioning, but a subtler longer-term process of encouraging employees to
take an active involvement in their own development, thus increasing their commitment to
learning, to their work, and to the organization as a whole. It will useful to consider how the
concepts of training need and ITN have evolved over recent decades.
 Level of performance and need

We find it helpful to consider performance (whether of people, systems, processes, teams, or

the organization as a whole) at three different levels. This means that the need arising from these
levels of performance, and hence levels of need are:
Level 1
Implementing level needs arise where the main problem is the gap between desired and actual
performance. In other words, this is where people need to learn how to do the job well– as
defined by current standards. It is about learning to satisfy basic requirements and needs, in
order to bring performance up to standard and maintain in there.
Level 2
Obviously, level 1 need is, in a way, about improving individual or group performance that is
currently lagging behind. However, when we refer to needs at level 2, we are talking about
improving the performance of everybody
• Of the organization as a whole – by raising current standards. This is where
continuous improvement comes in.
• Where we look at what we as an organization are doing and make systematic,
organization-wide improvements so as to do it better, more efficiently and economically.
Level 3
This represents a still further level of improvement – making a step-change rather than one that
is continuous or incremental. This can be done only by a thorough review of all our processes
and of how they are interrelated, based on a review of our purpose – why we do what we do.
What are we trying to achieve?
It must be stressed that these level are additive, i.e.
• To make successful to improvements we need to learn at level and then implement (level)
the improvements.
• To be successful in innovation we need to learn at level and then implement (level) the new
methods and continuously improve (level) than.
I1: Implementing
• Adhering – Learning to carry out basic tasks correctly. This is done by sticking closely to the
rules laid down for doing the job and following precisely the set procedures.
• Adapting – When we may need to bend the rules slightly and make adjustment to procedures in
order to make things work better. There may be minor changes in work circumstances as the
job is being carried out.
• It involves learning to understanding why things have been set up the way they have and why
procedures work as they do – as well as appreciating what needs to be done.
Adhering, adapting and relating are the focused of most basic instruction and training, whether
designed for newcomers to the work or to “get people up to scratch” if their individual performance
has failed to match the standard required, or if for some other reason they are lagging behind.
I2: Improving
For Improving performance, where our aim is “to do things better”, different types of
learning are needed. This level requires an ability to act more independently, to take initiatives
and to make your own meaning and sense out of what is going on. So we are concerned with
the following modes.
• Experiencing, i.e. being able to reflect on experiences and make our own meaning from them.
• Experimenting, i.e. learning to design and carry out systematic processes, in the form of
experiments, in order consciously to discover more about the job and the work, normally in
the terms of particular target areas deemed in need of improving. If people are encouraged to
learn in these way considerable improvements can be made and performance enhanced.
I3: Innovating

Performance at this level requires two sets of learning in addition to modes 1 to 5. Here we
are concerned with doing “new and better things”, and therefore learning has to concentrate on
a more sophisticated and complex set of factors.
• Connecting, i.e. making connection between things, events, and people, and allowing
integration and synergy to be achieved. We thus learn to work better with others, and
particularly with people from different disciplines, who may have different perspectives and
assumption, all of which need accommodating.
• Dedicating, where we learn to work out of a sense of purpose – why we are doing something,
and why we are doing something, and why we are doing it at a certain time and in a particular
way. This should mean that we develop a clear sense of “what is in it” not just for ourselves,
but for our colleagues, the organization as a whole, and the wider community.

Organizational, group, and individual needs

As well as the three levels of need - implementing, improving, and innovating (I1, I2 and I3) -
there are also three areas of need: organizational, group, and individual. Because we shall be
devoting, specific chapters to each of these, at this point we shall give only a quick overview
of them.
Organizational needs

These concern the performance of the organization as a whole. Information about this
overall performance may identify areas of need either for training or other interventions.

I1: Implementing level

Here ITN is about finding out whether the organization is meeting its current
performance standards and objectives, and, if not, exploring ways in which training or learning
might help it to do so.

I2: Improving level

Organizational needs arise at this level we want not just to meet current objectives but,
for various reasons, to raise their level.
These needs occur when the organization decides that it has to adopt a major new
strategy, create a new product or service, undergo a large-scale change programme, or develop
significant new relationships, such as joining with others to form new partnerships.
The reason that so many major change programmes fail (over 75 per cent, according to various
research studies) is that they do not recognize the need to take a holistic view of the systems -
technical, human, financial, and marketing - and they do not involve a wide range of
stakeholders in designing and implementing the change.
Group needs
These concern the performance of a particular group, which may be a team, department, function,
sub-unit, or so on. Information about this group’s performance may identify areas of need - which,
again, may be for training or other interventions.

I1: Implementing level

In this case ITN is about finding out how efficiently a particular team or group goes
about its business and meets its current objectives.

I2: Improving level

This level is where many continuous improvement projects are to be found, because
these are usually carried out by teams. The team is able to identify improvement areas and also
works together effectively to carry out many process and systems improvements.
 I3: Innovating level
By working effectively with other teams across boundaries, major changes can be
brought about, better relationships and communications be established, and new ways of
working together be formed.

Individual needs

These concern the performance of one or more individuals (as individuals, rather than
as members of a group). Again this information may identify specific needs.

I1: Implementing level

Here ITN is about finding out to what extent individuals need to learn or be trained
• To bring their current performance up to the required level
• As a result of changes in methods and processes that call for new competencies and skills.

I2: Improving level

Here ITN is about looking at the extent to which individuals need to learn or be trained
in systematic, continuous improvement skills and how to take initiatives.

I3: Innovating level

Finally, this is where we find out whether individuals need to learn how to think
holistically, work across boundaries, examine their assumptions, or work with people from
different backgrounds and with different perspectives.

In Individual, group, and organizational learning needs are brought together at each of
the three levels of performance, showing the wide range of what we may need to consider when
carrying out a thorough training-needs analysis.
 STUDY OF NEEDS OF TRAINING
In Dabur India Ltd., Sahibabad across training is customized product wise. If any
defect comes in a product or process, a training session is initiated to eradicate root cause.
There are normally two work stations in production.
1. Critical station
2. Normal station
At critical work station an efficient worker should produce 5000 to 6000 units in one shift. At
this work station minor job is done.
At normal work station an efficient worker should be produce 8000 to 10000 units in one
shift in normal circumstances.
In this company there are two types of worker are working.
1. Permanent worker
2. Temporary worker

A worker get the permanent job after the good and consistent performance in the company,
these people are well experienced in their relative jobs.
Temporary worker is a layman. They don’t know anything about the work, so these types of
people require training.
When a new person joins the company, he got the training about the safety and
maintenance. For getting these training he is send in technical training cell (TTC). In TTC he
has to go some basic knowledge and instruction, which is given by the just senior boss. That
person is called line in charge. During the training a person gets the job. He is watched by the
line in charge. At any point the line in charged found any fault in the work, the line in charge
instructed at that time, so that the worker does the job in a proper way and come out with zero-
defect product.
There are several types of operations in the production.
• Ink filling
• Stopper
• Point tipping
• Capping
• Packing
After the TTC training employees are divided among various teams and send to the different
operations, on the different operations. A line-in charge is there, who will watch each and every
steps during the work. If any fault in the work is found, he takes that serious and instructs to
remove the fault immediately.
 After some experience the worker is transferred from one operation to another operation
area. Where same procedure is performed. He works and if any confusion get regarding the job,
he may ask the line in charge or if line in charge see any fault during the operation, he educates
the worker to do the job better. This process is repeated on each and every operation. This is
how each and every employee is familiarized to the job. The main advantage of this job rotation
is, if any worker does not come on the particular day, that place can be filled by any other
worker and the works progress without any interruption. After job rotation and getting
experienced the entire worker divided into three groups,
• Highly efficient
• Efficient
• Adequate
If a person can handle all the machines related to any particular job. That worker is called
highly efficient worker. After getting training 40% out of them became as highly efficient
worker. These workers are very efficient and can handle any situation during the work. He can
work on any machine at any time without any problem. These people can take decision at the
critical point of time. So that these type of worker are called highly efficient worker.
After highly efficient the second category is called ‘efficient’. In this category those type
of person are master in their job. He is master in one job. In this category 50% worker comes.
These types of people are well known people in their particular job. They are not able to handle
the different machines. They feel problem in some job.
After that the third category comes, that is called adequate. This type is not beneficial
for the company. So that they are not acceptable. They have less knowledge and not will to
work.
Highly efficient person is well-known about their job. He can handle any situation. So
that this type of people doesn’t require training.
Efficient people are master of just on job. So that they need training to be highly efficient
worker.
Company is giving training to the efficient worker. For them there are three types of training;
• Counseling
• Give the opportunity to work with highly efficient worker.
• Give the expert knowledge about the work.
 In counseling the instructor or line in charge counsel the worker. A line in charge tries
to motivate the worker to do their job in proper way. This is a verbal communication. With the
help of words a senior person tries to make them as effective as highly efficient worker.
The second option “provide them opportunity to work with highly efficient people”
helps those people to learn. During the work he can watch how the highly efficient people work?
How can they handle the situation? They got the idea about the problem, which may be arising
during the work. They also get the idea about dealing those types of problems. This way an
efficient worker is developed to be highly efficient worker.
Before start working every worker should get the knowledge about the job profile.
Without proper knowledge no one can perform better. There must be some defective in the
product due to less knowledge about the production process. So specific knowledge is essential
for zero-defect product. This is the duty of management to educate them and provide full
knowledge about the production process and quality control.
For adequate people company has some other way for giving them training. The work
pressure is the best way for make them work. Under this the adequate person is send to work
between two highly efficient workers. Highly efficient people can work faster than adequate
person. So from both sides he faces the pressure for work faster and effectively. This way an
adequate worker can be the efficient and highly efficient worker for company. In any company
some factor effect the training:
• Strategies changes
• Technical changes
• Matter of cost saving
If the top management of the company want to change their strategies. Here company
wants trained people for work. So firstly company looked for the experienced people, but it is
very difficult to get trained people. So they hired semi- skilled people and after joining them
they give them training. So that this can work effectively and according to the requirement of
the company.
If company wants some technical change in product, they also require trained people for
work. Technical change requires more technical people. If company wants to retain the same
people who are working form last sometimes then company has to give them training. After
getting training a worker can adjust in any environment and work effectively.
 Today’s era is the cost cutting era. In the intensive competition cost of the product is
very important. We can’t survive in the market with high cost. So we need to cut the cost of the
product. For cutting the cost we need more trained worker who can work faster an quickly. So
that the production time can be reduced. At lastly we can get the low price product.

So that in every area we need trained people. For getting trained people we have to make
them trained by giving training.

METHODOLOGY OF TRAINING

There is various methodology of training. No single technique is always best.

The best method depends on
 Cost effectiveness
 Desired program content
 Learning principles
 Appropriateness of the facilities
 Trainee preferences and capabilities
 Trainer preferences and capabilities

There is a range of ‘teaching methods’ available to trainer. The choice of a method is a

matter of experience and competence of the instructor and his judgment of how much and what
a particular group of trainees would learn from using one method or another.

Factors which affect the choice of training method:

The choice of methods depends on the knowledge and experience of the teacher or trainer.
The choice of the methods should take into consideration the intellectual level and
educational background of the participants and the participants’ age practical experience.
Some methods are more effective than others in achieving certain objective.
Choice methods depend on the social and cultural factors in the environment. Now many
participative methods are accepted and used in management training.
It also depends on the time and the availability of resources and infrastructural facilities.
Types of training
 Job instruction
 Training Job rotation
 Apprenticeships
 Coaching
 Vestibule training
Induction or Orientation training:
Induction or orientation may be defined as a process of guiding and counseling the
employee to familiarize him with job situations. The induction process accomplishes several
objectives including formation of a favorable impression and attitude, development of the
feeling of belongingness and facilitation of learning and teamwork on the part of the employees.
The content of the induction program should be predetermined in the form of a checklist
specifying the topics to be covered. Attempts are to be made to follow-up and assess the program
by interviewing the new employees as a measure to correct the gaps in the knowledge and
attitude of the employees.

Rank-and-File job training:

This is based on similarities in training on several specific jobs. This type of training can
be imparted in a classroom or on the job. It is performed by a foreman or a group leader. Its
advantages arise in so far as it is realistic and economical and does not hamper production as
well as necessitate from classroom to job situations.
Limitations of rank-and-file job training:
The trainer may be an incompetent.
Teacher The shop floor may be busy.
There may arise heavy production losses.
Supervisory training:
Supervisory training needs reveal utmost divergence in view of divergent duties of
supervisors. Employee attitude surveys help in identifying area of supervisory training.
Likewise, supervisors themselves may be requested to indicate the areas where they need
training.
Frequently, these surveys indicate that supervisors need training in human relations,
production control, company policies and how to instruct. Supervisory courses consist of job
methods training (JMT) and job relations training (JRT). The JMT helps the supervisors to
improve methods in their departments, while the JRT helps them in handling human relations
problems in their departments.
ON THE JOB TRAINING:
On the Job techniques are conducted in the real job settings. On the job methods usually
involve training in the total job. These methods are typically conducted by individuals, workers,
supervisors.
 The main advantage is that the trainees learn while actually performing their work,
which may minimize the training cost. They also learn in the same physical and social
environment in which they will be working once the formal training period is completed.
Types of on the job techniques:
 Job instruction
 Training Job rotation
 Apprenticeship
 Coaching
 Vestibule training

Job instruction training:

Job instruction training (JIT) is received directly on the job and so it is called “on the
job training” it is used primarily to teach workers how to do their current jobs. The worker learns
to master the operation involved on the actual job situation under the supervision of his
immediate boss who has to carry the primary burden of conducting the training. Usually no
special equipment or space is needed, since now employees are trained at the actual job location.

Steps of job instruction training:

The trainee receives an overview of the job, its purpose and its desired outcomes with an
emphasis on the relevance of the training. Since the employee is shown the action that the job
requires, the training is transferable to the job.
The employee is allowed to mimic the trainer’s example. Demonstration by the trainer and
practice by the trainee are repeated until the job is mastered. Repeated demonstrations and
practice provide repetition and feedback. Finally the employee performs the job without
supervision, although the trainer may visit the employee to see if there are any lingering
questions.

Advantages:
 Easy organized
 Realistic
 Stimulates high motivation
 Speeds up worker’s adjustment
 Less costly
Disadvantages:
 The disadvantage of this method is that the assigned instructor may be a poor teacher.
 The worker may haste for immediate production, so the actual cost may increase.

JOB ROTATION:
Some trainers move a trainee from job to job. Each worker move normally is preceded
by job instruction training. This is a method of training wherein workers rotate through a variety
of jobs. Thereby providing them a wide exposure. Trainees are placed in different jobs in
different parts of the organization for a specified period of time. They may spend several days
or even years in different company locations. In this way they get an overall perspective of the
organization. It is used with both blue-collar production workers and white collar managers and
it has many organizational benefits. Job rotation creates flexibility, during manpower shortages,
workers have the skills to step in and fill open slots. The method also provides new and different
work on a systematic basis, giving employees a variety of experiences and challenges.
Employees also increase their flexibility and marketability because they can perform a wide
array of tasks.

Limitation of job rotation:

 The major drawback of this, it is time consuming and expensive too.

Apprenticeship:
An apprentice is a worker who is learning a trade but who has not reached the state
where he is competent to work without supervision. It is particularly common in the skilled
trades. In organization a new worker is “tutored” by an established worker for a long period
of time. An apprenticeship lasts from two to five years. Each apprentice is usually given a
workbook consisting of reading materials, tests to be taken and practice problem to be solved.
This training is used in such trades, crafts and technical fields in which proficiency can be
acquired after a relatively long period of time in direct association with the work and under the
direct supervision of experts. Training is intense, lengthy and usually on a one to one basis.
Increasing national attention is being paid to workforce preparation in the United States.
This stems from the growing realization that America's ability to occupy a leading competitive
position in the emerging global economy hinges, to a large degree, on assuring that the nation's
workforce is second to none. Today, unfortunately, this is not the case.
 Employers frequently report that significant numbers of young people and adults alike
exhibit serious educational deficiencies and are ill-equipped to perform effectively in the
workplace. As a consequence, leaders from industry, labor, education, and government are all
grappling with how to design educational reforms and education/training strategies that will
improve the skills of America's current and future workforce.
In the spirit of this reform, one particular training strategy -- apprenticeship -- has
captured the interest of many policy makers, educators, and others who are involved in the
national reform movement. Its growing appeal comes as no surprise and, perhaps, is long
overdue. Experience both in the U.S. and growing abroad has repeatedly demonstrated that
apprenticeship is a highly effective strategy for preparing people for work. The bulk of
apprenticeship programs offered in the U.S. and its territories are in the building trades and
manufacturing industries, but there is significant potential to develop apprenticeship programs
in a variety of other industries.
The rush to embrace apprenticeship, however, is leading to efforts that could undermine
the very pillars of its value. For example, in some instances, apprenticeship is being viewed as
a generic concept -- one that can be loosely applied to a variety of learning situations. Likewise,
others have coined such terms as "youth apprenticeship" to characterize various school-to-work
transition programs. Such thinking, while understandable in an environment that begs for
creativity and innovation, may be more harmful than helpful to the cause.

What Apprenticeship Is: The Essential Components

1. Apprenticeship is a training strategy that a) combines supervised, structured on-the-job training
with related theoretical instruction and b) is sponsored by employers or labour. Management
groups that have the ability to hire and train in a work environment.
2. Apprenticeship is a training strategy that prepares people for skilled employment by conducting
a training in a bona fide and documented employment settings. The content of training, both on-
the-job and related instruction, is defined and dictated by the needs of the industry, which refers
to all types of business/workplace settings. The length of training is determined by the needs of
the specific occupation within an industry. In the building trades, for example, some
apprenticeship programs are as long as five years with up to 240 hours of related instruction per
year.
3. Apprenticeship is a training strategy with requirements that are clearly delineated in Federal and
State laws and regulations. The National Apprenticeship Act of 1937 and numerous State laws
provide the basis for the operation of formal apprenticeship training programs in the U.S.;
regulations that implement these laws are in force today.
These laws and regulations establish minimum requirements for protecting the welfare of the
apprentice such as the length of training, the type and amount of related instruction, supervision
of the apprentice, appropriate ratios of apprentices to journeypersons, apprentice selection and
recruitment procedures, wage progression, safety, etc.
4. Apprenticeship is a training strategy that by virtue of a legal contract (indenture) leads to
a Certificate of Completion and official journeyperson status. These credentials have explicit
meaning, recognition and respect in the eyes of Federal and State governments and relevant
industries.
5. Apprenticeship is a training strategy that involves tangible and generally sizable
investment on the part of the employer or labour management program sponsor.
6. Apprenticeship is a training strategy that pays wages to its participants at least during the
on-the-job training phase of their apprenticeship and that increases these wages throughout the
training program in accordance with a predefined wage progression scale.
7. Apprenticeship is a training strategy that involves a written agreement and an implicit
social obligation between the program sponsor and the apprentice. The written agreement,
which is signed by both the apprentice and the program sponsor and is ratified by government,
details the roles and responsibilities of each party. The implicit social obligation gives
employers or program sponsors the right to expect to employ the apprentice upon completion
of training given the investment in training and gives the apprentice a reasonable right to expect
such employment. Labour market conditions should guide the size of training programs to
enable each party to maintain his or her side of the obligation.

What Apprenticeship Is Not

Unless they conform to the essential components described previously, apprenticeship
is no cooperative education, vocational education, tech prep, two plus two (three or four),
summer or part-time work experiences or any other myriad training strategies that many are
promoting as ways to assure adequate workforce preparation. Such strategies undoubtedly have
value in their own right, but they are not apprenticeship. What distinguishes apprenticeship from
most of these other approaches are such fundamental qualities as training program sponsorship
and location, the skills required, the value attached to the credential earned, curricula content
that is defined exclusively by the workplace, wage requirements, the written agreement, and the
implicit social contract that exists between program sponsors and their participants. No other
training strategy provides for this unique combination of characteristics. When a person
completes a registered apprenticeship program, he or she is prepared to go to work as a fully
trained, competent journeyperson whose skills enable him or her to perform effectively in the
workplace. Few, if any, other types of educational programs can make this claim.
A Policy Recommendation
As the education and training system in this country undergoes its restructuring, how
apprenticeship fits in must be considered. Some may argue that the definition of apprenticeship
should be boarded to encompass some or all of the previously described alternative training
strategies. Unfortunately, this could have the practical effect of seriously undermining a tried
and true training strategy -- on that, ironically, exhibits all ten qualities that reformers are
striving to achieve in new training designs. Of particular concern is the possibility that an
expanded definition could significantly dilute the value and meaning attached to the
apprenticeship credential. Today, an apprentice who earns a Certificate of Completion and
attains journey worker status from a registered apprenticeship program knows that he or she has
acquired industry-defined skills at industry-accepted standards of performance and can
reasonably expect to be gainfully employed in his or her occupational area. If alternative training
strategies (ones that do not fully conform to the essential components) are also permitted to call
themselves "apprenticeship," the apprenticeship credential stands to become devalued. Such a
step makes little sense at a time when other credentials -- such as high school diplomas -- have
lost much of their meaning.
Thus, we conclude that their term "apprenticeship" should be reserved only for those
programs that adhere to the eight essential components described previously. Other strategies
may seek to adopt designs that conform to all the essential components, in which case they may
be called apprenticeship. But to call any other types of programs "apprenticeship" is to do a
major disservice to the participants in such programs. Whether intentional or not, the
participants may be misled into thinking that completion of these programs will allow them to
reap the benefits accorded to graduates of true apprenticeship programs.
Clearly, we are on the verge of a major revolution with respect to how America prepares
its workforce. As a new national training system emerges in the coming years, considerable
thought should be given to the role of true apprenticeship in that new system. One on hand,
apprenticeship could be the locomotive that drives this training system. Under this scenario,
apprenticeship programs would serve as the principal form of training for preparing the majority
of the nation's workforce. Alternatively, apprenticeship may become one of several cars on a
train that provides a variety of training options to existing and future workers.
This choice requires further study and broader deliberation, but, whatever the outcome,
the integrity of the term "apprenticeship" should not be jeopardized or compromised.
 Coaching:
At management levels Coaching of immediate subordinates by their managers is
common. A coach attempts to provide a model for the trainee to copy it tends to be less formal
than an apprenticeship program. Coaching is almost always handled by the supervisor or
manager. It is likely not to be as directive approaches such as nondirective counseling or
sensitivity training. If the trainee’s shortcomings are emotional or personal. Coaching will be
ineffective if relations between trainee and coach are ambiguous in that the trainee cannot trust
the coach.
Coaching thrives in a “climate of confidence”, a climate in which subordinates respect
the integrity and capability of their superiors.

Vestibule training:
Vestibule training is a type of instruction often found in production work. A vestibule
consists of training equipment that is set up a short distance from the actual production line.
Trainees can practice in the vestibule without getting in the way or slowing down the production
line. These special training areas are usually used for skilled and semiskilled jobs, particularly
those involving technical equipment.
Vestibule is small, so relatively few people can be trained at the same time. The method is good
for promoting practice a learning principle involving the repetition of behaviour.

OFF-THE JOB TRAINING:

Off the job method are those training and development programs that take place away
from the daily pressures of the job and conducted by highly competent outside resource people
who often serve as trainers, which is one of the main advantages of this method. The major
drawback of this is the transfer problem.
Types of off the job training:
Lectures consist of meeting in which one small number of those present actually plays
an active part. The lecture method is a popular form of instruction in educational institution.
The lecturer may be a member of the company or a guest speaker. Before preparing the lecture
some points should be considered.
• Who is your audience?
• What is your audience?
• What is the time available?
• What is the subject matter?
 The lecture should be brief and to the point, presenting the theme of the subject in a
manner that arouses the interest of the audience from the start. The speaker should be poised,
courteous and sincere. The action should be spontaneous. The role of a lecturer is make difficult
things simple, not the reverse.

Limitation of the lecture method:

It gives very little opportunity for active practice, development, over learning,
knowledge or results or transfer of learning. In this method trainee he or she have to understand
and personalize the content of the lecture. It is not suitable for courses where people with work
experience are participating. This method involves one-way communication, which is not
interaction of the audience. This method can’t readily adopt itself to individual differences,
which may arise farthest from reality.
Audio-visual techniques:
Audio-visual techniques covers an array of tainting techniques, such as films, slides and
videotapes. It allows seeing while listening and is usually quite good at capturing their interests.
These methods allow a trainer’s message to be uniformly given to numerous organizational
locations at one time and to be reused as often a required.
Available devices used in lecture techniques:
 Blackboard
 Flip chart
 Magnetic board
 Flannel board
 Overhead projector
Conference or discussion method:
This method encourages the participation of all members of the group in an exchange of
opinions, ideas and criticisms. It is a small group discussion in which the leader plays a neutral
role providing guidance and feedback. In spite of the intention to encourage general
participation the conferences are frequently dominated by a few, with the majority no more
active than they would be at a lecture. It is more effective than the lecture in changing adult
behaviour and also modifying attitudes. The conference method can draw on the learning
principles of motivation and feedback. It is used to enhance knowledge or attitudinal
development.
Main objectives of conference method:
 Developing the decision making and problem solving skills of
personnel changing or modifying attitudes.
 Presenting new and sometimes complicated material.
Role playing
Active participation rather than passive reception facilitate learnings. Role-playing
believes in active participation. This is a training method often aimed at enhancing either human
relations skills or sales techniques. Role-playing can be defined as an educational or therapeutic
technique in which some problems involving human interaction, real or imaginary is presented
and then spontaneously acted out. Participants suggest how the problem should be handled more
effectively in the future. This “acting out” is followed by discussion and analysis to determine
what happened and why and, if necessary, how the problem could be better handled in future.
Role-playing is less tightly structured than acting, where performers have to say set lines
on sue. Participants are assigned roles in the scenario to be enacted, so, in this way, it is a device
that forces trainees to assume different identities. Usually participants exaggerate each other’s
behavior. Ideally, they get to see themselves as others see them.
The typical Role Involves Three Phases
The Warm Up: the objective of the warm-up is to get the trainees participate in a
constructive manner with minimum anxiety and maximum motivation. The trainer’s
introduction to the session should be such that it would arouse interest of trainees.
The Enactment: before conducting the role-play-enactment, the trainer should carry out the
following: -
Read aloud generation information,
 Those who have volunteered to role play are given briefing sheets and sent out of the
room with the instruction not to communicate amongst themselves.
 The instructor should clarify all the doubts that role player might have.
 Role players take their positions facing the class, (E) To begin the role play, the trainer
sets the scene by restating the identify of the roles being enacted and making a brief
statement about what has just happened when the action began.
Post Enactment Discussion: in conducting post enactment discussion, reaction to role play
should be obtained from the people who have acted a role play.
Role playing has been shown to be effective
(I) In studying small group leadership skills.
(II) Increasing sensitivity to the motivation of others.
(III) Improving interviewing skills.
(IV) Enhancing ability to develop innovative solutions to human relation problems.
(V) Modifying attitudes.
Case Study
By studying a case situation, trainees learn about real of hypothetical circumstances and
the actions others take under those circumstances. Besides learning from the content of the case,
a person can develop decision making skills. Case method is an excellent medium for
developing analytical skills.
Cases are usually organized around one or more problems or issues that are confronted by an
organization. Cases can range from one page to over fifty pages.
Feedback and repetition, are usually lacking. One inherent difficulty is personal bias.
This method calls for skills with language. But many people are sent to case study courses
primarily because they lack communication skills.
When cases are meaningful a similar to work related situations, there is some
transference. There also is the advantage of participation through discussion of the case. It
improves participants’ skills in problem analysis, communication and particularly brings home
to the participant that nothing is absolutely “right or wrong” in the field of human behaviour.
Survey results indicate that the case method is considered by training directors to be the best
methods of developing problem solving skills.
Simulation
Simulation is an approach that replicates certain essential characteristics of the real
world organization so that the trainees can react to it as if it were the real thing and then
consequently transfer what has been learned to their job. Simulation training is based on a
reproduction of some aspect of job reality. Simulation usually enhance cognitive skills,
particularly decision making. A very popular training technique for higher level Jobs in which
the employee must process large amounts of information.
Simulations have many forms- some use expensive, technical equipment, while others
are far less costly. Some simulations need only one participant, others may involve as many as
15-20 people working together as a team.
 Simulations are a broad based training techniques that can be adapted to suit a
company’s need. By using the equipment simulators, workers can practice new behaviors and
operate certain complex equipment’s free of danger to themselves. Equipment simulators can
range from simple mock-ups to computer based simulations of complete environments. Some
of them are utilized to train a single individual and the others are used for team training.
Programmed instruction is a training approach which makes the advantages of private
tutoring available to large groups of student’s beings trained in new skills. Programmed
instruction is one of the innovations in teaching technology developed in recent years. The
methods involves an actual piece of equipment, usually called Teaching machine, of a specially
constructed paper booklet.
The participants are active in the training process. In fact they determine their own
learning pace.
What is to be learned involves many discrete pieces of material, and the participants get
immediate feedback on whether they have learned each piece.
The major advantage of programmed instruction is that is reduces the training time. The
learning takes place at the students own pace. Participants get immediate feedback. The
participants are active learners, there is constant exchange of information between themselves
and the programme. Fast learners do not have to wait for slow ones to catch up. Administrative
simplicity and increased productivity in training result in lower training cost per student.
The biggest disadvantage of this method is the absence of a teacher. The book becomes
the teacher. Hence it is absolutely essential that the trainee is highly motivated to continue
learning. The material has to be broken down into a logical sequence, since there may be several
correct ways to perform the task. This methods does not appear to improve training performance
in terms of immediate learning of retention over a time compares with conventional methods.
Computer Assisted instruction
It is one of the newest developments in instructional methodology. It is a logical
extension of programmed instruction and shares many of its benefits. C. A. I. Has the advantage
of individual pace instruction and a considerably wider range of application. It requires less time
to teach the same amount of information than any conventional method.
Trainees also react favorably to this method. The computer is capable of assessing the progress
of the trainee and can also adapt to his/her need by virtue of its storage and memory capacities.
This method offers advantages of standard presentation of materials to all trainees standard,
structured practices, and instant, specific feedback.
The major drawback to C. A. I. For most organizations probably is the initial expense.
Syndicate Method
Working in small group to achieve a particular purpose is described as a syndicate
method. The essence of this method is that participants learn from each other and contribute
their own experience to the fullest. The syndicate method is designed to provide the participant
an environment that would help him to reflect critically on his own work and experience; to
update his knowledge of new concepts and techniques with the help of other co-participants; to
develop sound judgement through greater insight into human behavior. This method is suitable
for training and development students, without any experience.
The participants are divided into groups consisting of about eight to ten participants.
These groups are called “syndicates”. Each syndicate functions as a team that can represent
various functional as well as interest areas. The syndicates are given assignments which have to
be finished and a report submitted by a specified date and time. By rotation each member of the
syndicate becomes the leader for completing a specific task. Each assignment to a syndicate is
given in the form of a “Brief”. This is a carefully prepared document by the faculty. Generally,
each syndicate is required to submit a report which is circulated to other syndicates for critical
evaluation.
The advantages of this method is that it secures a very high level of involvement from
the participants. Their own experience is the starting point in this method. It is a process of self-
business and development for participants. This method also gives the participant a practice in
communicating with his colleagues and understanding them.
If the syndicate is not structured properly, it should lead to a lot of wastage of time and
cause frustration. In the absence of proper pressure on the participants by trainers or participants
themselves, some participants might start dragging their feet. Differences of opinion or viewpoint
may be ignored to avoid action.

Behaviour Modelling
According to social learning theory, most human behavior is learned observationally
through modeling. When social learning theory is applied in industrial training programmers, it
is commonly referred to as “behaviour modelling”. Used behaviour modelling to improve the
interpersonal and communication skills of supervisors in dealing with their employees.
The topic was first introduction by the trainers after which a film was shown to the
trainees which depicted a supervisor model effectively handing a situation, followed by a set of
three to six learning parts that were shown in the film immediately before and after the model
was presented.
 A group discussion is them held in which the effectiveness of the method is discussed.
After this, the practice session starts in which one of the trainee assumes the role of an employee.
And then, feedback from the training class is given on the effectiveness of each trainee in
demonstrating the desired behaviour.
At the end of each training session, the trainees are given copies of the learning points
and are asked to try and apply them to their jobs during the following week. It has been found
that this programme has had desirable effects on learning, behaviour and performance criteria.
There creation of the behaviour may be videotaped so that the trainer and the trainee can
review and critique it. When watching the ideal behaviour, the trainee also gets to see the negative
consequences that befall someone who does not use it as recommended. By observing the
positive and negative consequences, the employee receives vicarious reinforcement that
encourages the correct behaviour.
12. Fish Bowl Exercise
It is essentially used in providing skills in understanding human behaviour. It effectively
uses group interaction to develop in the participants a degree of self-awareness. The primary
objectives of the method is to inculcate in the participants the discipline of observing others and
on the basis of this, provide objective and constructive feedback and to learn about oneself, ones
behavior and personality as seen through the eyes of others and consequently to overcome
weaknesses and improve upon strengths.
The aspects to which the fish bowl exercise can be put to effective use are; individual
and group behaviour , content of communication, roles individuals paly in groups, intergroup
conflicts, level of participation, dynamics of group problem solving and decision making and,
inter personal relations.
The exercise can involve up to 25 participants seated in two concentric circles( one inner,
the outer).the inner circle is the target group, members of this group will either discuss a
preselected topic or move towards completion of a group task. After the discussion by the
members of the inner group, the outer group is asked to comment on the content and more
importantly the dynamics and group process of the inner group members
Participants must learn to provide feedback with clarity and precision. Feedback must
never be critical or it loses its constructive nature. After one cycle of the exercise is completed
the outer group will change places with the inner group and become the target group, inner
group member become observers and the exercise is repeated.
There are several non-group methods involving an assessment of each individual’s strengths
and weaknesses.
Counselling:
It helps the trainees to observe their weaknesses and involves measures to overcome them.
It is related to periodic appraisals of ratings. Specifically counselling purports to help the
subordinates to do a better job, provides a clear picture of how they are doing, build strong personal
relationships and eliminate, of at least minimize anxiety.
Understudies System:
In this the trainees work directly with individuals whom they are likely to replace.
However, it is disappointing as a training because of a likelihood of an imitation of weak as well
as strong points of the seniors.
Special Project Arrangements;
These are likely to be highly effective training systems. In these systems, a task force is
built representing varied functions in the company. The special project enable the trainees to
achieve knowledge of the subject assigned as well as to learn how to deal with others having varied
viewpoints.
Some their training methods:
Telephone Training Sessions are for individuals or small groups (up to five people).
During a Telephone Training Session we will evaluate your specific needs, tailor a session to your
needs and provide you with more advanced tips. Register for a session that is convenient for you.
Once you schedule a session we will contact you on the date and time specified to complete the
training.
Distance Learning Sessions are reserved for groups of more than five people up to 18
people. Each session utilized both presentation and live demonstrations. Sessions last
approximately 45 minutes to an hour.
SKILL TRAINING
Proper training can be as important as the equipment used and other characteristics of the job.
The money annually paid for training by business and industry also demonstrates the
importance of training. It has been estimated that American business firms spend more than $30
billion per year on training and development, with some estimates running as high as $100 billion
Motorola, Inc. alone spends about $44 million annually on employee education.
Another indication of the importance business and industrial firms attach to training is the
estimate, made a few years ago, that some forty five thousand employees across the United States
were assigned full-time to training and development activities. Since then the figures have no
doubt grown.
 This broad definition of training includes both skills training, which is usually of a
technical nature and has a short-term focus, and management and career development programs,
which are aimed at educating employees above and beyond the immediate technical requirements
of their jobs in order to increase the organizations present and future ability to attain its goals.
Thus, management and career development tend to be more future oriented than skills training.
The purpose of skills training is to bring the competencies of individuals up to desired
standards for present or near-future assignments & develop new skills and knowledge to replace
those that have become obsolete as a result of technological organizational changes. The seven
major steps, as shown in figure are the following:-
1. Determining the need for skills training.
2. Translating skills needs into training objectives.
3. Formulating the budget.
4. Selecting trainees.
5. Choosing a training method.
6. Selecting and educating trainers.
7. Determining evaluation procedures.
5S TRAINING
What Is 5S?
The five S stand for the five first letters of these Japanese words:
 Seiri
 Seiton
 Seiso
 Seiketsu
 Shitsuke
Calling this principle 5S is a good way to remember its content.
5S is a set of techniques providing a standard approach to housekeeping within Lean
Manufacturing.
It is often promoted as being far more than simply housekeeping and some of the
elements described below certainly move into broader areas.
A cornerstone of 5S is that untidy, cluttered work areas are not productive.
 As well as the physical implications of junk getting in everybody's way and dirt compromising
quality, people are happier in a clean and tidy environment and hence more inclined to work hard
and with due care and attention.

Naturally enough, the elements of 5S are all Japanese words beginning with the letter S.
Since their adoption within Western implementations of JIT, or Lean Manufacturing, various
anglicized versions of the terms have been adopted by different writers and educators.
These are listed below against the individual elements and it can be seen that none are entirely
satisfactory.
There are some symptoms by which we are able to know that we require 5s training
methodology.
 Space is crowded with parts and tools.
 Unneeded items are stacked between workers.
 Excess inventory on the floor.
 Excess items and machines make it difficult to improve process low.
 Equipment is dirty and a collection point for miscellaneous material.
 Needed equipment such as tools is difficult to find.

5S Training Housekeeping "pillars"

The individual items within 5S are known as the "pillars" and are:
1. Seiri (Sort)
Seiri is the identification of the best physical Organization of the workplace.
It has been variously anglicized as Sort, Systematization or Simplify by those wishing to retain
the S as the initial letter of each element.
It is the series of steps by which we identify things which are being held in the workplace when
they shouldn't, or are being held in the wrong area of the workplace.
Put simply, we may identify a large area devoted to tools or gauges, some of which are needed
regularly and some used infrequently. This brings all sorts of problems, including:
Operators unable to find the item they need, being unable to see wood for trees. The time
spent searching is a waste (or in Japanese lean-speak a Muda) and if we only held the items needed
regularly in a prominent position we would save time.
 Quality issues when gauges are not calibrated on time because too many are held.
 Safety issues when people fall over things.
  Lockers and racking cluttering the production area making it hard for people to move
around or to see each other and communicate.
 Some of the standard texts also talk about the elimination of excess materials and WIP.
This is a complete restatement of all the JIT goals of releasing capital, reduced movement,
and shorter cycle times and so on.
The question may be asked: should we then see inventory and WIP reduction as part of the
implementation of the lean approach or as an element of 5S? The answer, as ever, is that keeping
inventory and WIP to a minimum is simple best practice. Whether we view it as JIT, or lean, or
5S or assign any other term is quite frankly irrelevant.
The major element of Seiri is simply a critical look at the area. Involving cross-functional teams,
or getting people to look at each other's areas, is an obvious first step. People tend to be blind to
failings in their own area and a fresh pair of eyes can be useful.
Another element of the standard approach is 'red tagging' where items are given a tag which
says what the item is, which location it is in and when it was identified in this location. We then
leave the area for a while and anybody using the item notes this. We go back some time later and
can readily identify things that haven't moved, or been used. Items which have
not been used can then potentially be disposed of. As a first pass we should perhaps create a
quarantine area before throwing items away, selling them or reworking them into something else.
Other items may be deemed necessary but used infrequently and so an alternative location can be
found. If the operator needs a particular tool only once or twice a month then a 20-yard walk is
not a problem - especially if the space thus saved on the workbench helps to make the area more
productive, or helps address quality issues.

2. Seiton (Set in Order)

Seiton is the series of steps by which the optimum organization identified in the first
pillar are put into place.
The standard translation is Orderliness but again some wish to keep the initial S and use
Sort (yes, that is also one of the translations of Seiri), Set in order, Straighten and Standardization.
The sorting out process is essentially a continuation of that described in the Seiri phase. Removing
items to be discarded or held in an alternative location will create space. This space will be visible
and facilitate the alternative layout of the area.
In some cases, of course, we are talking about what a fitter will have on his bench, or in
racks alongside the bench. In other cases we may be considering where we should locate a piece
 of plant - for example we may relocate a coin press to enable items to be completed in one work
area rather than requiring a significant movement down the shop.
This is something which we also undertake when adopting cellular manufacturing. We then
look at how we can restructure the work content so that certain operations can be carried out within
the cycle of others - for example we may carry out a trimming operation on a steel component
while the press which produced it is busy creating the next one.

Again, is this a 5S initiative, or part of a kaizen programme, or something else? Again,

who cares, as long as we get on and achieve an improvement in business performance?
Standardization includes all the elements of setting out a consistent way of doing things.
This includes standard manufacturing methodologies, standard equipment and tooling, component
rationalization, drawing standardization, consistency in the documentation which accompanies
work, design for manufacture (or concurrent engineering) and standardization in the clerical
processes which deliver work to the shop floor and track its progress. All of this could be said to
be part of a basic Total Quality approach. The standard ways of doing things should include poka-
yoke or error-proofing. Again it might be asked whether this is part of 5S or one aspect of a broader
programme.

3. Seiso (Shine)
Anglicized as Cleanliness but again the initial S can be retained in Shine, Sweeping.
There is a more practical element in that if everything is clean it is immediately
ready for use.
We would not want a precision product to be adjusted by a spanner that is covered in grease
which may get into some pneumatic or hydraulic fittings. We would not wish to compromise a
PCB assembly by metallic dust picked up from an unclean work surface. Other issues are health
and safety (people perhaps slipping in a puddle of oil, shavings blowing into people's eyes) and
machine tools damaged by coolant contaminated by grease and dust.
The task is to establish the maintenance of a clean environment as an ongoing, continuous
programme.
Sometime should be set aside for cleaning each day, or each shift. (We may have
cleaners who come in a sweep office floors, and even clean the floor in a production area, but
they do not clean the production equipment. Even if they did, this would miss one of the
opportunities available - an operator cleaning and lubricating his machine tool will spot worn
 or damaged components.) Cleaning then begins to impinge upon what we already know as
preventive maintenance.
Cleaning critical components of a piece of equipment is already one element of the
activities carried out under the PM banner
The implementation of Seiso revolves around two main elements.
The first is the assignment map which identifies who is responsible for which areas.
The second is the schedule which says who does what at which times and on which days. Some of
these happen before a shift begins, some during the shift and some at the end. Again, this is very
reminiscent of what we do when adopting PM.

The standard texts such as that of Hiroyuki Hirano then go on to talk about establishing
the shine method for each item / area. This includes such elements as agreeing an inspection step
at the beginning of each shift, establishing exactly how each activity within the programme is to
be carried out. A key aspect is very much akin to set-up reduction (or SMED) in that we should
be aiming as much as possible to internalize the activities - in other words, to minimize the
downtime needed to keep the facilities clean.
Finally the standard texts talk about preparation - making sure the equipment needed to
clean is always available, always ready for use. The best parallel to this is, again, with set-up
reduction, which itself is often compared to Grand Prix teams preparing to change tires. As with
many such topics, we are talking about here is to a large extent simply common sense. We do not
wish to allocate 5 minutes for a bed to be swept on a piece of grinding equipment if the operator
is going to spend 4 minutes finding his brush.
4. 5s Seiketsu (Standardization)
This is best described as Standardized cleanup, but other names adopted include
Standardization (not to be confused with the second pillar), Systematization and Sanitation.
Seiketsu can be the thought of as the means by which we maintain the first three pillars.
There is, obviously, a danger in any improvement activity that once the focus is removed
and another 'hot button' grabs management attention, things go back to the way they were before.
Seiketsu is the set of techniques adopted to prevent this happening. Basically this involves setting
a schedule by which all the elements are revisited on a regular basis - usually referred to as the '5S
Job Cycle.'
The first step in the cycle is a periodic review of the area, perhaps involving red tagging
but certainly involving people from other areas of the business.
 This will identify where standards have slipped - for example where pieces of tooling or
fixtures which are used infrequently are no longer being put in the remote location agreed at the
outset and consequently a bench is now cluttered with the regular items buried under a pile of
irregular. (In other words, the Seiri phase is undertaken periodically - usually monthly, perhaps
quarterly.)
The second step is to undertake Seiton activities as required - that is, as prompted by the first step.
Finally within Seiketsu people from other areas visit and cast a critical eye over the state of the
area.

Again, an external assessor may notice degradation that is not clear to the people who
work in the area. Hirano talks of a checklist within Seiketsu whereby the external visitors mark
the area on a number of key criteria defined at the outset of the programme. For example, are the
storage areas still clearly defined? Does the tool rack still have clear outlines or profiles for each
tool to be stored in it? Does the area meet the general standards of cleanliness?

i. Shitsuke (Sustain)
 The final stage is that of Discipline.
 For those who wish to retain the use of initial S's in English this is often listed as Sustain or
Self-discipline.
 There is a fundamental difference between Seiketsu and Shitsuke.
 The fourth pillar is the introduction of a formal, rigorous review programme to ensure that
the benefits of the approach are maintained.
 The fifth pillar is more than this; it is not simply the mechanical means by which we continue
to monitor and refine, it is the set of approaches we use to win hearts and minds, to make
people want to keep applying best practice in shop organization and housekeeping.
 In this sense, discipline is perhaps an unfortunate term as it implies people forced to do
something, with consequent penalties if they do not.
 The way in which management achieves this establishment of ongoing commitment within
the workforce depends, of course, on the culture already in place.
As with the adoption of kaizen (continuous
improvement) or quality circles we have to press the right buttons to stimulate people. If the
business has a history of treating people like cattle, giving no credence to their suggestions and
simply trying to improve performance by driving the workers ever harder, then enthusiasm for any
sort of initiative aimed at building a better environment is going to be hard to generate.
There are a number of elements to any ongoing improvement activity in any business. Which take
pre-eminence in a particular organization varies with the history and culture of that organization?

Suffice to say that key points are:

 Communication. We need people to be aware of what we are trying to achieve, and why.
 Education. They need to understand the concepts and the individual techniques.
 Rewards and Recognition. People need to feel that their efforts are recognized. Whether
the reward is a senior manager walking past and saying "that's very good, well done" or
some form of award (financial gain, prize or formal presentation of a certificate) depends
on the organization.
 Time. If we want people to spend five minutes every four hours removing swarf from
the floor around their machine we have to make sure that we allow them this time. We
cannot give this as an instruction yet at the same time push for more time spent achieving
productivity targets.
 We need to identify what is to be done, by whom, and ensure that schedules are updated
and clearly visible.
Implementing 5S
Would we want to launch 5S as a stand-alone project, as a complete entity?
The elements of 5S are all valuable in their own right but they simply form part of the
bigger picture of establishing best practice. They sit alongside the other elements of Lean
Manufacturing, or Just in Time, or World Class and some of the elements in, for example, Seiton
(standardization) are in fact straight lifts from textbooks on other forms of improvement activity.
There is nothing in any 5S material, for example, to give guidance on improving the clerical
processes for generating production paperwork following receipt of a sales order!
The answer, surely, is to understand 5S as we understand all aspects of other types of
improvement and problem-solving activity and then to agree a change programme for our own
business. This is not to say that we must not launch a project which we call "5S" - some businesses
have more success if improvement initiatives are launched with a generic, well-publicized term as
project name. Equally, this is not the best solution in other organizations. Again, the history and
culture of the company or the specific plant have to be taken into account when this decision is
taken.
EVALUATION OF TRAINING AND DEVELOPMENT
Evaluation means the assessment of value or worth. Evaluation of training is the act of judging
whether or not it is worthwhile in terms of set criteria. Evaluation of training and development
programmes provides assessment of various methods and techniques, sells training to
management, identities the weaknesses of training programmes and helps to accomplish the
closest possible correlation between the training and the job.
A comprehensive and effective evaluation plan is a critical component of any successful training
programmes. It should be structured to generate information of the impact of training on the
reactions; on the amount of learning that has taken place; on the trainees’ behaviour; and its
contribution to the job/ organization. Therefore, evaluation is a measure of how well training has
met the needs of its human resources.
To verify programme’s success, HR managers increasingly demand that training and
development activities be evaluated systematically. A lack of evaluation may be the most serious
flaw in most training and development efforts. There are many reasons for this neglecting activity;
firstly, many training directors do not have the proper skills to conduct a rigorous evaluation
research. Secondly, some managers are just reluctant to evaluate something which they have
already convinced themselves is worthwhile. Thirdly, some of the organizations are involved in
training not because it is necessary but simply because their competitors are doing it or the unions
are demanding it. Fourthly, as training itself is very expensive, the organizations do not want to
spend even a penny on the evaluation. Fifthly, some of the training programmes are very difficult
to evaluate because the behaviour taught is itself very complex and ambiguous.
OBJECTIVE
The objective of the project is to “study training and development in company.” As we
know that training is an important factor for growing because growth is lifeline for the company.
The main motto of this project was to know, how company conducts training program.
What are the basic requirements during this process? How does the company come to know that
somebody needs training? After providing them training analysis is required. Analysis makes the
management aware of the workers or staffs whosoever had gone through the training. Development
is the main objective of any training. If there is no any development, the objective of training is
not achieved. So for achieving the objective, development is very much required.
The way of analyzing of the training should be carefully developed. Because a good
analysis reflects the true figure of the development of trainees. How the company analyses the
training is a subject to be learnt. So the ultimate goal of this project is to study the way of providing
training as well as the way of measure the development of trainees in Dabur India Ltd.
 CHAPTER -2

COMPANY PROFILE

Dabur India Limited is the fourth largest FMCG Company in India with interests in
Health care, Personal care and Food products. Building on a legacy of quality and experience
for over 100 years, today Dabur has a turnover of Rs.1232 Crore with powerful brands like
Dabur Amla, Dabur Chyawanprash, Vatika, and Hajmola & Real.

The story of Dabur began with a small, but visionary endeavor by Dr. S. K. Burman,
a physician tucked away in Bengal. His mission was to provide effective and affordable cure for
ordinary people in far-flung villages. With missionary zeal and fervor, Dr. Burman undertook
the task of preparing natural cures for the killer diseases of those days, like cholera, malaria and
plague.

Soon the news of his medicines traveled, and he came to be known as the trusted 'Daktar'
or Doctor who came up with effective cures. And that is how his venture Dabur got its name -
derived from the Devanagri rendition of Daktar Burman. Dr. Burman set up Dabur in 1884 to
produce and dispense Ayurvedic medicines. Reaching out to a wide mass of people who had no
access to proper treatment. Dr. S. K. Burman's commitment and ceaseless efforts resulted in the
company growing from a fledgling medicine manufacturer in a small Calcutta house, to a
household name that at once evokes trust and reliability.

1884 – Established by Dr. S K Burman at Kolkata

1896 – First production unit established at Garhia (W.B.)

1919 – First R&D unit established

Dabur identifies nature-based Ayurvedic medicines as its area of specialization. It is the first
Company to provide health care through scientifically tested and automated production of
formulations based on our traditional science.

1930 – Automation and up gradation of Ayurvedic products manufacturing initiated

1936 - Dabur (Dr. S K Burman) Pvt. Ltd. Incorporated

1940 – Personal care through Ayurveda

Dabur introduces Indian consumers to personal care through Ayurveda, with the launch of
Dabur Amla Hair Oil. So popular is the product that it becomes the largest selling hair oil brand
in India.

1949 – Launched Dabur Chyawanprash tin pack

Widening the popularity and usage of traditional Ayurvedic products continues. The
ancient restorative Chyawanprash is launched in packaged form, and becomes the first
branded Chyawanprash in India.

1957 - Computerization of operations initiated

1970 – Entered Oral Care & Digestive segment

Addressing rural markets where homemade oral care is more popular than multinational
brands, Dabur introduces Lal Dant Manjan. With this a conveniently packaged herbal
toothpowder is made available at affordable costs to the masses.

1972 – Shifts base to Delhi from Calcutta.

Early 1900s - Production of Ayurvedic medicines

Dabur identifies nature-based Ayurvedic medicines as its area of specialization. It is the first
Company to provide health care through scientifically tested and automated production of
formulations based on our traditional science.
1930 – Automation and up gradation of Ayurvedic products manufacturing initiated

1936 - Dabur (Dr. S K Burman) Pvt. Ltd. Incorporated

1940 – Personal care through Ayurveda

Dabur introduces Indian consumers to personal care through Ayurveda, with the launch of
Dabur Amla Hair Oil. So popular is the product that it becomes the largest selling hair oil brand
in India.

1949 – Launched Dabur Chyawanprash tin pack

Widening the popularity and usage of traditional Ayurvedic products continues. The
ancient restorative Chyawanprash is launched in packaged form, and becomes the first
branded Chyawanprash in India.

1957 - Computerization of operations initiated

1970 – Entered Oral Care & Digestive segment

Addressing rural markets where homemade oral care is more popular than multinational
brands, Dabur introduces Lal Dant Manjan. With this a conveniently packaged herbal
toothpowder is made available at affordable costs to the masses.

1972 – Shifts base to Delhi from Calcutta

1978 – Launches Hajmola tablet

Dabur continues to make innovative products based on traditional formulations that can provide
holistic care in our daily life. An Ayurvedic medicine used as a digestive aid is branded and
launched as the popular Hajmola tablet.

1979 - Dabur Research Foundation set up

1979 - Commercial production starts at Sahibabad (U.P.), the most modern herbal
medicines plant at that time

1984 - Dabur completes 100 years

1988 – Launches pharmaceutical medicines

1989 - Care with fun

The Ayurvedic digestive formulation is converted into children's fun product with the launch of
Hajmola Candy. In an innovative move, a curative product is converted to a confectionery item
for wider usage.

1994 - Comes out with first public issue

1994 - Enters oncology segment

1994 - Leadership in health care

Dabur establishes its leadership in health care as one of only two companies worldwide to
launch the anti-cancer drug Intaxel (Paclitaxel). Dabur Research Foundation develops an
Eco-friendly process to extract the drug from its plant source

1996 - Enters foods business with the launch of Real Fruit Juice

1998 - Burman family hands over management of the company to professionals

2000 - The 1,000 crore mark

Dabur establishes its market leadership status by staging a turnover of Rs.1000 corers. Across a span
of over 100 years, Dabur has grown from a small beginning based on traditional health care. To a
commanding position amongst an august league of large corporate businesses.

2001 - Super specialty drugs

with the setting up of Dabur Oncology's sterile cytotoxic facility, the Company gains entry into
the highly specialized area of cancer therapy. The state-of-the-art plant and laboratory in the UK
have approval from the MCA of UK. They follow FDA guidelines for production of drugs
specifically for European and American markets.
 2002 - Dabur record sales of Rs 1163.19 crore on a net profit of Rs 64.4 crore

2003 - Dabur demerges Pharmaceuticals business

CORE VALUES
Ownership: This is our company. We accept personal responsibility, and accountability to
meet business needs.

Passion for Winning: We all are leaders in our area of responsibility, with a deep
commitment to deliver results. We are determined to be the best at doing what matters most.

People Development: People are our most important asset. We add value through result
driven training, and we encourage & reward excellence.

Consumer Focus: We have superior understanding of consumer needs and develop products to
fulfill them better.

Team Work: We work together on the principle of mutual trust & transparency in a boundary-less
organization. We are intellectually honest in advocating proposals, including recognizing risks

Innovation: Continuous innovation in products & processes is the basis of our success

Integrity: We are committed to the achievement of business success with integrity. We are honest
with consumers, with business partners and with each other

DABUR AT A GLANCE

Dabur India Limited has marked its presence with some very significant achievements and

today commands a market leadership status. Our story of success is based on dedication to nature,

corporate and process hygiene, dynamic leadership and commitment to our partners and

stakeholders.

 The results of our policies and initiatives speak for themselves.

 Leading consumer goods Company in India with 4th largest turnover of Rs.1163.2 Crore
FY02)
 3 major strategic business units (SBU) –
1. Family Products Division (FPD)
2. Health Care Products Division (HCPD)
3. Dabur Ayurvedic Specialties (DASL)
 Subsidiary Group companies –
1. Dabur Foods
2. Dabur Nepal
3. Dabur Oncology
 4. Dabur Pharma
5. Dabur Egypt
 13 ultra-modern manufacturing units spread across 4 countries Products marketed in
over 50 countries.
 Wide and deep market penetration with 47 C&F agents, more than 5000 distributors
and over 1.5 million retail outlets all over India.
 FPD, dealing with personal care, the largest SBU contributing to 45% sales of Dabur.
 Products related to Hair Care, Skin Care, Oral Care and Foods.
 3 leading brands - Vatika, Amla Hair Oil and Lal Dant Manjan with Rs.100 crore
turnover each.
 Vatika Hair Oil & Shampoo the high growth brand.

Strategic positioning of Honey as food product, leading to market leadership (over 40%) in
nd
branded honey HCPD, dealing with daily health care, 2 largest SBU with 28% share in Products
related to Health Supplements, Digestives, Baby Care and Natural Cures.

 Leadership in Ayurvedic and herbal products market with highly popular brands.
 Dabur Chyawanprash the largest selling Ayurvedic medicine with 65% (Rs.127 crore) market
share.
 Charted high growth with 15% in 2001.
 Dabur Chyawanprash and Hajmola account for sales of over Rs.100 crore each.
 Leader in herbal digestives with 90% market share.
 Hajmola tablets in command with 75% market share of digestive tablets category
 sales.
 CHAPTER - 3

METHODS OF TRAINING IN COMPANY

In Dabur India Ltd., Sahibabad. Need based system of importing training is followed.
Training is based on the frequency of defects found during the production. Job supervisor is
vigilantly watching each and every product. If he find any defect in the product, he instructs the
worker to do right way. If no. of worker are doing same mistake, than all of them are taken in a
group and provided training spontaneously & the process in reurded. This way only defective
based training is provided by the company.
 CHAPTER - 4

DATA ANALYSIS & INTERPRETATION

Analysis of responses

Dabur basically provides three types of training to its staffs. These training programs are:
1. Skill Enhancement
2. Personality enhancement
3. IT Related

20%
IT Related
40%
Personality
Enhancement
Skill Enhancement

40%

Out of the 20 staffs only 8 underwent the IT related training program. 8 got the training in

personality enhancement. And 14 got skill enhancement training. It exhibits that most of them

had all the three training program, skill enhancement, personality development and IT related.
 35%
Before the Training

After the Training

65%

In the analysis of the training program, the next question was, “when the study material should

be provided either before the training or after. Out of 20, 15 trainees opt that study material

should be given before the training. And just 5 want the study material to be provided after the

training.

Test Should Be
50% 50%
Test should not be

Before any training program should there be any test for the purpose of selection of the trainees.

Regarding this out of 20, 10 trainee’s replies in the favour of the test and 10 were against any

such test. There is a no difference between both the views. So it is difficult to

choose any one. In my opinion, before selecting a trainee there must be a test conducted

by the trainer. It will help him to identify better trainees.

10%
20%

15%
Poor
Fair
Average
Good

55%

The competence of the training program well defined has been assessed on the basis

of certain qualities.

5%

25%

Fair
Average
Good

70%

On the aspect of gaining of new ideas in the training program, most of them found that, they

got new ideas. The no. of staffs that had this type of thought is 15. Out of 20, 15 trainees
think that new ideas gaining through the program was average. Just one person thought

that, he get poor idea in the training program.

Self-Development

5% 5%

Poor
30%
Fair
Average
45%
Good
Outstanding

15%

Out of 20%, I thinks that training is poor, 6 thinks training is fair, for 3 training is

average, for a training is good and for 1 training is outstanding.

Relevant to the current job:

Not Much Relevant

50% 50%
Very Much
Relevant
The entire training program should be relevant to the job of worker or staffs. In search of this

idea in the training program, it was found that out of 20 trainees 10 thinks, that while training

program what-ever they got was relevant the current job. Rest 10 thinks that the program is not

related of current job. This will be very helpful in the future to perform their job in a better

way.

Efficient use of time:

5%
15%

25% Poor
Fair
Average
Good
40% Outstanding
20%

Efficient use of time in the training program is very much important for every worker or staff,

because every one wants to use his/her time efficiently.

Maintaining the interest:

15%
20%

Fair
Average
Good
25% Outstanding

40%
Maintaining the interest of participants is essential for the success of any program. It was found

that no one says that he didn’t have any interest in the training program. Out of 20, 7 trainees

say that in the program their interest was good. Rest 13 says that, their interest in training

program was normal and they are benefited more.

Clarity:

15%

10%
Poor
Fair
55%
Average
Good

30%

In any program, clarity is an important factor, without it we can’t assume the success of any

such program. The clarity of materials and lectures are very important in making the program

a successful event. 11, out of 20 trainees say that the program is very good on clarity. Rest 9

says that the training program was average.

The training program has mainly been areas rated on three parameters.

i. Skill Enhancement

ii. Personality Enhancement

iii. IT Related

All the trainees have rated the training program differently on the basis of all the

three parameters.
Skill Enhancement:

5%
15%

Poor
Fair
Good
25%
Excellent
55%

According to the development of skills out of 20 trainees 11 have experienced good and 14

have experienced average (poor, fair, excellent).

Personality Enhancement:

5%
10%

25%
Poor
Fair
Good
Excellent

60%
On the basis of personality enhancement 12, out of 20 trainees rated this training program

good and rest 13 rated this program average (poor, fair, excellent).

IT development:

20% 15%

Poor
Fair
20%
Good
Excellent

45%

According to the development in Information technology related areas out of 20, 9

staffs rated this training program good and rest 14 rated average (poor, fair, excellent).

Frequency of training program:

5%
15%

30% Every month

every three month
Every six month
once in a year

50%

The experienced of the training program is so impressive that all the trainees very much

interested in these types of programs. They want more of such types of training programs. So
3, out of 24 trainees want this type of training in every month .On the other hand 10 trainees

want such program once in every three month. 6 out of them want to hold such types of program

twice in a year. Rest of them wants to hold this once a year. In my opinion it should be twice a

year.

Duration of training program:

4
10%

6
25%

8
65%

The duration of the training program is a big question for the management. All trainees who

had attended the training program have different thoughts about that. 2 out of 20 trainees want

the duration of these programs to be 8 hours. 13 of them want 6 hours and 2 want the duration

to be 4 hours.
Total 45 workers have gone through these training programs. 2 out of them got the skill

enhancement training, 4 got personality development, and 6 got skill enhancement &

personality development program. Out of 45 workers 8 got skill enhancement & IT related

training, 11 got personality development & IT related training and rest 14 got all three, skill

enhancement, personality development & IT related training.

Improvement
Not Improvement

Can’t say

To read the development after applying development programs questions are asked to the

workers. Responding to the questions 16 out of 45 workers say that they go to improvement

after the training program, 15 told that they didn’t get any improvement and rest 14 are not

able to say any thing.

 Before the
training
After the training

In any training program the material plays an important role. So it should be provided. But the

question is that, "when should be the materials be given, before the training or after the

training.” In the responses of such

Question, 30 out of 45 workers say that materials should be given before the training and 15

says that it should be given after the training.

Ready to face
test
Don't ready to
face test

A good trainee is essential for the successful completion of any training program. A good

trainee can be selected by the test. So a test is required for selecting appropriate trainees.

Responding this 27 out of 45 workers tell that they don’t want to go through any test and rest

18 want to go through such test process.

The evolution of any program is very much require for the future. It can be done by asking the

trainees.

Skill Enhancement:

Good
Very good

Excelent

Responding to skill enhancement programs, 11 out of 45 workers say that the training program

was good, 20 say that it ways very good and rest 14 trainees opine that training program was

very helpful to enhance their skills and perform their job in batter manner.

Personality Enhancement:

Good
Very good

Excelent
Responding to the personality development questions there are different views of the trainees,

6 out of 45 workers say that the program was good, 18 say that it was very good and 21 workers

say that program was excellent.

IT related:

Good
Very good
Excelent

Responding to the IT related development questions trainees are very much conscious about

their improvement. 10 out of 45 have good experienced regarding IT development, 13 say that

program was very good and rest 22 have excellent experienced regarding IT in the training

program.

4 Hours
8 Hours
16 Hours
20 Hours
The duration is an important factor for the successful completion of any program. It should be

according the requirement of the trainees. 2 out of 45 trainees say that duration should be 4

hours, 6 say that duration can be 8 hours. 10 out of them want 16 hours and rest 27 wants 20

hours for the training program.

Every month

Once in 3
months
Once in 6
months
Once in every
year

Due to the changes in business the frequency of these types of training program should be

higher. It should be according to the convenience of trainees. 10 out of 45 want this program

should be conducted every month, 8 want after every three months but 20 thinks that the gap

between two programs should be exceed 6 months. Rest 16 wants the frequency of these

programs to be once in a year.

 CHAPTER - 5

SUGGESTION & LIMITATION

Suggestions

There is no gainsay regarding the training programs enhance the quality of the performance.

No one is perfect in his respective field. A full flazed training program makes trainees complete

performer in their respective areas.

Every company looks for a worker, who can work effectively. They are in search of a

person who has the maximum skills required for the job. After selecting the right person, the

company’s main aim is to make that person a perfect workman. For this they provide them

training.

First of all the management should look for that areas where workers needs training.

For this purpose management should keep eyes on each and every activity of the workers and

staffs whosoever may need training. This is a long and time taking process. In this way the next

step would be to select the trainees. There should develop a mechanism for selecting the

trainees. There should be a test for this purpose. This will give the idea about the weak and

strong points of trainees. It will be very fruitful in designing the contents of training program.

The printed material is very useful in training. These materials should be given before

the training. Written material would provide the overall idea about the training and make the

trainees understand better.

Before developing the training contents some points should be taken care of. There

should be some practical values in that. The training should include new ideas and should be

helpful in the development of trainees. It must be relevant to the hob of workers and staffs. In

the training process the efficient use of time should be made as time is the most important factor

in any job.
 The frequency of training program is according to the requirement and convenience of

the trainees as well as the management. Workers require more training so they need one in

every six month. Staffs required less training in the compression of workers, so they required

at least on training program every year.

The duration of any event is the most important, which maker any program successful

or fail. It should be according to the needs of the trainees of participants. In my opinion the

duration of the training would be 16 hours.

LIMITATIONS

Training is a costly affair for the management. It needs a handsome amount and long

time. So management has to play safe game for the benefits of the company as well as the

workers. One wrong decision may enforce the company to fall into deep troubles. So selecting

the weak areas of staffs and workers should be done very carefully. For that the management

should be conduct a test.

For providing an effective training, company requires a knowledgeable trainer.

Selecting a particular trainer is again a difficult job. Trainer demands handsome money.

Training needs time and cost both.

To conclude, it is very clear that training should be provided but not at the loss of the

company. It is very costly and time taking affair. But it is most important for the development

of the company. So management can’t avoid it at any cost.

 CHAPTER - 6

ANNEXURE

TRAINING & DEVELOPMENT

(QUESTIONNAIRE)

Name …………………………………………………

Department ………………………………………

Designation ………………………………………

1. What types of training have you gone through?

 Skill Enhancement
 Personality Enhancement
 IT Related

2. Please indicate when should the study material be given to the trainees?

 Before the training.

 After the training

3. Before started training programme should you go through any test?

 Yes
 No

4. Please rate the overall training programme on the following qualities:

Program Poor Fair Average Good Outstanding

Practical values
New idea gain
Help full to self-
development
Relevance to your job
Efficient use of job
Maintaining your
interest
Clarity
5. Rate these training programme according to your development.

Training Programme Poor Fair Good Excellent

1. Skill Enhancement
2. Personality Enhancement
3. IT Related

6. In your opinion what should be the frequency of the training programme in your
company.
 Once in a month
 Once in 6 month
 Once in 12 month

7. In your opinion what should be the duration of this training programme?

 4 Hours
 8 Hours
 16 Hour
 20 Hours

8. Would you like to suggest something for the training programme?

_____________________________________________________

Date: Signature