TRAINING AND DEVELOPMENT AT CENTAUR HOTEL

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CONTENTS

EXECUTIVE SUMMARY

INTRODUCTION

OBJECTIVES AND METHODOLOGY

COMPANY PROFILE

THEORETICAL REVIEW

DATA ANALYSIS AND FINDINGS

CONCLUSION

RECOMMENDATIONS

BIBLIOGRAPHY

APPENDIX

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EXECUTIVE SUMMARY

HRD involves various techniques such as performance appraisal, potential appraisal,

career planning, employee training etc. for deleting the difference between present and
future capabilities requirement of an employee. In this project the emphasis is made to
understand the concept of Training and development and the techniques adopted at
Centaur Hotel to enhance it’s effectiveness.

The success of any organisation’s future business strategy depends a great deal on its
employees’ commitment levels. It is for the organisational leadership to attract, motivate
and retain committed people for future business objectives.

Organisational leadership needs to create the understanding that it is only an employee’s

total commitment that will get translated into greater productivity and a very high level of
quality service, which ultimately affects the bottomline. Well designed training program
with clear career path increases the job satisfaction among the young professionals and
help them in becoming efficient and effective at the work place. Therefore, Centaur Hotel
have to handle such challenges of meeting training needs, although, the sector is taking a
lot of initiatives in conducting training for new joinees. Centaur Hotel is now aligning
business goals with training costs. But what more important is, is the development of the
skills of middle management.

It is tough to consider all the nuances of this vast topic, so certain objectives were set to
reach while doing this study. This study is prepared after the deep study of the topic and
observations, keeping in mind all practical applications of the concept. It has been
divided into appropriate sections and sub-sections for better understanding of the
methodology conceived.

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INTRODUCTION

Human Resource is the backbone of any organization. Properly trained and highly skilled
human resource is perceived as the greatest asset of an organization. Skilled personnel
contribute to efficiency, growth, increased productivity and market reputation of an
organization. This has been realized by industrial, commercial, research establishments
and even governments. Invariably, a separate Human Resources Development department
exists in all these organizations to attend to the matters relating to recruitment, training
and deployment. Training allied to the other human resource specializations within
management, ensures a pool of manpower of the required level of expertise at the right
time. But firstly consider the attention given by an average organization to the provision
of materials, machinery and equipment. Then compare the commitment to the third
essential factor in then production cycle, viz: - human resources. One of the most
Important factors in his regard is the traditional view of training and trainers. They are
seen as an expense, a service, as second rate to production or as a necessary evil. Training
has tended to fall behind other management activities, especially in the planning phase. It
is often carried out as a reaction to immediate needs, a patch up operation in many cases,
instead of an ordered activity. Training and Development is especially designed to
enhance the competency of managers and workers dealing with a variety of
organizational functions. Training and Development is a process through which the goals
of management development can be achieved. Investment in Training and Development
has come to be considered as an asset for organizational development or in other words,
Training is indispensable for effective organizational development. Earlier, training was
almost exclusively trainer oriented and it was not need based. The trainer (training
institute) determined the objectives of the course, its duration, its contents and format etc.
On many occasions training was of a pedagogic nature with the trainer in complete
control of the direction of the training. Moreover, the alignment of the corporate goal was
missing. The views of the trainees were rarely sought or even if they were, it was with a
condescending attitude. Due to all these reasons the bottom-line contribution of training
or the organizational development were less.

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Employee training tries to improve skills, or add to the existing level of knowledge so
that employee is better equipped to do his present job, or to prepare him for a higher
position with increased responsibilities. How ever individual growth is not and ends in
itself. Organizational growth need to be measured along with individual growth.

Deficit of employee commitment could be an indication of a hospitality firm on the way

to becoming another business failure. The workplace is changing dramatically and
demands for the highest quality of product and service is increasing. To remain
competitive in the face of these pressures, employee commitment is crucial. This reality
is applicable to all organizations but is of particular importance to small and medium
sized businesses

Training is vital to strengthening employee commitment. For that reason the first step in
building commitment is to improve the quality of management. Much has been written
recently about the need for improving the education and training of our workforce.
Training and development of human resources in industry has been recognized as an
important tool for the development of desirable motives and attitudes for both the
management and labour. Training serves as an important means for the development
effective work habits and methods of work and thereby improves job performance,
reduces waste and accidents, prepare individuals for modified jobs, avoids unnecessary
turnover, improved the quality of the product and so on It means no only merely
improved production but also equips the, with capabilities for promotion and healthy
relations. New programmes may encourage employers and managers to accept
organizational change to g, in a better understanding of organizational goals and
philosophy and evaluate economic and social consideration.

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OBJECTIVES AND METHODOLOGY

SIGNIFICANCE OF THE STUDY

The challenges of the new age pose compulsive demands upon organization to adopt
innovative approaches in handling the human dimensions. One of the most important
elements of success of an organization is the training and development of its employees
at all levels. Various areas in which this study can prove to be significant are:

 High performance level.

 Low employee turnover and absenteeism.

 Acceptance of organizational changes.

 Proper planning and co-ordination

 Morale and democratic management.

OBJECTIVES OF THE STUDY

 To examine the relation between the Employee training on the organizational

commitment of the employee

 To identify the current Training and Development techniques of employees in

Centaur Hotel

 To determine their impact on Centaur Hotel and the level of satisfaction among
employees with these practices.

 To ascertain new Training and Development of employees practices which can

be implemented at Centaur Hotel and recommend certain improvements for a
sound training and Development programme.

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SCOPE OF THE STUDY

This study will be useful to the HR department of Centaur Hotel For developing an
insight into the Training and Development programs being organized in the organization
and give them sufficient information to maintain and improve the present methodology of
Training and Development programmes.

This report is initiated to identify the effectiveness of existing Training and Development
practices for employees of Centaur Hotel and to suggest some changes, if any. The study
also elucidates the theoretical and conceptual fundamentals we learn during the course
and help us to relate them to real life situations. Training and Development helps an
organization to surge in the process of growth and success, these are the techniques which
polish the organizational employees and prepare them for various challenges which they
may face during their working.

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COMPANY PROFILE
Hotel corporation of India (HCIL) is a public limited company wholly owned by Air
India limited. It was incorporate in July 8, 1971 under the company Act, 1956, When
Air India decided to enter the Hotel Industry in keeping with the then Prevalent trend
among world airlines. The objective was to promote tourism and catering and thus
offer a better product to the passengers, both at the international airports and at other
places of tourist interest. The authorised share capital of the company 10541 crores
( Paid up---Rs 40.60 crores). Presently HCI operates 2 hotels, one each at Delhi and
Srinagar under the brand name ‘Centaur’ and 2 flight kitchens, one each at Mumbai and
Delhi under the brand name cheifair.

THE CENTAUR HOTEL IGI DELHI

The Centaur Hotel IGI Airport is a luxury 4 Storey Hotel with 376 rooms. The Hotel
is strategically located close to the domestic and international airport terminals. It’s
also adjacent to National Highway 8 connecting Delhi to Jaipur.

The Hotel was constructed in 1982 as a business cum leisure Hotel and construction
was completed in a record period of 18 months to coincide with the inauguration
of the 1982 Asian Games held at New Delhi. The Hotel building is constructed in
white and red Jaipur stone, an imaginative blend of the aesthetic and the
functional. The building is shaped like a star with four arches pointing in the four
directions with an exterior facade of Dholpur stone.

The spectacular atrium is the first of its kind in the country. Although located close to
the international airport, the hotel is noise free and centrally air-conditioned making it
a heaven for the travel-weary businessman. It is only 22 minutes i.e. 16 kms. by road
from the city centre.

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The Hotel is also close to other business centres in Delhi, including the

Bhikaji Cama Place and Nehru Place. The location thus offers convenient access to
key commercial centres.

Lobby:- Hotel’s lobby is main attraction of the hotel guest.

Services

The hotel offers best services and facilities catering to every need & requirement.

The facilities includes 2 speciality restaurant, a somabar, round the clock coffee
shop and 24 hours room service, beauty salon, barber shop, doctor on call,
secretarial services, baby sitter, valet, laundry and shoe shine, safe deposit and
parking facilities. A shopping arcade, closed circuit TV, mini fridge & direct dial
telephone in all rooms. Chefair flight kitchen provide in-flight meals.

COFFEE SHOP: - For snacks & light meals round the clock.

SHAOLIN: -

A Chinese restaurant serving exotic Szechwan and continental cuisine.

RASOI: -

A speciality restaurant serving delectable Indian fare in a refreshingly rustic setting

accompanied by live ghazals.

SOMA BAR:-

Best of Indian & foreign brands available.

HELTH CLUB: -

Fully equipped with modern facilities.

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BANQUET AND CONVENTION FACILITIES: - The banquet Hall in the hotel can
Accommodate 275 persons and offers sophisticated audiovisual equipments and
facilities for conferences and seminars. The poolside Garden can accommodate
1000 persons for cocktails and dinner and Banquet Lawn with Banquet Hall can
accommodate up to 600 persons.

SWIMMING POOL:-

The finest place to create fun & float in cool water of Centaure’s swimming pool.

RECREATION: - Tennis Court, Children’s park.

HOTEL ROOMS

Having 4 categories of rooms

Execuitive Room

Deluxe Room

Executive Suite Rooms

Presendential Suite Rooms

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THEORETICAL REVIEW

HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manage
organization. It comprises of the functions and principles that are applied to retaining,
training, developing, and compensating the employees in organization. It is also
applicable to non-business organizations, such as education, healthcare etc. Human
Resource Management is defined as the set of activities, programs, and functions that are
designed to maximize both organizational as well as employee effectiveness

Scope of HRM without a doubt is vast. All the activities of employee, from the time of
his entry into an organization until he leaves, come under the horizon of HRM.

The divisions included in HRM are Recruitment, Payroll, Performance Management,

Training and Development, Retention, Industrial Relation, etc. Out of all these divisions,
one such important division is training and development.

TRAINING AND DEVELOPMENT

Organization and individual should develop and progress simultaneously for their
survival and attainment of mutual goals. So, every modern management has to develop
the organization through human resource development. Employee training is the most
important sub system of human resource development. Training is a specialized function
and is one of the fundamental operative functions for human resource management. It is a
short term educational process and utilizing a systematic and organized procedure by
which employees learn technical knowledge and skills for a definite purpose.

Organization provide managerial skills to employees at all levels, in addition to technical

skills Managerial skills are provided through management development programmes
whereas technical skills are provided through training. Thus, while the former refers to
training given to employees in the areas of operations, technical and allied areas, the
latter refers to developing an employee in the areas of principles and techniques of
management, administration, organization and allied areas.

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TRAINING

Training may be defined as systematized tailor made programme to suit needs of a

particular organization for developing certain attitudes, actions, skills and abilities in an
employee irrespective of his/her functional levels. Training means learning the basic
skills and knowledge necessary for doing a particular job or a group of jobs. In other
words, training is the act of increasing the knowledge for doing a particular job.

The purpose of training is basically to bridge the gap between job requirements and the
present competence of an employee. It is an organized procedure by which people learn
knowledge and skill for a definite purpose .

DEVELOPMENT

Development on the other hand means growth of the individuals in all respects. All
organization works for the development of its executive or potential executive in order to
enable them to be more effective in performing the various functions of management.
Management development is a systematic process of growth and development by which
the managers develop their abilities to manage. It is concerned with improving the
performance of the managers by giving them opportunities for growth and development,
which in turn depends on organization structure of the company. It is a long – term
educational process utilizing a systematic and organized procedure by which managerial
personnel learn conceptual and theoretical knowledge for general purpose .

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

TRAINING DEVELOPMENT

1. Training means learning skills and 1. Development means the growth of an

knowledge for doing a particular job. It employee in all respects. It shapes attitude.
increases job skills

2. The term training is generally used to

2. The term development is associated with
denote imparting specific skills among
the overall growth of executives.
operative workers and employees.
3. Development seeks to develop

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3. Training is a short term perspective as it
is concerned with maintaining &improving
current job performance.
4. Training is job centered in nature.
5. Training is designed for non managers
6. The role of trainer is very important.
competence & skills for future performance
so it is long term.
4. Development is career oriented.
5. Development involves managers.
6. All development is self development.
Thus executive has to be internally
motivated for self development.

TRAINING

Training improves changes and moulds the employee’s knowledge, skill, behaviour,
aptitude and attitude towards the requirements of the job and the organization. It trains
the employee for the current as well as intended jobs.

According to STEINMEZ – “Training is a short term process utilizing a systematic and

organized procedure by which non managerial personnel learn technical knowledge and
skills.”

According to CAMPBELL –“Training refers only to instructions in technical and

mechanical operations. Training courses are typically designed for short term stated set
purpose.”

According to TRIPATHI- “Training is the art of increasing the knowledge and skill of an
employee doing a particular job.”

OBJECTIVES OF TRAINING

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1. Change in technology:-

Technology is changing at a fast pace. The workers must learn new technique to
make use of advanced technology.

2. To increase productivity :-

Increased human performance often directly leads to increased operational

productivity and increased company profits.

3. To improve quality:-

Better trained workers are less likely to make operational mistakes. Hence the
better quality of products or services is produced.

4. Effective utilization:-

Material and equipment and costs can be often cut by the implementation of an
efficient training scheme. And there will be effective utilization of human as well
as other resources.

5. Reduced learning time:-

when skills and knowledge are systematically taught the trainees are brought to
efficient performance more quickly than if they had to proceed by trail and error
method.

6. Manpower change and adjustments:

Organizations that have a good internals education programme will have to make
less drastic manpower changes and adjustments in the event and sudden personal
alterations. When the need arises organization vacancies can more easily be
staffed from internal sources if a company initials and maintains adequate
instructional programme forits employees.

7. Quick learning:

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 Training helps to reduce the learning time to reach the acceptable level of
performance. The employees need not learn by observing others and waste time if
the formal programme exists in the organization.

8. Less supervision:

If the employees are given adequate training, the need of supervision will be
lessened. Training does not eliminate the need for supervision, but it reduces the
need for detailed and constant supervision. A well trained employee is self reliant
in his work because he knows what to do and how to do. Under such situations
close supervision is accordingly not mandatory.

9. Increased safety:

Proper training helps prevent industrial accidents. Trained workers handle the
machines safely. They also know the use of various safety devices in the factory.
Thus, they are less prone to accidents.

10. Higher morale:

The morale of employees is increased if they are given proper training. A good
training programme will mould employee’s attitude towards organizational
activities and generate better cooperation and greater loyalty.

11. Training for promotion:

The talented employees may be given adequate training to make them eligible for
promotion to higher jobs in the organization. Therefore, it is essential that he
should be given sufficient training to learn new skills, to perform his new duties
efficiently. The purpose of the training for promotion is to develop the existing
employees to make them fit for undertaking higher responsibilities. This serves as
a motivating force to the employees. The training provides opportunity for quick
promotion and self development.

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12. Confidence:

Training creates a feeling of confidence in the minds of workers. It gives a feeling

of safety and security to them at the work place.

13. Adaptability:

Training develops adaptability among workers. They need not worry when
methods are changed.

TYPES OF TRAINING

On the basis of purpose, several type of training programmes are offered to the
employees. The important types are as follows:

 Induction or orientation training

 Job training

 Apprenticeship training

 Internship training

 Refresher training or training

 Training for promotion

TRAINING METHDOS

As a result of research in the field of training, a number of programmes are available.

Some of these are new methods, while others improvements over the traditional methods.
The training programmes commonly used to train operative and supervisory personnel
are explained below.

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 TRAINING METHODS

On-the-job Methods
Off-the-job Methods

- Verstibule Training
- Job Rotation
- Role Playing
- Coaching
- Lecture Methods
- Job Instruction
- Conferences/discussion
- Committee Assignment
- Programmed Instruction
- Special Meetings
- T-Group Training
-

ON THE JOB TRAINING METHODS

This type of training, also known as job instruction training, is the commonly used
method. Under this method, the individual is placed on a regular job and taught the skills
necessary to perform on that job. The trainee learns under the supervision and guidance
of a qualified worker or instructor. On the job training has the advantage of giving first
hand knowledge and experience under the actual working conditions. The emphasis is
placed on rendering services in the most effective manner rather than learning how to
perform the job. It includes:

(i) JOB ROTATION:

This type of training involves the movement of the trainee from one job to another. The
trainee receives job knowledge and gains experience from his superior or trainer in each
of the different job assignments. This method gives an opportunity to the trainee to
understand the problems of employees on other jobs and respect them.

(ii) COACHING:

The trainee is placed under a particular supervisor who functions as a coach for training
the individual. The supervisor provides feedback to the trainee on his performance and

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offers him some suggestions for improvement. Often the trainee shares some of the duties
and responsibilities of the coach and relieves him of his burden. A limitation of this
method of training is that the trainer may not have the freedom or opportunity to express
his own ideas.

(iii) JOB INSTRUCTION:

This method is also known as training through step by step. Under this method, the
trainer explains to the trainee the way of doing the jobs, job knowledge and skills and
allows him to do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee.

(iv) SPECIAL MEETINGS OF THE DEPARTMENT:

Special meetings of staff of the department are held periodically to discuss the problems
faced by employees during the performance of jobs and suggestions are inveted to
improve performance of the job. Taking a retreat from the work for a short while
concludes these meetings.

(v) COMMITTEE ASSIGNMENTS:

Under the committee assignment, a group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. It develops team
work.

OFF THE JOB TRAINING METHODS

Under this method of training, the trainee is separated from the job situation and his
attention is focused upon learning the material related to his future job performance.
Since, the trainee is not distracted by job requirements; he can place his entire
concentration on learning the job rather than spending his time in performing it. There is
an opportunity for freedom of expression for the trainees. Companies have started using
multimedia technology and information technology in training. Some of its methods are
as follows:

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(i) VESTIBULE TRAINING:

In this method, actual work conditions are simulated in a class room. Material, files and
equipment, which are used in actual job performance, are also used in training. This type
of training is commonly used for training personnel for clerical and semi-skilled jobs.
The duration of this training ranges from days to a few weeks. Theory can be related to
practice in this method.

(ii) ROLE PLAYING:

It is defined as a method of human interaction that involves realistic behaviour in

imaginary situations. This method of training involves action, doing and practice. The
participants play the role of certain characters such as the production manager,
mechanical engineer, superintendents, maintenance engineers, quality control inspectors,
foremen, workers and the like. This method is mostly used for developing inter-personal
interactions and relations.

(iii) LECTURE METHOD:

The lecture is a traditional and direct method of instruction. The instructor organizes the
material and gives it to a group or trainees in the form of a talk. To be effective, the
lecture must motivate and create interest among the trainee. An advantage of the lecture
method is that it is direct and can be used for a large group of trainees. Thus, costs and
time involved are reduced. The major limitation of the lecture method is that it does not
provide for transfer of training effectively.

(iv) CONFERENCE OR DISCUSSIONS:

It is a method in training the clerical, professional and supervisory personnel. This

method involves a group of people who pose ideas, examine and share facts ideas and
data, test assumptions and draw conclusions, all of which contribute to the improvement
of job performance. Discussion has the distinct advantage over the lecture method in that
the discussion involves two-way communication and hence feedback is provided. The
participants feel free to speak in small groups. The success of this method depends on the
leadership qualities of the person who leads the group.
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(v) PROGRAMMED INSTRUCTION:

It is a self teaching method particularly useful for transmitting information of skill that
need to be learnt and placed in logical order. An “Instruction Booklet” a “Teaching
Machine” or both replace the instructor. It is possible to present programmed instruction
entirely in written form. Programmed instruction presents what is to be learnt in a brief
logical sequence, one step at a time.

(vi) T-GROUP TRAINING:

According to “CHRIS ARGYIS”, Sensitivity Training is a group experience designed to

provide maximum possible opportunity for the individuals to expose their behaviour and
developed awareness of self and of others. It is known by several names such as
“Sensitivity Training”, “Action Training”, “Group Dynamics”, “Confrontation Groups”,
“Awareness Expertise”, “Laboratory Training” and so on.

According to Edwin Flippo – “The objective of this technique is the development of

awareness of sensitivity to behaviour pattern of oneself and other”. The participants
here are provided open environment where they discuss freely among themselves. A
professional behaviouralist creates the environment. They openly express their ideas,
concepts, attitudes and get opportunity to know about themselves and the impact of their
behaviour on their fellow participants. This technique helps in creating mutual trust and
respect. It thus develops managerial sensitive team spirit.

TRAINING PROCESS

Training process involves the design and development of training programme. Following
are the major steps involved:

1. Identification of training needs

2. Planning and preparation of training programme

3. Implementation of training

4. Performance evaluation

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1. Identification of training needs

This is the most important part of the training process as it deals with the initial
identification of training needs. Need Assessment of training is a crucial part of an
organization’s theory of training. A Needs Assessment is a systematic exploration of the
way things are and the way they should be. These “things” are usually associated with
organizational and/or individual performance. Realistically, it makes wise investments in
training and other possible interventions.

ASSESSMENT OF TRAINING NEEDS

There are five steps towards the assessment and analysis of training and development of
the organization.

 Collection of information through interviewing and discussing with key personnel

both inside and outside the organization or specific departments; observing the work
place, working conditions, processes and outcomes; examining records, other written
information and annual employee appraisal.

 Compare performances of each department and each employee against objectives,

targets and standards set for them and keeping in mind future work requirements in
the organization.

 Identify cause of problems faced by the organization to enable the management to

train the employees in handling the problems as well as solving the problem in a
satisfactory manner.

 Segregate identified problems into problems requiring staff development action such
as training and into problems requiring other management actions, so that these
problems are accurately addressed.

 Prioritize training actions in accordance to where the training need is more urgent.

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TYPES OF TRAINING ADDRESSING VARIOUS TRAINING NEEDS :

 Entry training involving new recruits and employees required to take a new job.

 Problem resolution training to meet a shortfall or deficiency in job performance.

 Training for change to prepare employees for job identified in near future.

 Development to equip employees to meet organizational changes in future.

Relationship Between Mutual Gain and Training Needs

High

High Individual High Individual

Low organisational High organisational

Individual gain

1 2
3 4

Low Individual Low Individual

Low Low organisational High organisational

Low Organizational Gain High

Figure- Will help us in initiating the need identification process.

Situation-1 though a rare one yet generally occurs with the organization where in the
individuals are receptive but not willing to perform or they leave the organization shortly.
Hence to have maximum gains situation-2 is ideal, for only a well designed and through
of training programme can lead to high individual vis-à-vis organizational gains.

Situation-3 is most prevailing one as in spite of huge investment and efforts gains, either
individual or organizational are very less.

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Situation-4 is impossible as high organizational gain can be attained through high
individual gain only. Thus it is clear that identification of training needs is not only a
prerequisite for having maximum gains for individuals and organization but also the
central instrument of the HRD philosophy of the organization.

Organizations with a positive HRD are well aware of the fact that competitive advantage
can be achieved only with higher quality people full of skills and competencies. Training
need analysis is partly concerned with defining the gap between what is happening and
what should happen. Training needs identification of any organisation must contain three
types of analysis i.e. of corporate, group and individuals. As shown in the (Figure 2) the
three types of needs are interconnected and can operate from both sides i.e. corporate to
individual and individual to corporate. To make it more simpler and practical,
organisational analysis should concentrate on organisational goals. In-group need
identification focus is on operations analysis i.e. task to inculcate specific worker
behaviour. Individual i.e. man analysis reviews the knowledge, attitudes and skills
possessed and required by the jobholder.

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IDENTIFICATION OF TRAINING NEEDS

PERFORMANCE PLANNING EMPLOYEE ASKED ABOUT

& TARGET SETTING TRAINING NED

RECRITMENT/SELECTION WEAK AREAS OF EMPLOYEE TRAININ

G NEED
IDENTIF
ICATION
SUPERVISOR FEED BACK/ TRAINING NEED OF
PERFORMANCE APPRAISAL SUBORDINATES

TRADE UNION TRAINING NEEDS OF

EMPLOYEE

Every organization need to have experienced and well-trained employee to perform the
activities to them. Rapid changes in the environment have not only made the jobs more
complexes but have also created the products and services offered to compete in this fast
changing world. There in rapid changing society training is an activity, which is, must for
maintaining a viable and knowledgeable workforce. Incase the current job occupants are
equipped to meet challenged of change, training is not required, and otherwise training is
necessary to increase the versatility and adaptability of employee. Success of any training
programmed largely depends upon proper identification of training needs. The managers
feel training needs when they discover deviation between standard performance and
actual performance of its employee. It has been seen that many organizations invest
considerable resources in training and development but never really examine how and
where this can be most effectively promote organizational objectives and individual
growth. The failure to analyze training needs with the organization will lead to lesser of
benefits and huge investment in the training programme of the institute. Hence it would
be pertinent to analyze training needs first and then imparting training accordingly.

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 Training need Analysis: area and methods

CORPORATE GROUP INDIVIDUAL

ANALYSIS OF ANALYSIS OF TRAINING PERFORMANCE JOB

HUMAN REVIEWS ANALYSIS
STRATEGIC PLAN
RESOURCE PLAN SURVEYS

CATEGORISE OF ORGANIZATIONAL EMPLOYEE

HIGH PROBLEM CHILDREN STARS

POTENTIAL DEAD WOOD WORK-HOURS

LOW

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 LOW PERFORMANCE LEVEL HIGH

1) Dead Wood: Those with low potential and low performance level, these could be
outcome of faulty selection policy of the organization.

2) Work hours: Those employees with high performance level but with low potential.
These are good performance for the existing and routine jobs but lack confidence for
higher level responsibilities hence need training.

3) Problem children: Is the employee with high potential but not willing to perform.
Organization face difficulty in handling them and they need attitudinal training to
develop positive attitude towards work.

4) Stars: the employee upon which the organization may feel pride.

These employees are very high performers with high level of potential. The only
difficulty the organization face with these is detaining them and proper career plan
should be devised to facilitate their continuous and sustainable development. Keeping in
view the category of employee the major area of organizational training are human
relation, value system, attitude, motivation and morale, stress management and
communication and mutual trust but then it depends from organization to organization as
to what they would conduct according to there need and requirement.

Generally for organizational success individuals work is groups. For a performing group
mutual respect team spirit and co-operative environment is must. Hence training need for
groups may be human relation, safety method improvement, times management,
communication, cost and control techniques, problem solving, business planning conflict
management team spirit and work culture. Individual act as core component for
organizational success or failure.

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Having studied meaning, significance and process of training need, identification one
feels compelled to see as to how training is imparted how need are identified advantages
gained and deficiency areas discovered in the organization. So study the gray area where
employees and organization need training the present study has been undertaken.

FOUR STEPS TO CONDUCT A NEEDS ASSESSMENT:

Step 1. PERFORM A “GAP” ANALYSIS

The first step is to check the actual performance of our organizations and our people
against existing standards, or to set new standards. There are two parts to this:

 Current situation: We must determine the current state of skills, knowledge, and
abilities of our current and/or future employees. This analysis also should examine
our organizational goals, climate, and internal and external constraints.

 Desired or necessary situation: We must identify the desired or necessary conditions

for organizational and personal success. This analysis focuses on the necessary job
tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish
these successfully.

The difference the “gap” between the current and the necessary will identify our needs,
purposes, and objectives.

What are we looking for? Here are some questions to ask, to determine where HRD may
be useful in providing solutions:

 Problems or deficits. Are there problems in the organization which might be solved
by training or other HRD activities?

 Impending change. Are there problems which do not currently exist but are foreseen
due to changes, such as new processes and equipment, outside competition, and/or
changes in staffing?

 Opportunities. Could we gain a competitive edge by taking advantage of new

technologies, training programs, consultants or suppliers?

27
 Strengths. How can we take advantage of our organizational strengths, as opposed to
reacting to our weaknesses? Are there opportunities to apply HRD to these areas?

 New directions. Could we take a proactive approach, applying HRD to move our
organizations to new levels of performance? For example, could team building and
related activities help improve our productivity?

 Mandated training. Are there internal or external forces dictating that training and/or
organization development will take place? Are there policies or management
decisions which might dictate the implementation of some program? Are there
governmental mandates to which we must comply?

Step 2. IDENTIFY PRIORITIES AND IMPORTANCE

The first step should have produced a large list of needs for training and development
and/or other interventions. Now we must examine these in view of their importance to
our organizational goals, realities, and constraints. We must determine if the identified
needs are real, if they are worth addressing, and specify their importance and urgency in
view of our organizational needs and requirements. For example:

 Cost – effectiveness: How does the cost of the problem compare to the cost of
implementing a solution? In other words, we perform a cost-benefit analysis.

 Legal mandates: Are there laws requiring a solution? (For example, safety or
regulatory compliance.)

 Executive pressure: Does top management expect a solution?

 Population: Are many people or key people involved?

 Customers: What influence is generated by customer specifications and expectations?

If some of our needs are of relatively low importance, we should do better to devote our
energies to addressing other human performance problems with greater impact and
greater value.

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Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR
OPPORTUNITIES.

Now that we have prioritized and focused on critical organizational and personal needs,
we will next identify specific problem areas and opportunities in our organization. We
must know what our performance requirements are, if appropriate solutions are to be
applied. We should ask two questions for every identified need:

 Are our people doing their jobs effectively?

 Do they know how to do their jobs?

This will require detailed investigation and analysis of our people, their jobs, and our
organizations -- both for the current situation and in preparation for the future.

Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.

If people are doing their jobs effectively, perhaps we should leave well enough alone. (“If
it ain’t broke, don’t fix it.”) However, some training and/or other interventions might be
called for if sufficient importance is attached to moving our people and their performance
into new directions.

But if our people ARE NOT doing their jobs effectively:

Training may be the solution, IF there is a knowledge problem.

Organizational development activities may provide solutions when the problem is not
based on a lack of knowledge and is primarily associated with systematic change. These
interventions might include strategic planning, organization restructuring, performance
management and/or effective team building.

Now to do this need assessment analysis several methods can be implemented, some of
them are as follows:

(a) OOM ANALYSIS

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It is the short name given to organizational, operational and man analysis. Proposed by
Mc Gehee and others –

 Organizational analysis

It is a systematic study of the organization in terms of its objectives. Its resource

allocation and utilization, growth, potential and its environment. Its purpose is to
determine where training emphasis should be placed in the organization is studied. This
will establish a framework on which training needs can be defined.

 Operational analysis

Here the focus will be on various jobs in order to determine knowledge, skills and
abilities and person who must be suitable to discharge his work this will clearly indicate
training needs as applicable to the job with no reference to employ that is employed for
the job.

 Man analysis

Here the analysis focuses on the individual that is employed on each job. Here the
abilities, skills, attitude and knowledge of the person in studied and compared with those
and the job discussed in the operation analysis above. The comparison clearly gives rise
to the mismatch or gap of abilities, knowledge and skills available with the incumbent
with those desired. Those will give a good picture of training needs.

(b) TASK DESCRIPTION ANALYSIS

Task description comes up with other set of analysis to determining the training needs of
employees. It is systematic analysis of jobs to identify job contents, knowledge, skills and
aptitude required to perform a particularly job. Particularly attention should be paid to the
task to be performed, the methods and the performance standards required of employees.
Task analysis requires the study of various types and training required to perform the job
effectively.

Task analysis consists of following steps:

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 1. List duties and responsibilities of job as per job description.

2. List the desired performance standard on the job.

3. List actual performance of employee in the job and compare against the standard
fixed in the desired performance standards on the job.

4. Locate trouble spots of work where the employees performance is below standard.

5. Determine training need of that particular employee to overcome his shortfall.

6. Repeat this to cover all jobs and all employees in the organization.

(c) AD HOC ANALYSIS

This is a method of determining specific need for training when certain specific problem
like the following arises:

1. Bottleneck in production.

2. Repeated case of delayed deliveries

3. Excessive scrap or wastages, etc

The analysis can be carried out in the following ways:

 Interviewing and observing on the job

 Performance appraisal analysis

 Questionnaire techniques

 Expert opinion surveys

 Informal observation and talks wit superiors

 Suggestion from employees

 Management and staff conferences etc.

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(d) MANPOWER ANALYSIS

The quality of manpower required by the organization has to be carefully analyzed. It has
to be done in the light of both internal and external environment of the organization the
economic, technological environment of the organization should be properly scanned to
determine the quality of human resources desire. To achieve these quality standards,
specific training needs should be determined on the following lines:

 Specific area where individual needs training

 The capability of present workforce to learn new skills and behaviour

 The time frame within which training must be imparted

 Job designing and redesigning, introduction of new work methods and technology

2. Planning and preparation of training programme

Planning aspects of training programme

(a) Categories of personnel

The proper selection of trainees is of major importance if permanent and gainful results
are to be obtained. A trainee should be trained for the kind of job he likes and is fitted to
perform. The planners must ensure the training packages are designed in such a way that
is application specific and suit each category of personnel very well.

(b) Preparation of the instruction

The instructor or the trainer is a key figure in an effective training programme. The
trainer must have the knowledge about the job for which he is going to instruct the
trainees. The trainer should explain and demonstrate the operation step by step and
should allow the trainees to repeat these operations. Further whether qualified instructor
may be obtained from inside or outside the organization should also be taken into
consideration.

(c) Training method

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A large number of training methods are available. Planning must spell the method of
training as is appropriate to the category of persons for whom such method is intended.

(d) Training aids

Type of training aids required depends on the nature of the training. Category of
personnel involved frequency of training etc.

(e) Written material

To increase the effectiveness of training, some written material is usually desirable as

basis for instruction, review and reference. A complete outline of whole course should be
made with the main topics included under each heading. The training material should be
distributed among the trainees well in advance so that they mat come prepared in the
lecture class and mat be able to understand the subject quickly and remove their doubts
by asking questions from the instructor.

(f) Training period

The length of the training period depends upon the skill to be acquired by the trainees
learning capacity and the training methodology used. A big organization can afford to
send their employees will be more than compensated by the benefits obtained from
training in the form of increased productivity, less wastage heightened morale etc.

3. Implementation of training

(a) Guidelines to the instructor

In the initial stages trainees may exhibit a certain amount of nervousness of insecurity. He
is not familiar with the environment and co-students. Trainer has an important role in this
situation.

 Put the learner at ease

 Explain why the course is important

 Indicate the various advantages gained in the training

33
 Give an outline ‘how’ he wants to cover the course indicating various steps/topic
being discussed

 Create interest in trainees by encouraging them to ask questions and state their
experience relevant to the course.

 Whenever any equipments, tools, workbenches or machines are used for training,
familiarize the trainees with such pieces of equipments.

(b) Training methods

There are number of training methods available. Use of particular training method
depends on the type of trainees, workers, supervisors and managers.

The following are the popular methods of training:

Job instruction training, classroom lectures, conferences seminars, group discussion,

computer modeling, case study analysis, audio visual / film shows, simulation,
programmed instruction, games and role playing, T-group training and retraining.

4. Evaluation of training

It would provide useful information about the effectiveness of training as well as about
design of future training programmes. It will enable an organization to monitor their
training programme and also to modify its future programme of training.

5. Follow up

It ensures that the trainee learnt what he is supposed to learn, correctly and the trainee
updates his knowledge and skill on the area or subject. Self graded and programmed
learning kits provide the necessary feedback to a person on his progress on a particular
subject.

EVALUATION OF TRAINING

The specification of values forms a basis for evaluation. The basis of evaluation and the
mode of collection of information necessary for evaluation should be determined at the

34
planning stage. The process of training evaluation has been defined by various authors,
such as:

According to Prof. Warr – Training evaluation is nothing bur the systematic collection
and assessment of information on how best to utilize training resources in order to
achieve organizational goals.

Accordingly to Haasseliy – “The main task of the evaluation is to test training

effectiveness to validate this professional claim that the selected training methods have
brought about the desired results”.

According to Hamblin – The process of training evaluation is defined as “Any attempt to

obtain information on the effects of training performance and to assess the value of
training in the light of that information.”

OBJECTIVES OF TRAINING EVALUATION

1. The organization giving training to its employees can come to know what returns it is
getting for efforts and expenditure it had committed to training and it finds out from it
whether the training efforts are in correct direction decision or not.

2. The training evaluation can justify the expenditure incurred in giving training and
help the organization to determine to what extend objective have been achieved and
the results are for away from the target or nearby the targets.

3. Evaluation and training effectiveness does not only help to assess the quality of
training imparted but also suggests what changes should be incorporated to the
training plan to make it more effective.

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4. The training evaluation programme helps to ascertain how far the training is useful to
improve career prospects of individual employees of the organization.

TECHNIQUES EVALUATING TRAINING PROGRAMMES

A number of techniques have been developed for evaluating effectiveness of training

programmes, some of them are as follows:

HAMBLIN suggested five levels at which evaluation of training can take place that are –

(i) Reactions:

Training programme is evaluated on the basis of the trainee’s reactions to the usefulness
of coverage of the matter, depth of the course content method of presentation, teaching
methods etc.

(ii) Learning:

Training programme, trainer’s ability and trainee ability are evaluated on the basis of
quantity of content learned and time in which it is learned and the learner ability to use or
apply content he learned.

(iii) Job Behaviour

This evaluation includes the manner and extent to which the trainee has applied his
learning to his job.

(iv) Organization:

This evaluation measurers the use of training, learning and change in the job behaviour of
the department / organization in the form of increased productivity, quality, morale, sales
turnover and the like.

(v) Ultimate Value:

It is the measurement of the ultimate result of the contributions of the training programme
to the company goals like survival, growth, profitability etc. and to the individual goals
like development of personality and social goals like maximum social benefits.

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One of the most comprehensive and widely referenced models of evaluation is Donald
Kirkpatrick’s (1979). The four levels of this model are as follows:

Reaction; Learning; Behavior; and Results.

Level 1 : Reaction Evaluation

Reaction is the term that Kirkpatrick uses to refer to how well the participants liked a
particular training program. Evaluation of participants’ reactions consists of measuring
their feelings; it does not include a measure of actual learning. Kirkpatrick contends that
although the evaluation of reactions is an easy measurement, many trainers do not follow
these five essential steps for accurate measurement:

1. Determine what information is desired.

2. Devise a written “comment sheet” that includes items determined in the previous
step.

3. Design the sheet so that reactions can be easily tabulated and manipulated by
statistical means.

4. Make the sheets anonymous.

Level 2: Learning Evaluation

According to Kirkpatrick (1979), the second level of analysis in the evaluation process is
that of learning. Kirkpatrick defines learning as the “principles, facts and techniques that
were understood and absorbed by the participants” and identifies the following guidelines
or standards for evaluation in terms of learning:

Each participants learning should be measured by quantitative means. A pretest and

posttest should be administered so that any learning can be attributed to the training
program. The learning should be measured by objective means. When feasible, a control
group should be used so that comparisons can be made with the actual training group.
When feasible, the evaluation results should undergo statistical analysis so that learning
can be viewed in terms of correlation and/or levels of confidence. Obviously, evaluation

37
of learning is much more difficult to measure than reaction. According to Kirpatrick’s
guidelines, a knowledge of statistical procedures is essential for accurate and meaningful
measurement

Endres and Kleiner (1990) also state that pretest and posttests are necessary when
evaluating the amount of learning that has taken place. Without a point of comparison the
measurement of learning at the end of the training program will not reveal exactly how
much knowledge has been obtained from the training experience. Although paper and
pencil tests are the most frequently used tools to measure knowledge, there are other
means for gathering this kind of data.

For instance, when simulations, role plays, or demonstrations are used to measure
knowledge, the trainer can use before and after situations in which participants can
demonstrate or perform the knowledge and techniques that they have learned. This
information if consistent with Kirpatrick’s research on the measurement of learning. In
fact, like Endres and Kleiner, Kirkpatrick maintains that simulations and demonstrations
can closely approximate the participant’s work environment and can help them relate the
learning in meaningful ways, especially when specific job skills are the focus of the
training.

Level 3: Transfer of Learning Evaluation

Kirpatrick’s third level in the evaluation model is transfer of learning. In the HRD
literature there are relatively few examples of studies that have specifically attempted to
assess the transfer of training skills or knowledge of the job. Even Kirpatrick warns that
“evaluation of training program in terms of on the job behavior is more difficult than the
reaction and learning evaluations……..As a result, much training is delivered without a
plan for measuring the transfer of training”. Kirpatrick goes on to suggest a framework
for evaluating training programs in terms of behavioral changes:

1. A systematic appraisal should be made on the job performance on a before and after
basis.

38
2. The appraisal of performance should be made one or more of the following parties
(The more the better): The participant: the Partiicpants superior(s); The participant’s
subordinates; and / or The participants peers or other people who are familiar with the
participants performance.

3. A statistical analysis should be made to compare before and after performance and to
relate changes to the training program.

4. The post training appraisal should be made three months or more after the training so
that the participants have an opportunity to practice what they have learned.
Subsequent appraisals may validity to the study.

5. A control group (of people who did not receive the training) should be used.

Like Kirpatrick, Endres and Kleiner also suggest multidimensional on the job
evaluations, including feedback from the participant, his or her subordinates, and peers,
“By using all three forms of feedback”, they say, “the built in biases of the evaluator can
be reduced as the number of evaluators having different perspectives is increased.”

Level 4: Results Evaluation

Kirpatrick’s fourth level of evaluation is results or impact on the organization. Attempting

to measure results is not for the fainthearted! Although measuring training programs in
terms of results may be best way to measure effectiveness, Kirpatrick himself points out
that “there are ……..so many complicating factors that it is extremely difficult if not
impossible to evaluate certain kinds of programs in terms of results.” The separation of
variables to measure how much of the improvement is due to training is extremely
difficult. Instead of offering a specific formula, Kirpatrick simply reports anecdotal
efforts to measure results. He does applaud attempts by researchers such as Liker to use
qualitative data in measuring results, but he laments the fact that current research
techniques are essentially inadequate and that progress in this area is slow.

39
He states that results are important outcome of any programme. Result of the training
imparted can be in the form of increased efficiency, productivity, morale, reduction in the
cost, rejection rates of finished goods, incidents of accidents, absenteeism, conflicts etc.

Various other techniques invented by other authors are as follows:

40
Tracey’s View

According to Tracey four methods are taken into consideration while evaluating the
training programme.

 Observation

 Ratings

 Trainers Survey

 Interview

Observation

In observation method, the behavior of the trainees in a certain situation is observed.

However, it must be systematic and specific. Observers must be well trained and they
should have ideas about what they are looking for. Observation method is a direct one on
evaluating or assessing the quality of formal training and of identifying defects,
deficiencies.

Rating

Rating is another method of evaluation outlined by Tracey. He states that various element
of the training system should be rated independently by several qualified rates. These
elements include trainees, instructors, equipments, materials training and facilities.

Trainee Surveys

In this method opinions of trainees are used for training evaluation. Questionnaire may be
prepared in which the question related to the effectiveness of training , instructions,
equipments, materials, training aids and facilities incorporated may be mentioned.
Training effectiveness on the techniques used and duration of training can also be
included. Then the information colleted is tabulated, analysed and interpreted. The
interpretation indicates the areas, which required improvements and modification e.g.
scoring methods.

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Trainee Interview

In this method the views and ideas of the trainees which cannot be put down on the paper
can be determined by asking them skillful questions. The information thus obtained by
interviewing the trainees helps to prevent ambiguity, especially in interpretation.

COST BENEFIT ANALYSIS

Cost Benefit analysis deals with whether the likely benefits after training are worth the
cost involved in achieving them.

The following aspects are generally taken into consideration while analyzing the cost for
training.

 Designing the programme – Designing the learning event might include such as
audio visual aids, telephones, production of booklets, slides, paper, test materials,
printing expense etc.

 Delivering the programme – The cost of actually running the event might include,
salaries of trainers, trainers lectures, clerical/administration staff, travel cost etc.
cost conference centers, up keep of classrooms, buildings, offices,
accommodation and food maintenance and repair of aids.

 Evaluating the programme – the cost of evaluation is usually low compared to the
other two elements, and it includes, cost of designing questionnaires, analysis and
summary of data collected, delivering the evaluation report, tests, questionnaire,
postages etc.

MANAGEMENT / EXECUTIVE DEVELOPMENT

Management development is a systematic process of growth and development by which

the managers develop their abilities to mange. So, it is the result of not only participation
in formal course of instruction but also of actual job experience. It is concerned with
improving the performance of the managers by giving them opportunities for growth and
development, which in turn depends on organization structure of the company.

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OBJECTIVES OF MANAGEMENT DEVELOPMENT

The management development programmes are organized with a view to achieving

specific objectives, They are:

 To overhaul the management machinery

 To improve the performance of the mangers.

 To give the specialists on overall view of the functions of an organizations and

equip them to coordinate each others efforts effectively.

 To identity persons with the required potential and prepare them for senior
positions.

 To increase morale of the members of the management group.

 To increase versatility of the management group.

 To keep the executives abreast with the changes and development in their
respective fields.

 To create the management succession which can take over in case of

contingencies.

 To improve though process and analytical skills.

 To broaden the outlook of the executive regarding his role position and
responsibilities.

 To understand the conceptual issues relating to economic, social and technological

areas.

 To understand the conceptual issues relating to economic, social and technical

areas.

 To Understand the problems of human relations and improve the human relation
skills.

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NEED FOR MANAGEMENT DEVELOPMENT

The need for management development programme arises due to the following reasons:

1. Techno-managers like basic chemical engineers, mechanical engineers,

information/systems engineers need to be developed in the areas of managerial skill,
knowledge and abilities.

2. Efficient functioning of public utilities, transport, communications, etc deptnd on

profefssionalisation of management in the sectors.

3. Professionalisation of management at all levels particularly in service organizations

need the development of managerial skills and knowledge particularly at lower and
middle levels.

4. Transmission of communist/socialistic societies into capitalistic economies change

the structured of the principals of business. These changes along with the
liberalization, privatization and globalization of business changed the principle.
Hence, development of the present mangers in these new principle/areas is highly
necessary.

5. Human resources development if the mangers in multiple areas necessitate the

executive development programme.

6. The need for management development arises due to providing technical skills and
conceptual skills to non technical mangers skills and conceptual skills to technical
mangers.

7. The intensive competition and consequently upon employment of various grand

strategies by various business organizations necessitates the development of
mangers.

8. The emergence of new concepts in management like Total Quality Management,

Enterprise Resource Planning, Business Process Re-engineering Empowerment etc.
necessitates the management to offer development progammes.

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EMPLOYEE COMMITMENT

The workplace is changing dramatically and demands for the highest quality of product
and service is increasing. To remain competitive in the face of these pressures, employee
commitment is crucial. This reality is applicable to all organizations but is of particular
importance to small and medium sized businesses.

Employee behavior on the job is influenced directly - positively or negatively by his or

her immediate supervisor. Positive influences are essential to strengthening employee
commitment. Therefore the first step in building commitment is to improve the quality of
management. Much has been written recently about the need for improving the education
and training of our workforce. As important as this is, at least equal emphasis must be
given to improving the quality of management if business is to succeed in achieving
greater employee commitment and thereby its profitability.

The benefits of having the best trained workers using the most advanced technology, can
be nullified by poor people management practices by managers. Management skills
which sufficed in the past are not adequate to meet the challenges facing business today.

The two keys to success in today's environment of increasing competition and rapid
change are an absolute passion for, and dedication to, excellence in customer service and
the effective and enlightened management of our workforce. The latter breeds
commitment which in turn leads to achieving the desired standards in customer service.
Without employee commitment, there can be no improvement in any area of business
activity. In the absence of good management, employees will simply treat their work as a
job - a 9 to 5 routine without any desire to accomplish any more than is necessary to
remain employed. It does not take many uncommitted employees to prevent a business
from prospering and thereby ceding a big advantage to its competitors.

In many organizations there is a growing commitment gap - a widening split between the
expectations of employers and what workers are prepared to do. There are a number of
reasons for this erosion of employee commitment; the most common one being a failure
of management in some way or another. To succeed in the face of increasing competition,
a business needs improved productivity at all levels. This requires the enthusiastic

45
commitment of all employees which can only be achieved through better management
practices. To be effective, the skills of good people management must be installed in an
organization so they become part of its culture. In this way there will be consistency and
equity with respect to how people are managed from the top down to the most junior
employee.

Businesses need good people to succeed. Failure on the part of owners or senior leaders
to ensure their managers and supervisors are trained and function effectively can lead to
the loss of valued employees because the best employees are attracted to employers who
place a premium on good people management.

The second key to success, namely customer service, cannot be achieved without
dedicated and committed employees. It is the order clerks, customer service
representatives, receptionists, and drivers who interact most with the customers. They
relate to them in a manner consistent with how they themselves are managed. Hence the
direct link between effective management of employees, their level of commitment to the
organization and the standard of customer service.

Properly managed employees can be motivated to achieve excellence in any area of a

business. They will contribute willingly, and will do more than expected if they are
managed well. Extraordinary results can be achieved by ordinary people if management
does its job properly. Managing a business today is difficult enough without forfeiting a
competitive advantage by lack of attention to its most valuable asset - its people.

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TRAINING AND DEVELOPMENT AT CENTAUR HOTEL

PROLOGUE

From the organizational context HRD is a process which helps employees of an

organization to improve their functional capabilities for their present and future roles, to
develop their general capabilities, to harness their inner potentialities both for their self
and organizational development and to develop organizational culture to sustain
harmonious superior subordinate relationships, teamwork, motivation, quality and a sense
of belongings. Essentially, HRD activities are designed to make people effective in their
present job position, which is a part of training function. For future unidentifiable jobs,
i.e. to develop capabilities for a future position of new activities within the organization,
which are not very specific at the present stage, it becomes a part of development
function. As regards this an organization must develop its training and development
practices with due care and caution. Considering all these aspects Centaur Hotel has laid
down its training and development policies.

There are few careers in life that allow you to truly integrate personal interest with
performance; a career with the Centaur Hotel human resources team will enable you to
achieve this. As custodians of the culture within the group, it is integral that we share our
passion for sport and competition and believe in our corporate mission “to be the leading
sports brand in the world”. We firmly believe that our employees are critical in our
achievement of the corporate mission; hence the HR strategy needs to be robust and
managed by highly passionate and skilled team members.

TRAINING

Under this head Centaur Hotel has its INDUCTION TRAINING PROGRAMME for
fresh management trainees who join the organization and it is demeanoured thorugh the
comprehensive management training programme.

Centaur Hotel also has a special SALES TRAINING DEPARTMENT which aims at
accomplishing perfection in the fields of sales. This cell was particularly established for
accomplishing perfection people. This step is viewed as a major foothold in Centaur

47
Hotel’s history. And how this programme to educate Centaur Hotel’s sales personnel in
each and every nuance of sales, is depicted as follows:

Centaur Hotel laid down “Train the trainee approach”to remove the hiatus between
required performance of their employees and their actual performance. Under this
approach mangers were trained by the professional trainers to inculcate in them new
areas of learning. Then these mangers were required to download this training to their
respective sales officer in their JOURNEY CYCLE meetings (Which were held each
month), then sales officers trained interim sales representative and so on. Thus, they
followed TOP-BOTTOM approach.

Managers

Front Office Staff

sales representatives

Suppliers

Managers were trained by Sales Trainer in their functional things as well as in skills
(functional things included their day to day working in the organization). They were
trained in various basic issues which proved to be hindrances in accomplishing their
objective. The procedure followed was:

Managers were divided into 8 groups consisting of 15 mangers each. Training period was
split over 4 quarters in each year and in every quarter 3 modules were converted & 2 days
classroom lecturers were conducted.

Managers were then required to pass on each module every month to sales officers in
their JC meetings and to spend half day in classroom lecture and remaining period in
conducting on the Job Training. Similarly this chain of train the trainee approach
proceeded at each level. This system was followed till 2002 and during this period 24
modules (which included sales related topics) were completed.

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DEVELOPMENT

Development component of HRD is to conduct learning experience for a future undefined

job. Unlike general training, Management Development Programme aim at developing
conceptual and human skills of mangers and executives through organized and systematic
procedure. The Management trainee programme in Centaur Hotel has been a focus area
to induct young and vibrant professionals at the entry level. With every passing year, up
gradations are made to it to make the learning experience more enriching and rigorous
with a greater focus on functional and conceptual inputs and an objective learning
evaluation system, because of this need the YOUNG MANAGEMNET
DEVELOPMENT PROGRAMME was conceived.

YOUNG MANAGEMENT DEVELOPMENT PROGRMAME

YMDP has been conceived with the primary purpose of providing a more focused
approach towards functional and cross functional training inputs. Moreover, a more
integrated and scientific metric for evaluating learning of trainees has been developed to
help them evolve as better managers through constant evaluation and feedback.

Objectives:

1. To groom managers of tomorrow.

2. To instill a sense of camaraderie and develop a vibrant progressive culture.

Features:

1. The YMDP has a structured approach and a fixed training schedule to standardize
the training processes and systems.

2. The YMDP has focused core functional training to develop a sound conceptual
foundation for the trainee.

3. Cross – functional is integral components of this programme to develop a better

sense of inter functional interlinkages.

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 4. Projects are an important focus area in the YMDP. The purpose of this being to
develop a better understanding of Centaur Hotel’s business among trainees by
enduring that they utilize their training experience, cross functional exposure and
business concepts in providing practical solution to real business problems.

5. On – job – training exposes the YMDP trainees to real life business situations
along with actual responsibilities and authority to handle them.

Support mechanisms:

1. Mentors have vital role to play in the YMDP. They are a support mechanism for
the trainees who can counsel them regarding their training and other professional
of personal issues concerning them.

2. Trainers ensure that training inputs are provided and training schedule is
implemented.

3. Review Committee comprises of the senior management who comprehensively

review the trainees.

Feedback & Evaluation

1. The learning evaluation is done through a combination of tests, presentations and

evaluations by trainer.

2. Feedback from trainees ensures that modifications can be made to the YMDP to
ensure better quality training inputs.

50
Roles:

a) Mentor

The mentor’s primarily role will be:

1. To personally interact with trainees (at least 3 times during the training period) and
provide overall guidance by giving value adding inputs for their development.

2. To act as a support mechanism for the trainee, wherein he/she can communicate
personal/professional issues.

3. To interact with trainers and follow up the progress of the trainers in terms of
learning and quality of training inputs.

4. To ensure that the trainer does not only implement the training programme, but
also practices in spirit.

5. To be part of the Review Committee to provide objective and Comprehensive

overview of the trainee.

b) Trainer

The trainer’s primary role will be

1. To implement the training schedule in totality and in spirit.

2. To personally guide and provide developmental inputs to the trainee.

3. To identify areas of improvements of their respective trainees and recommend /

implement inputs for improvement.

4. To provide objective evaluation of trainee’s learning.

5. To install managerial and leadership qualities in trainees.

51
c) Review Committee

The role of the Review Committee will be :

1. To comprehensive review each trainee twice during the YMDP.

2. To recommend subsequent course of action, which may be:

 Recommending final confirmation of trainees at the end of YMDP, or

 Recommending another review of the trainee (after 3 months) if overall

learning or conduct of the respective trainee is not as per the desired standards, for

 Recommending consequence management if overall learning or conduct

of the respective trainee is not as per the desired standards.

d) National Sales Training Manger

1. To develop training modules for classroom training.

2. To develop tests to assets the conceptual understanding of trainee based on inputs

imparted in classroom.

e) HR Department

CORPORATE HR

The role of Corporate HR will be:

1. To allocate trainers and mentors for individual trainer.

2. To communicate overall training expectations to the trainees and their respective

trainers.

3. To track and analyse learning of the trainers.

4. To consolidate identified areas of improvement and subsequently follow-up in

terms of recommended inputs for improvement of the respective trainees.

52
 5. To ensure that Zonal / Unit HR does subsequent follow-ups in terms of the
adherence of schedule by trainers, collection of assessment forms form trainers
and feedback given to taken from trainers.

6. To regularly interact and counsel trainees (wherever required).

7. To ensure that the designated mentors interact and meet their respective trainees
regularly.

ZONAL / UNIT HR

1. To ensure that the trainers in their Zone / Unit adhere to the training schedule in
totality and in spirit.

2. To collect learning assessment forms of trainers from their respective trainers.

3. To give and take feedback form the trainees regularly.

4. To be responsible for the welfare of trainees in their respective Zone/Unit.

Taking care of all these statutes as, defined by the company Centaur Hotel has segregated
its management development programs for following departments as per their
requirements.

For Sales & Marketing employees.

For CSCC department employees

For CPPD departmental employees.

And for Designers.

53
RESEARCH METHODOLOGY

Every project work is based on certain methodology, which is a way to systematically

solve the problem or attain its objectives. It is a very important guideline and lead
to completion of any project work through observation, data collection and data
analysis.

Accordingly, the methodology used in the project is as follows: -

 Defining the objectives of the study

 Framing of questionnaire keeping objectives in mind (considering the objectives)

 Feedback from the employees

 Analysis of feedback

 Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the functioning of the
organization, a sample size of reasonable strength of the Company has been taken in
order to arrive at the present practices of training in the hotel.

Accordingly, 40 employees have been selected at random from all the departments of the
organization and feedback forms (questionnaire) have been obtained. The data has been
analyzed in order to arrive at present training practices in the organization.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data. Random
sampling from a finite population refers to that method of sample selection, which gives
each possible sample combination an equal probability of being picked up and each item
in the entire population to have an equal chance of being included in the sample.
DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data was collected
namely primary & secondary data as explained below:

PRIMARY DATA

Primary data are those, which were collected afresh & for the first time and thus happen
to be original in character. However, there are many methods of collecting the primary
data; all have not been used for the purpose of this project. The ones that have been used
are:

 Questionnaire

 Informal Interviews

 Observation

SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the
respective project. The secondary data was collected through:

 Text Books

 Articles

 Journals

 Websites

66
STATISTICAL TOOLS USED

The main statistical tools used for the collection and analyses of data in this project are:

 Pie Charts

 Tables

LIMITATIONS OF THE STUDY

The following are the limitations of the study:

 The sample size was small and hence the results can have a degree of variation.

 The response of the employees in giving information was lukewarm.

 Organization’s resistance to share the internal information.

 Questionnaire is subjected to errors.

SCOPE OF THE STUDY

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

 This study gives some suggestions for making the present training and
development system more effective.

 It gives organization the direction, how to deal differently with different

employees.

 It identifies the training & development needs present among the employees.

67
MANAGERIAL USEFULNESS OF THE STUDY

 The effectiveness of the training programmes can be established through this study.

 This study helps to understand, analyze & apply the core concepts of training in an
organization.

 Managers would be able to identify the need of training for its employees.

 Managers would know what employees think of the training and development
programmes and make changes if necessary.

68
DATA ANALYSIS
1) How many training programmes have you attended in last 5 years?
No. of Programmes No. of Respondents % of Responses
0-5 8 40%
6-10 5 25%
10-15 4 20%
More than 15 3 15%
Total 20 100%

INTERPRETATION

45% of the officers have attended 6-15 training programmes in the last 5 years, which is
an indication of an effective training policy of the organization. However, 40% of the
officers have attended only 0-5 training programmes, which needs to be evenly monitored
by the organization.

69
2) The programme objectives were known to you before attending it.

Options No. of Respondents % of Responses

Strongly agree 5 25%
Moderately agree 7 35%
Can’t Say 3 15%
Moderately Disagree 1 5%
Strongly Disagree 4 20%
Total 20 100%

INTERPRETATION

35% of the respondents moderately agree to the fact of knowing the training objectives
beforehand, in addition to 25% who strongly agree. But a small population disagrees as
20% strongly disagree to this notion. Training objectives should therefore be made
known compulsorily before imparting training in the organization.

70
3) The training programme was relevant to your developmental needs.

Options No. of Respondents % of Responses

Strongly agree 6 30%
Moderately agree 8 40%
Can’t Say 3 15%
Moderately Disagree 2 10%
Strongly Disagree 1 5%
Total 20 100%

INTERPRETATION

70% of the respondents feel that the training programmes were in accordance to their
developmental needs. 15% respondents could not comment on the question and 15%
think that the programmes are irrelevant to their developmental needs and the
organization must ensure programmes that satisfy the developmental needs of the
officers.

71
4- The period of training session was sufficient for the learning.

Options No. of Respondents % of Responses

Strongly agree
Moderately agree
Can’t Say
Moderately Disagree
Strongly Disagree
Total
6 31%
4 21%
4 21%
3 16%
2 11%
20 100%

INTERPRETATION

52% respondents feel that the time limit of the training programme was adequate but 25%
feel that it was insufficient. Also, 21% could not comment on the question. All the
respondents though felt that increase in time limit of the programmes would certainly be
beneficial and the organization should plan for this to be implemented in the near future.

5) The training methods used during the training were effective for understanding
the subject.

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Options No. of Respondents % of Responses
Strongly agree 4 20%
Moderately agree 8 40%
Can’t Say 3 15%
Moderately Disagree 3 15%
Strongly Disagree 2 10%
Total 20 100%

INTERPRETATION

40% of the respondents believe that the training methods used during the programmes
were helpful in understanding the subject, yet 25% disagree to this notion. The
organization should use better, hi-tech methods to enhance the effectiveness of the
methods being used during the training programmes.

73
6) The training sessions were exciting and a good learning experience.

Options No. of Respondents % of Responses

Strongly agree 5 25%
Moderately agree 8 40%
Can’t Say 2 10%
Moderately Disagree 3 15%
Strongly Disagree 2 10%
Total 20 100%

INTERPRETATION

65% respondents believe that the training sessions were exciting and a good learning
experience. 10% respondents could not comment on this while 25% differ in opinion.
They feel that the training sessions could have been more exciting if the sessions had
been more interactive and in line with the current practices in the market.

74
7) The training aids used were helpful in improving the overall effectiveness of the
programme.
Options No. of Respondents % of Responses
Strongly agree 4 20%
Moderately agree 5 25%
Can’t Say 7 35%
Moderately Disagree 3 15%
Strongly Disagree 1 5%
Total 20 100%

INTERPRETATION
40% of the respondents believe that the training aids used were helpful in improving the
overall effectiveness, yet 20% disagree to this notion. 35% respondents did not comment
on the issue. Yet the total mindset of the respondents was that the organization should use
better scientific aids to enhance the presentation and acceptance value of the training
programme.

75
8) The training was effective in improving on- the- job efficiency.

Options No. of Respondents % of Responses

Strongly agree
Moderately agree
Can’t Say
Moderately Disagree
Strongly Disagree
Total
3 15%
6 30%
4 20%
4 20%
3 15%
20 100%

INTERPRETATION

45% respondents believe that the training programmes increase their job efficiency but
35% disagree to this. The view of the respondents were towards having more
technological and current topics for the training programmes which could help them
satisfy their creative urge and simultaneously increase their on-the-job efficiency.

9) In your opinion, the numbers of training programmes organized during the year
were sufficient for officers of Centaur Hotel.

76
Options No. of Respondents % of Responses
Strongly agree 2 10%
Moderately agree 3 15%
Can’t Say 5 25%
Moderately Disagree 2 10%
Strongly Disagree 8 40%
Total 20 100%

INTERPRETATION

25% respondents have the opinion that the frequency of the training programmes is
sufficient but 50% of the respondents differ to this. They believe that the number of
training programmes organized in a year should be increased and some in house training
programmes should also be organized by the organisation regularly.

10) Please suggest any changes you would like to have in the existing training
programmes.
The major suggestions for changes in the existing training programmes are as follows:-

77
  The frequency of the training programmes organized in a year should be
increased.
 The duration of the training sessions should be amplified.
 New programmes for personal as well as professional development of the officers
should be developed.
 Officers should be referred for the training programmes as per their
developmental needs.
 The training programmes should be organized outside the office in order to avoid
disturbance in the work.
 Some training sessions should also be organized in house for the officers who find
it difficult to attend them if held outside the office premises.
 Better presentation technologies should be used in order to increase the
effectiveness of the programmes.
 The course curriculum for the training programmes should be current in terms of
the new developments in the world.

10) How many training programmes have you attended during the last year?

78
No. of Programmes No. of Respondents % of Responses
Upto 2 25 62%
3-5 10 25%
6-8 4 10%
More than 8 1 3%
Total 40 100%

INTERPRETATION

35% of the workers have attended 3-8 training programmes in the last year, which is the
clue of a useful training policy of the organization. However, 62% of the workers have
attended only 0-2 training programmes, which should be effectively seen by the
organization. Also, every worker should be given chances to attend as many training
programmes as possible.

11) The training given is useful to you.

Options No. of Respondents % of Responses

Strongly agree 19 47%

79
Moderately agree 10 24%
Can’t Say 5 13%
Moderately Disagree 5 13%
Strongly Disagree 1 3%
Total 20 100%

INTERPRETATION
71% of the respondents feel that the training programmes were useful. 13% respondents
could not comment on the question and 16% think that the programmes were irrelevant to
their objective of being useful. The organization must ensure programmes that are useful
and prove to cater to the developmental needs of the workers.

80
12) The time limit of the training programme was sufficient.

Options No. of Respondents % of Responses

Strongly agree 7 18%
Moderately agree 14 34%
Can’t Say 5 13%
Moderately Disagree 6 15%
Strongly Disagree 8 20%
Total 40 100%

INTERPRETATION
42% respondents feel that the time limit of the training programme was adequate but 35%
feel that it was insufficient. Also, 13% could not comment on the question. All the
respondents though felt that increase in time limit of the programmes would certainly be
advantageous and the organization should take some steps in this direction.

13) The time limit of the training programme, if increased would make it more
effective.

81
Options No. of Respondents % of Responses
Strongly agree 18 45%
Moderately agree 8 20%
Can’t Say 4 10%
Moderately Disagree 8 20%
Strongly Disagree 2 5%
Total 40 100%

INTERPRETATION

65% respondents feel that the increase in the duration of the training programmes would
be beneficial but 25% differ to this opinion. Going by the majority, the organisation
should make required changes to increase the duration of the programmes and also take
the opinion of the workers to have an effective training session.

14) The training was effective in improving your on-the-job efficiency.

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 Options No. of Respondents % of Responses
Strongly agree 15 37%
Moderately agree 10 25%
Can’t Say 5 13%
Moderately Disagree 6 15%
Strongly Disagree 4 10%
Total 40 100%

INTERPRETATION
62% respondents believe that the training programmes increase their job efficiency but
25% disagree to this. The respondents were of the opinion that having current topics for
the training programmes and also some sessions by an external faculty would help them
increase their on the job efficiency.

83
15) The training aids used were effective in improving the overall effectiveness of the
programme.

Options No. of Respondents % of Responses

Strongly agree 10 25%
Moderately agree 4 10%
Can’t Say 12 30%
Moderately Disagree 8 20%
Strongly Disagree 6 15%
Total 40 100%

INTERPRETATION
35% respondents believe that the training aids were effective in improving the overall
efficiency of the programme. Contrary to this, 35% disagree and 30% could not comment
on the issue. The organization should ensure positive awareness about the training aids
used. Also, the use of better presentation aids should be facilitated.

16) The number of training programmes organized for workers in a year are sufficient.
Options No. of Respondents % of Responses
Strongly agree 7 18%

84
 Moderately agree 6 15%
Can’t Say 4 10%
Moderately Disagree 15 37%
Strongly Disagree 8 20%
Total 40 100%

INTERPRETATION
33% respondents believe that the numbers of training programmes organized in a year are
sufficient, but a majority of 57% disagrees to this. The organization should ensure
multiple programmes for the workers and hence enable them in improving their skills and
knowledge.

85
17) The participation of workers in training programme would help increase its
effectiveness.
Options No. of Respondents % of Responses
Strongly agree 20 49%
Moderately agree 9 23%
Can’t Say 5 13%
Moderately Disagree 4 10%
Strongly Disagree 2 5%
Total 40 100%

INTERPRETATION

72% respondents feel that participative and interactive training session could provide
more awareness and knowledge in a small span of time as compared to classroom
teaching. 13% respondents could not comment on this and 15% disagree to it.

18) Please suggest any changes you would like to have in the existing training
programmes.

86
The major suggestions for changes in the existing training programmes are as follows:-
 The workers were of the opinion that external faculty should be appointed for the
training programmes.
 The period of the training sessions should be augmented.
 The rate of the training programmes organized in a year should be increased.
 Every one should get a chance to attend the training programmes.
 Documentaries and other films relating to issues of motivation, team building
should be screened.
 Practical examples should be used to make things easy to understand during the
training sessions.

Better technological aids and methods should be used to make the training sessions

exciting.

87
CONCLUSION

A committed employee is far better than the one who promises but never delivers because
there is a huge difference between promise and commitment. A promise is a statement of
intent whereas a commitment is a promise to be kept no matter what. Committed
employees always help to build a healthy corporate image.Commitment is a two-way
process and one must go the extra mile to create and maintain it. Do not forget the
fundamental fact that commitment, trust and empowerment go hand-in-hand. It is
probably the only way to achieve true corporate excellence.

It is found that the average age group of trainees are in their twenties or early thirties
which signifies that the consumer durable industry need more of young blood as
enthusiasm is an integral part of the industry.

The maximum emphasis is given to job instruction methods where the trainee are made to
understand their job thoroughly and the role they are going to play in performing their
job.

Lecture as well as the presentation is the major part of imparting the education and
training them.The training objective are in keeping with needs and abilities of the trainee
and it is this that proves to be the major reason for success of the training as whole...

The trainee fill the feedback form and from time to time test are conducted to know the
gauge the effectiveness of training to employee to check their memory if they retain
anything or not.

We think that time management is one of the thing on which Centaur Hotel team must
emphasis so that there employee can be more productive as it was found during the visit
to the corporate office people they lack in managing themselves.

Stress management training is more important for employee as it was observed that
people are all the time in tension like situation as to how to do what to do when to do, no
time and things like that which kept them tensed all time.

88
Last but not least behavioural training is more important as while doing the study it was
found that people are less cooperative and outgoing to help out..

RECOMMENDATIONS

In this age of cut throat competition obsolescence sets in very fasts as new technologies
are being invented and developed at a rapid pace. Therefore, in order to ensure that
Centaur Hotel employees are kept constantly technically updated with the latest in the
industry, the following suggestions are recommended for implementation:-

 Training policy should be made known to 100% of the employees through Policy
Manuals, notices and holding of seminars by departmental heads.

 Training need identification or assessment methods should be systematic and

transparent e.g. OOM Analysis.

 Frequency of training courses for all employees should be increased to prevent

technical obsolescence.

 Classroom sessions should be followed by on-the-job training in every training

programme.

 Level of complexity of training programmers should be in keeping with the latest

requirements of the industry.

 The training programmes should regularly reviewed to cater to latest

developments in technology, so as to increase the effectiveness of training.

 The evaluation of training should be carried out regularly by the training

department in liaison with concerned departments to asses the effectiveness of
training being imparted to employees and to make necessary improvements, if
required.

 The developmental programmes conducted for employees should lay more

emphasis on building and developing managerial capabilities and qualities in
them.

89
 Employees attending the training and development programmes should attend
these programems with clear understanding of the skill and knowledge they are
expected in this regard.

90
BIBLIOGRAPHY

Singh P.N. (2014), Training for Management Development, 8th edition, PN Singh Centre
for HRD

Aswathappa K. (2014), Human Resource & Personnel Management, Third edition, New
Delhi Tata McGraw-Hill Publishing Co. Ltd

Ghosh B. (2011), Human Resources Development and Management, New Delhi: Vikas
Publishing House

Pattanayak B. (2013), Human Resource Management, Third edition, Prentice Hall of

India

www.cite-hr.com

http://www.itpeopleindia.com/20040809/management1.shtml

http://www.mansis.com/page1218.htm

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APPENDIX
QUESTIONNAIRE
1) How many training programmes have you attended in last 5 years in Centaur Hotel ?
0-5
6-10
10-15
More than 15

2) The programme objectives were known to you before attending it in Centaur Hotel .
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

3) The training programme was relevant to your developmental needs.

 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

4) The period of training session was sufficient for the learning.

 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

5) The training methods used during the training were effective for understanding the
subject.
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

6) The training sessions were exciting and a good learning experience.

 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

92
7) The training aids used were helpful in improving the overall effectiveness of the
programme.
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

8) The training was effective in improving on- the- job efficiency.

 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

9) In your opinion, the numbers of training programmes organized during the year were
sufficient for officers of Centaur Hotel?
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

10) How many training programmes have you attended during the last year?
Upto 2
3-5
6-8
More than 8

11) The training given is useful to you.

 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

12) The time limit of the training programme was sufficient in Centaur Hotel
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

93
13) The time limit of the training programme, if increased would make it more effective.
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

14) The training was effective in improving your on-the-job efficiency.

 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

15) The training aids used were effective in improving the overall effectiveness of the
programme in Centaur Hotel .
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

16) The number of training programmes organized for workers in a year are sufficient.
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

17) The participation of workers in training programme would help increase its
effectiveness in Centaur Hotel.
 Strongly agree
 Moderately agree
 Can’t Say
 Moderately Disagree
 Strongly Disagree

94