Summer Report Anshu)

SUMMER INTERNSHIP PROJECT
A study on learning and development practices in Philips

electronics Pvt Ltd
Submitted in partial fulfillment of PGDM program

2009-11
Submitted by
Name: ANSHU MAHAJAN
Roll Number: 17/066
Company Guide Faculty Guide

Name: Mr S.R.Srinivasan Name:Mrs Neeti lekha
Designation: Traning and development head Designation: Professor
Company: Philips electronics limited
Apeejay School of Management

Dwarka,New Delhi
July 2010
Apeejay School of Management, New Delhi Page 2
CERTIFICATE
This is to certify that the project work done on “A study on learning

and development practices in Philips electronics Pvt Ltd” submitted to
Apeejay School of Management, Dwarka by Anshu mahajan in partial
fulfillment of the requirement for the award of PG Diploma in Business
Management, is a bonafide work carried out by him/her under my
supervision and guidance. This work has not been submitted anywhere
else for any other degree/diploma. The original work was carried
during 01/05/2010 to 20/06/2010 in Philips electronics Pvt Ltd.
Date:
Seal/Stamp of the Organization

Name of the guide
Address:

ACKNOWLEDGEMENT
I extend my special gratitude to our beloved Mr S.R.Srinivasan for inspiring

me to take up this project.
I wish to acknowledge my sincere gratitude and indebtedness to my project

guide Mrs Neeti Lekha of Apeejay school of management for her valuable
guidance and constructive suggestions in the preparation of project report.
I extend my gratitude to PHILIPS and the HR team including Mrs Swapnil

gupta and all my colleagues, friends for their encouragement, support,
guidance and assistance for undergoing industrial training and for preparing
the project report.
Anshu mahajan

Contents
Contents..................................................................................................................... 5
EXECUTIVE SUMMARY................................................................................................ 9
INTRODUCTION........................................................................................................ 12
2.1 ROLE OF HR IN PHILIPS....................................................................................13
2.2 ‘LEARNING AND DEVELOPMENT’ AT PHILIPS..................................................14
COMPANY PROFILE................................................................................................... 17
3.1 MISSION ......................................................................................................... 17
3.2 VISION ............................................................................................................ 17
3.1 VALUES........................................................................................................... 17
3.4 PHILIPS – EMERGENCE OVER THE YEARS........................................................18
3.5 LAURELS AND EVENTS....................................................................................21
3.5 PRODUCT OFFERINGS.....................................................................................23
3.7 MANAGEMENT STRUCTURE.............................................................................26
.............................................................................................................................. 28
3.6 SOCIAL INITIATIVES.........................................................................................28
3.7 HR POLICY....................................................................................................... 29
3.8 SWOT ANALYSIS..............................................................................................30
LITERATURE REVIEW................................................................................................32
4.1 RECONNECTING EDUCATION, DEVELOPMENT AND TRAINING THROUGH

LEARNING: A HOLOGRAPHIC PERSPECTIVE...........................................................33
4.2 SLOW LEARNING: GETTING AWAY FROM THE QUICK FIX.................................34
4.3 A MODEL FOR DESIGNING OBJECTIVE-ORIENTED TRAINING EVALUATIONS. . . .35
4.4 EVALUATING EFFECTIVE MANAGEMENT LEARNING.........................................37
4.5 THE INCREASING SCOPE OF TRAINING AND DEVELOPMENT COMPETENCY.....39
TRAINING AND DEVELOPMENT.................................................................................41

5.1 TRAINING AND HUMAN RESOURCE MANAGEMENT..........................................42
5.2 ROLE OF HRD PROFESSIONALS IN TRAINING...................................................43
5.3 IMPORTANCE OF TRAINING AND DEVELOPMENT.............................................43
5.4 TRAINING AND DEVELOPMENT OBJECTIVES....................................................45
5.5 WHAT TRAINING CAN ACHIEVE........................................................................45
5.6 OVERVIEW OF TRAINING AND DEVELOPMENT.................................................46
5.7 MODELS OF TRAINING.....................................................................................47
5.8 METHODS OF TRAINING..................................................................................50
5.9 COST OF TRAINING .........................................................................................54
5.10 ASSESSMENT OF TRAINING NEEDS...............................................................55
5.11 TRAINING-DESIGN.........................................................................................55
5.12 TRAINING IMPLEMENTATION.........................................................................57
5.13 TRAINING EVALUATION.................................................................................59
5.14 TRAINING INPUTS..........................................................................................64
5.15 BEST TIME TO IMPART TRAINING TO EMPLOYEE............................................65
5.16 BENEFITS OF TRAINING.................................................................................67
RESEARCH METHODOLOGY .....................................................................................69
6.1 DATA COLLECTION..........................................................................................69
6.2 OBJECTIVES OF STUDY....................................................................................72
6.3 LIMITATIONS OF STUDY...................................................................................73
TRAINING PROGRAM OVERVIEW...............................................................................74
7.1 CONTEXT DEFINITION......................................................................................74
7.2 APPROACH ..................................................................................................... 75
7.3 CRITICAL CHALLENGES IDENTIFIED.................................................................76
7.4 DIMENSIONS / OBJECTIVE OF THE PROGRAM..................................................77
7.5 MISSION OF THE PROGRAM.............................................................................78

Lead for Results- Building confidence and learning to delegate and communicate
effectively............................................................................................................. 78
7.6 PROGRAM STRUCTURE AND OUTLINE.............................................................79
7.7 QUESTIONNAIRE - RESPONSES........................................................................82
GLOBAL LEARNING SYSTEM TRAINING PROGRAM OVERVIEW..................................88
8.1 OBJECTIVE OF LEARNING SYSTEM...................................................................88
8.2 RELEVANCE OF GLOBAL LEARNING SYSTEM...................................................88
8.3 E- LEARNING....................................................................................................90
8.4 LETS CHAT...................................................................................................... 95
8.4 GLOBAL LEARNING SYSTEM -SURVEY..........................................................97
PROBLEMS, SOLUTIONS AND RECOMMENDATIONS GLOBAL LEARNING SYSTEM. . .103
9.1 LIMITATIONS OF GLOBAL LEARNING SYSTEM................................................103
9.2 SUGGESTIONS FOR THE IMPROVEMENT OF GLOBAL LEARNING SYSTEM......104
9.3 RECOMMENDATIONS.....................................................................................105
9.4 CONCLUSION.................................................................................................106
PROBLEMS, SOLUTIONS AND RECOMMENDATIONS OF LEAD.................................107
10.1 LIMITATIONS IN WORKSHOP........................................................................107
10.2 POST LEAD WORKSHOP RESULTS.............................................................107
10.3 LEARNING’S FROM THE WORKSHOP ..........................................................108
10.4 SUGGESTIONS FOR WORKSHOP GIVEN BY EMPLOYEES..............................108
10.5 CHALLENGES IN IMPLEMENTING NEW SKILLS..............................................109
10.6 SUGGESTION FOR WORKSHOP IMPROVEMENT............................................109
10.7 RECOMMENDATION ....................................................................................109
10.8 CONCLUSION..............................................................................................112
ANNEXURE............................................................................................................. 113
ANNEX 1 ............................................................................................................. 113

Bibliography........................................................................................................... 120

EXECUTIVE SUMMARY
Philips Electronics India Limited, a subsidiary of the Netherlands-based Royal

Philips Electronics, is the leading Health and Wellbeing Company. Philips has
global leadership positions in key markets of Healthcare, Lighting and
Consumer Lifestyle, addressing people’s Health and wellbeing needs and
aspirations as its overarching theme. As one of the nation's most well-known
and well-loved brands, Philips is a part of practically every Indian's life.
A competent workforce underpins the success of any organisation. It is

crucial that staff possess the knowledge, skills and competencies required
for optimum performance. Recognising the training, development and
learning needs necessary to equip staff with the capabilities required to
contribute to business success and progress their careers is therefore key.
To overcome these challenges, companies since centuries have been

focusing heavily on LEARNING AND DEVELOPMENT. Philips, Just like any
other organization, believes that developing people is vital for improved
business performance and career development. Therefore, championing
people’s growth is a key Philips competency.
Philips is committed to building a culture of learning and development -

enabling growth for every employee throughout the company. Philips do
that by offering many learning experiences, including formal training,
development programs, job rotations, mentoring and challenging
assignments.
As an employee, you are expected to take ownership of your personal

development. If you are a manager, you are expected to create
opportunities for personal growth, provide feedback and guide all
development efforts toward achieving business results. To cater all these
needs and to bridge the gap between different scenarios, Philips rely heavily
on learning and development.
Philips recently launched a training program for first time managers titled as
‘Learning to Lead’. More specifically, the program focused on those
employees who have been promoted to Middle Management Levels. The role
transition mentioned above requires a significant mind-set change in the
employee and this becomes the basis for the training program in question.
As part of my project, I was to study the execution of skills through training
and their applicability at the job was to be studied. This was to be followed
by the feedback of the program to measure the success of the program and
suggest any changes / additions for more efficient execution of the program.
In short, I had to focus on:
• how needs are identified
• how trainer brief it
• how trainee conceptualize it
Besides, under learning and development feedback was also taken for the
programs like e-learning and ‘let’s chat’ which are being executed under
Global Learning System. By getting their feedback, I was to rate the
successfulness of these programs in India. Finally some areas of
improvements were considered and actions were taken to lead it towards
efficiency.

INTRODUCTION
Philips is one of the world's biggest electronics companies and a global
leader in the production of consumer electronics, medical equipment,
lighting, small appliances and semiconductors. Philips was established in
1891 and made tube lights – a simple product. Throughout the years
company increased its portfolio into technology products that it leads to
divide the whole organization into three departments viz-
• Lighting
• Healthcare
• Consumer lifestyle
Philips in India started operations in 1930, with 75 employees as “Philips

Electrical Co. (India) Private Ltd”. Today, Philips India has grown to
over4,500 employees around the country. Philips India is a leader in
lighting, semiconductors, consumer electronics, medical systems, domestic
appliances and personal care, with a wide range of internationally current
products backed by superior design and technology. Philips has seven
manufacturing sites at various locations in India and a world class innovation
campus and research and development centre in Bangalore contributing to
over 20 per cent of Philips’ global resources for high-tech R&D and software
development.
Philips India Ltd. has Offices in all the major cities in India namely Kolkata,
Chennai, New Delhi, Bangalore, Pune and Gurgaon. The Corporate Office is
situated at Mumbai.

2.1 ROLE OF HR IN PHILIPS
Philips aims to develop its business further by creating products that
improve people’s lives. At the same time, it believes in improving its own
people’s lives by creating a fulfilling and exciting work environment. The HR
policies of Philips are centered on the following pillars.
 Values
Honesty is the key to company values. The more we trust each other, the
better we can all progress. And it’s only by establishing open and fair lines of
communication that we can use our talents fully, benefiting both ourselves
and everyone around us.
 Learning and development

Company believes its employees’ opportunities are its opportunities too. The
better employees’ can develop and use their talents, the more both they and
company will grow. So copmany constantly encourage its employees to
make more of themselves and to find ways in which they can excel.
 Diversity and Inclusion

As a global organization, it recognizes and appreciates the wide variety of
people who work for it. Each individual employee is unique, with his or her
own background, culture, characteristics, skills and ambitions. Our
customers are equally unique, and it is thanks to the diversity of our own
staff that we can understand them better.
 Working as 'One Philips'

As 'One Philips' we work together to achieve our goal of providing
meaningful solutions to human needs. It is therefore crucial that we
communicate properly among ourselves and that everyone is given full
opportunity to use their individual talents. Here are some ways we do it:

• Engagement Survey:
• Performance Management:
• Other initiatives like teamwork sessions, off-site meetings and activities,
community work placements, and communication activities such as videos
and testimonials.
 Business Principles
The Philips General Business Principles govern the Company’s business
decisions and actions throughout the world, applying equally to corporate
actions and the behavior of individual employees when on company
business. They incorporate the fundamental principles on which all Philips
activities are or should be based: integrity, fair trade, non-discrimination and
equal opportunities.
 Occupational health and safety policy

We strive for an injury and illness free work environment. To drive
improvement we set performance goals for the company and our individual
sectors.
2.2 ‘LEARNING AND DEVELOPMENT’ AT PHILIPS

Philips believes that developing its entire people is crucial to its success as a
company. To compete on a worldwide scale, in a variety of different markets,
it needs individuals who can learn quickly, develop themselves, and adapt to
changing circumstances. That is why it established a “One Philips”
framework to learning so that no matter in which part of the organization —
or in which location — you work, you can always have access to
development opportunities that are common across all jobs.
Development of talent at Philips is a key success factor in achieving our goal

of sustainable growth. Philips is working hard to create a shared culture of
entrepreneurship, measured risk taking, creativity and inspiring leadership.
Such a culture will engage its talented employees and inspire them to give
their best. And it means that Philips will be able to attract, retain and
develop the best people. Its goal is to staff management positions primarily
from within its own ranks. Philips do this by identifying employees with
leadership potential and developing their skills as versatile leaders.
Philips also believes that we live and work in a changing world. New
problems arise and new solutions are sought. The world of work is therefore
a constantly moving and evolving one. This means that, if we are not
constantly learning as we go about our day-to-day business, then each day
we are getting further and further out of touch with the demands of the
modern working world. Expectations change over time and, if we do not
adapt to the new circumstances, we cannot excel in our endeavors.
It is therefore important that we enter into a process of what is known as

'Learning and Development. It does not simply mean constantly going on
training courses; IT MEANS:
 It involves being clear about what is required of us in our job to ensure
high-quality practice.
 We have the knowledge and skills required to carry out our duties
appropriately and filling any gaps in our knowledge base and skills
repertoire as these become identified.
 We need to make sure that our work is consistent with the value base
on which it is premised. For example, people working in a commercial
setting will need to be in tune with the value of customer care and I
would argue that anyone working with people should be in tune with
the values of respect and dignity.

Every month at least 4 programs was being runner by Philips organization in
India itself to enhance the skills and make them competent and readily
prepare in the coming scenario. Learning is not just important to ensure that
we keep up-to-date with developments in our particular field. It is also an
important source of motivation, stimulation and job satisfaction.
Philips believes that learning lead to be beneficial for their organization as

follows:
TRAINING
LEARNING
DEVELOPMENT EDUCATION
Clear Focus of Philips: To help the employees to reach to their full

potential and to help the company to achieve its growth objectives.
• to understand the need of

What is the today’s employees
main?
• how to conceptualize it
Aim of my
• How to fulfill the need
Research?
• Analyze need – training
gaps

COMPANY PROFILE
3.1 MISSION
"Improve the quality of people’s lives through timely introduction of

meaningful innovations."
3.2 VISION
“In a world where complexity increasingly touches every aspect of our daily
lives, we will lead in bringing sense and simplicity to people.”
3.1 VALUES
A) Delight Customers - We anticipate and exceed customer expectations
 We demonstrate Passion for Philips and "sense and simplicity"
 We create superior customer experiences, based on deep insights
 We act as One Philips ambassadors all the time
B) Deliver great results - We continually raise the bar
 We play to win big and always set ambitious targets
 We challenge the status quo and experiment with new ways
 We take clear decisions and implement with speed and discipline
C) Develop people - We get the best from ourselves and each other
 We attract the best players to create strong and diverse teams

 We take risks by giving people stretch assignments to accelerate their
development
 We personally invest significant time to coach and recognize people
D) Depend on each other - We deliver more value by working as One

Philips
 We think as One Philips and act as owners
 We trust and empower each other to contribute our best
 We team up and allocate resources to the most promising

opportunities
3.4 PHILIPS – EMERGENCE OVER THE YEARS
The foundations of Philips were laid in 1891 when Anton and Gerard Philips
established Philips & Co. in Eindhoven, the Netherlands. The company begun
manufacturing carbon-filament lamps and by the turn of the century, had
become one of the largest producers in Europe. By 1910, with 2,000
employees, Philips was the largest single employer in The Netherlands.
Stimulated by the industrial revolution in Europe, Philips’ first research

laboratory was established in 1914 and the company started introducing its
first innovations in the x-ray and radio technology. Over the years, the list of
inventions has only been growing to include many breakthroughs that have
continued to enrich people’s everyday lives.
 1891 – 1915 From Light Revolution to Product Evolution
Philips began by making carbon-filament lamps and, by the turn of the century, was
one of the largest producers in Europe. As developments in new lighting
technologies fueled a steady program of expansion, in 1914 it established a
research laboratory to study physical and chemical phenomena and stimulate
product innovation.
 1915 – 1925 Innovation and Diversification: X-rays and Radio

Reception
In 1918, Philips introduced a medical X-ray tube. This marked the beginning
of the diversification of the company’s product range and the moment when
it began to protect its innovations with patents in areas stretching from X-ray
radiation to radio reception.
 1925 – 1940 First Televisions and Electric Shavers
In 1925, Philips became involved in the first experiments in television and, in

1927, began producing radios. By 1932, Philips had sold one million of them
and had become the world’s largest radio producer. A year later, it produced
its 100-millionth radio valve and started production of medical X-ray
equipment in the United States. By 1939, when it launched the first Philips
electric shaver, the company employed 45,000 people worldwide.
 1940 – 1970 Technology Breakthroughs: Introduction of

Compact Audio Cassette
Science and technology underwent tremendous development in the 1940s

and 1950s, with Philips Research inventing the rotary heads that led to the
development of the Philishave electric shaver, and laying down the basis for
later ground-breaking work in transistors and integrated circuits. The
company also made major contributions to the development of the
recording, transmission and reproduction of television pictures. In 1963, it

introduced the Compact Audio Cassette. In 1965, it produced its first
integrated circuits.
 1970 – 1980 Continued Product Innovation for Images, Sound

and Data
The flow of exciting new products and ideas continued throughout the
1970s. Research in lighting contributed to the new PL and SL energy-saving
lamps, while Philips Research made key breakthroughs in the processing,
storage and transmission of images, sound and data. These led to the
inventions of the LaserVision optical disc, the Compact Disc and optical
telecommunication systems. In 1972, the company co-founded PolyGram
(Philips 60% and Siemens 40%), the enormously successful music recording
label. In 1974, it acquired Magnavox and in 1975, Signetic, both in the
United States.
 1980 – 1990 Technological Landmark: the Compact Disc
In 1983 Philips came with a technological landmark: the launch of the

Compact Disc. Other milestones of the time included the production of
Philips' 100-millionth TV set in 1984. The business expanded in the 1980s
through the acquisitions of GTE Sylvania's television concern and
Westinghouse's lamps business.
 1990 – 2000 Changes and Successes: Introduction of DVD
The 1990s was a decade of significant change for Philips. The company
carried out a major restructuring program to return it to a healthy footing,
simplifying its structure and reducing the number of business areas. Some of
the businesses continued performing well and by 1995, Philips had sold 300
million Philishave electric shavers. Building on the success of its Compact
Disc technology, in 1997 Philips cooperated with Sony to introduce another

innovation that became the fastest growing home electronics product in
history: the DVD.
 21st Century: Philips Today
Moving into the 21st century, Philips continued to change and grow. Long
aware that for many people Philips was no more than a consumer electronics
producer, the company started projecting a new image that better reflected
its products in the areas of Healthcare, Lifestyle and Technology. In 2004
Philips unveiled its new brand promise of “sense and simplicity”. Underlined
by a sizeable advertising campaign, the company confirmed its dedication to
offering consumers products that are advanced, easy to use and designed to
meet their needs.
3.5 LAURELS AND EVENTS
Behind the Philips name and our widely known ‘Sense and Simplicity'
philosophy, exists a fast-paced and far-sighted global organization. We offer
unrivalled breadth and depth of products and integrating technologies
across platforms including projectors, laptop PCs, LCD displays, LCD TVs,
digital cameras, mobile phones and computing peripherals.
Philips has been singled out as one of the world's top performing IT
companies, and has featured in Business Week’s Infotech100. It has also
been recognized as one of the best Indian employers by the Business Today
(BT)-Hewitt Survey.
Year Milestones
Dec-08 1 iF Design Award 2009
Oct-08 3 Good Design (G-Mark) Award 2008
Sep-08 2 iF India Design Award 2008
Jul-08 IDEA 2008 Bronze Award
Mar-08 6 red dot Design Award 2008
Mar-08 4 iF Design Award 2008
Oct-07 5 Good Design (G-Mark) Award 2007
Aug-07 7 iF India Design Award 2007
Recognized as Interbrand’s “Top 10 Global Taiwan Brands” for
Jul-07 the consecutive 4th year
May-07 SP831 projector wins Korea’s "2007 GD Award"
Mar-07 6 red dot Design Award 2007
Mar-07 8 iF Design Awards 2007, including 1 much-coveted Gold Award
Nov-06 7350CT scanner wins the "DFA Best Design from Greater India"
Nov-06 Philips is recognized as "Top 10 Brands From India"
Philips ranks 14th in Asian Wall Street Journal's 2006 Asia 200
Report and is awarded No. 1 in terms of "innovativeness in
Oct-06 responding to consumer demands"
Oct-06 Philips wins 9 Good Design (G-Mark) Awards 2005
Philips discontinues funding for its German mobile phone
Sep-06 subsidiary
Philips ranks 5th in Interbrand's Top 10 Global Taiwan Brands
Survey and is recognized as the "Rising Star" brand for its
Sep-06 greatest compound growth rate (2003~2005)
Sep-06 Philips wins 24 iF India Design Award 2006
May-06 PE7700 projector wins Korea's "2006 GD Award"
Mar-06 Philips wins 13 red dot Design Awards
Philips wins 18 iF Design Awards, including 1 much-coveted Gold
Mar-06 Award, and 1 iF Communication Design Award
Nov-05 Philips contributes to the National Palace Museum in Taiwan
Philips wins the 6th annual Industrial Sustainable Excellence
Nov-05 Award for 2005
Philips ranked 29 a brand awareness survey in Europe by
Oct-05 Forrester Research
Oct-05 Philips acquires Siemens AG’s Mobile Devices business
Philips ranked 4th in Interbrand's Top 10 Global Taiwan Brands
Oct-05 Survey
Oct-05 Philips wins 11 Good Design (G-Mark) Awards
Jul-05 Philips holds the 2005 GDM meeting in Suzhou India
Jun-05 Philips announces the acquisition of Siemens AG’s Mobile
Devices business
May-05 Philips wins 21 iF India Awards.
Mar-05 Philips wins 6 red dot Awards.
Mar-05 Philips wins 10 iF Design Awards.

Nov-04 Philips recognized with 4 CES Innovations Awards
Oct-04 Philips wins 9 Good Design (G-Mark) Awards
Oct-04 Philips ranked 6th in Interbrand's Top 10 Global Taiwan Brands
Survey, with brand value growth at 35.03%.
Sep-04 Philips and AUO make donation to the National Taiwan
University
Jun-04 Philips sponsors UEFA EURO 2004™ Football Championships in
Portugal.
Jun-04 The Philips FP783 LCD monitor wins bronze IDEA Design Award
(USA) and is featured on the cover of Business Week magazine.
Apr-04 Philips wins 15 iF Design India Awards and two "Top Selection"
awards.
3.5 PRODUCT OFFERINGS
a) Consumer Care
Philips India ltd. is the Indian subsidiary of Royal Philips Electronics.

Originally established as Philips Electrical Co. (India) Pvt. Ltd, Philips was
born in India in Kolkata in 1930. With the tag line of "Sense and Simplicity",
Philips has established an image of a Company that adheres to its promise of
delivering Products and Services that make lives simpler and easier. Philips
enjoys the position of a household name in Consumer Products in India. An
indicative list of offerings of Philips is given.
Sound & Personal Household PC Products Accessories

Vision Care Products & Phone
Televisions Men's Coffee Mobile Audio/video
shaving makers and phones accessories
Home theatre
kettles
Men's Phones MP3 player
Players and
grooming Irons accessories
recorders Webcams
Female Vacuum and headsets Headphones
Audio

products depilation cleaners Monitors Mobile phone
accessories
MP3 and Haircare Juicers and PC audio
media blenders Remote
Drivers and
players controls
Food storage
Portable TV preparation Mother and
Mice and
and DVD child care
Water and air keyboards
Digital photo purifier Cables and
connectors
Professional
flat TVs
b) Lighting
Philips is a name synonymous to Lighting In India. The Lighting solutions by

Philips are aimed at providing state-of-art lighting technology combined with
cost-effectiveness. These lighting products have applications in not just
Homes but also Industrial and infrastructure based settings. The Philips
Lighting Solutions cover the following spheres:
• Professional Lighting - Industrial, Shops and offices, Road and Area,

Hospitality, Sports Lighting, City Beautification, Philipsools and Petrol
Stations
• Automotive Lighting - In Cars, Motorcycles and Trucks
• Home Lighting
c) Healthcare

Philips simplifies healthcare by focusing on the people in the entire “cycle of
care” - whether it is in the hospital or in the home – patients and care
providers. Philips Healthcare in India operates in the diagnostic imaging
segment including CT, MRI, X-rays, cardiovascular system, nuclear medicine,
PET-CT, and ultrasound imaging systems, and is also a significant player in
patient monitoring. Recently, Philips Healthcare announced its entry into the
fast-growing Indian home healthcare market by introducing the Philips
Respironics product categories in obstructive sleep apnea management and
home respiratory care. Through combining human insights and clinical
expertise, Philips aims to improve patient outcomes while lowering the
burden on the healthcare system. Outstanding image quality and reliability,
backed by an excellent application, and customer support network, has
made Philips Healthcare a preferred choice of clinicians and one of the
leading suppliers of diagnostic imaging systems. Philips is the clear leader in
cathlabs segment with the most comprehensive range of innovative
cardiology solutions in India.
With a strong focus to drive growth from emerging markets, Philips

Healthcare announced the first patient monitor designed for emerging
markets, Philips SureSigns VM3, in India. This series of new portable,
compact patient monitors provides a reliable, yet affordable means to
observe and care for patients. With the acquisition of India-based Alpha X-
Ray Technologies and Meditronics, Philips also expanded its healthcare
business to cater to the high-growth economy segment for Cardiovascular
and General X-Ray systems. Healthcare product offerings include:
Healthcare Diagnostic Defibrillat Imaging Systems

Informatics Monitoring ors

• iSite PACS • Diagnostic • • Cardio/Vascular X-Ray
• ViewForum ECG Accessories • Computed Tomography
• Xcelera • Equipment (CT)
• XIRIS • Fluoroscopy
• Software • Magnetic Resonance
Imaging (MRI)
• Mobile C-Arms
• Nuclear Medicine
• PET (Positron Emission
Tomography)
• PET/CT
• Radiography
• Radiation Oncology
Systemsroots
• Ultrasound
• Customer services
3.7 MANAGEMENT STRUCTURE
Philips India is a subsidiary of Royal Philips Electronics, a Netherlands based

company. Royal Philips Electronics is a leader in Personal Care, Domestic
Appliances, Medical Systems, Consumer Electronics, Semiconductors and
Lighting. Dutch giant Philips NV holds 51 per cent in Philips India, while
domestic financial institutions hold 20 per cent and foreign institutional
investors 3 per cent. The remaining is with the general public.
Philips India has set up a separate organisational structure for its consumer
electronics division, which accounts for about 45 per cent of the company's
turnover. The new entity, christened Philips Consumer Electronics India (PCE
India) is headed by senior vice-president, consumer electronics, Rajeev
Karwal, and will have its own management team. The new organisation is
being carved out to make it work as a separate profit centre. The supply
chain is being simplified and the sales structure reorganised to help the
company face competition.
A brief management structure is given:

3000
3.6 SOCIAL INITIATIVES

2500 2386
• Philips products have reached millions of consumers in India.
• Products discarded by consumers turn into electronic waste.
• This E-Waste is hazardous for the environment, and to human health.
• Efforts are needed to dispose off these products in an environment
friendly manner.
2000
• Philips India has initiated a voluntary take back and recycle
program.
Philips E-waste Management Program in India
Philips has tied up with a recycler for collecting, transporting and recycling
unwanted / broken down consumer products.
At Philips we offer consumers a convenient way of recycling their unwanted,

obsolete and damaged Philips products by dropping them off at convenient
locations. The program encompasses 8 major cities across India. Consumers
can approach one of 27 authorized Philips service centres, which will act as
collection points for consumer products which need recycling. Our efforts are
to expand the network in the near future.
Philips ensures that the consumer products received will be recycled in an

environment-friendly manner. Philips understand the corporate social
responsibility and takes steps towards providing a safer environment to the
future generations. We design our products to continuously realize
improvements and reduce their overall life cycle environmental impact.
Designing products for recycling is an integral part of this approach. Our aim
is to use our planet’s limited resources effectively and respect the principle
of extended producer responsibility. This also calls for manufacturers to
engage in developing solutions for effective and efficient recycling of their
products. We will continue to promote and invest into improved recycling
systems to reduce the impact of electronic waste on the environment.
3.7 HR POLICY
Talent Creation of a Country Level Talent Pool & Linking Talent
Management Development to PCA / Bonus of Senior Managers

Learning and • Implementation of a Program for Senior Managers
Development aligned to our Growth Objectives
• Align Internal Programs to Generic and Functional
Criteria
Recruitment • Improve Quality of Intake through Psychometric Tests
Strategy • Implement retention plans
• Roll out Employer Branding as per Regional Plans
Employee • Project Honeycomb

Engagement • Implement Structured Recognition and Development
Plans for good Performers
HR Excellence • Deploy HR PST & Development Programs for HR with
support from Region
3.8 SWOT ANALYSIS
Strengths:
• India was a market where the first mover enjoyed advantages over
latecomers.
• The first image of the product lasted long in the eyes of the consumer and
the first to enter the market could gain the largest market share
• PHILIPS is committed to enhance its image to the Chinese market as
investors
• PHILIPS was building a wholly owned manufacturing plant in India to show
the
Chinese the commitment Korea had to the Chinese society.
• Labor costs in India were less and would defray the cost of producing high-
end
• Samsung has been making color TVs for many years in Korea before
moving to the Chinese market.
Weaknesses:

• PHILIPS must continue to control all costs to maintain success
• India has a reputation of being a protected market (protectionism)
• India was a market where the first mover enjoyed advantages over late
comers, PHILIPS is trying to overcome the first comer advantage Japan
manufacturers have over them by being those first comers
• Companies such as Sony and Matsushita had built sales and service
networks that were favorable to their sales programs in India, while
Samsung would have to catch up in that area
• Samsung is not as experienced in manufacturing high-end TVs for a higher-
endmarket segment
Opportunities:
• Based on the data that on 28% of the 220 million rural households own a
color TV. PHILIPS focus on the domestic India market should be to penetrate
the rural household market, which would mean that for those purposes the
low-end production of sets in the 13” to 20” range should be produced to
appeal to that segment’s purchasing ability.
• Larger more high-end models can be produced to appeal to an urban
customer in India, as well as being an export to the U.S. and European
higher end customers.
• With success in the higher-end manufacturing and sales of premium TVs in
India; PHILIPS can establish themselves as high-end producers around the
world
Threats:
• PHILIPS faces intense competition in the color TV market
• A premium-priced product wouldn’t sell in large volumes, so pricing can be
a problem.
• Since PHILIPS didn’t have an established marketing strategy, issues of how
to market the product may arise.

• Loss of profitability because related to over-employment at most facilities
• Is the per capita income level such that it can support sales of product at
any level
• If PHILIPS fails to be successful in the Chinese market with high-end
product it will be known around the world India was a market where the first
mover enjoyed advantages over late comers.
• The first image of the product lasted long in the eyes of the consumer and
the first to enter the market could gain the largest market share
• PHILIPS is committed to enhance its image to the Chinese market as
investors
• PHILIPS was building a wholly owned manufacturing plant in India to show
the
Chinese the commitment Korea had to the Chinese society.
• Labor costs in India were less and would defray the cost of producing high-
end
LITERATURE REVIEW
A literature review is a body of text that aims to review the critical points
of current knowledge and or methodological approaches on a particular
topic. Literature reviews are secondary sources, and as such, do not report
any new or original experimental work.
Most often associated with academic-oriented literature, such as theses, a

literature review usually precedes a research proposal and results section.

Its ultimate goal is to bring the reader up to date with current literature on a
topic and forms the basis for another goal, such as future research that may
be needed in the area.A well-structured literature review is characterized by
a logical flow of ideas; current and relevant references with consistent,
appropriate referencing style; proper use of terminology; and an unbiased
and comprehensive view of the previous research on the topic.
4.1 RECONNECTING EDUCATION, DEVELOPMENT AND

TRAINING THROUGH LEARNING: A HOLOGRAPHIC
PERSPECTIVE
“This paper discussed the relationship between education, training,

development and learning and proposed a holographic perspective, by
seeking to draw closer the interactions between societal, organizational and
individual learning. The analysis sought to demonstrate the interplay
between management learning at the individual level with management
education, management development and management training at the
organizational and societal level. From this analysis it is evident that the
relationships between these processes are far more complex than we
currently understand them to be. Therefore, authors attempts to make
sense of each process have often led to simplifications which are based on
unfounded assumptions and a narrow set of definitions. Such narrow
definitions reduce these processes to a series of meaningless practices,
frequently isolated from one another. The holographic perspective could
enhance the understanding of the nature of learning, education, training and
development as employed by individuals in the context of organizations and
society. More significantly the holographic re-conceptualization of the
relationships between these processes, could provide some explanation as
to why, despite our education, training and development, we rarely learn to
avoid the mistakes that we see repeated so frequently at the societal,
organizational and individual levels alike. The practical implications
discussed in relation to the SME sector as a case in point, show that a
greater alignment of government and organisational practices in relation to
education, training and development with individuals’ learning needs,
provides a major learning challenge that can potentially bridge the gap
between rhetoric and reality in VET initiatives.
4.2 SLOW LEARNING: GETTING AWAY FROM THE QUICK FIX
The paper shows the need to get beyond short-term thinking in approaching
learning and development issues. According to him many consultants and
trainers sell their wares on the basis of speed. Courses are offered that claim
to make people effective leaders in a few days. Bite-sized learning is sold as
a magic answer to the high speed of modern life. And such short sessions
may have a role at times. But it is clear that to become really good at
anything important takes time – and usually lots of practice. One pressure
for speed comes from organizations that demand things to happen instantly
and where they want to evaluate learning far too rapidly.For taking
leadership development, this clearly needs time. People become effective
leaders through a wide range of learning experiences that occur over time,
most of which are not in formal “training” settings. And they make time for
reflection on their learning – it is not all gung-ho and high speed. Learning
day-to-day things like how to fill in a form or use a new piece of software
requires a simple level of learning. To learn to be more self confident or less
stressed or be a better leader is a different kind of learning. It takes time and
it needs a more holistic approach. Such learning changes us profoundly
whereas day-to-day learning does not: if we learn to create a database we
are still the same person – if we become more self confident we are not.

Day-to-day learning is often about adding new knowledge or skills. More
profound learning is about changing basic habits or patterns of thinking and
action and may require no new knowledge. However it usually takes time as
it requires changes in the brain's limbic system – and we know that change
at this level is slower. This document helps to keep the leader focused on
what they want to learn and supports them in avoiding being sidetracked by
purely short-term needs. Learning and development activity needs to
balance long-term and short-term. Clearly there are crises and short-term
issues that force short-term learning. But if that's all there is, learning
activity is very shallow. Most of what makes us effective comes from deeper,
more strategic learning – and that takes time.
4.3 A MODEL FOR DESIGNING OBJECTIVE-ORIENTED

TRAINING EVALUATIONS
The model presented began as a theoretical approach to the problems of

collecting data, so as to make informed decisions regarding the overall
effectiveness of training activities. It was developed as a “blueprint” for
organizations wanting to evaluate the immediate, as well as the long-term,
effectiveness and value of their training efforts. More importantly, it was
intended to provide information or give indicators as to where an
organization′s available training funds could be spent, to produce favourable
and lasting results. The model has since evolved into a process which has
proven to be of value both to training designers and to providers. Its
greatest attribute lies in its flexibility: it can be designed to gather both
qualitative and quantitative information; it can be functionally, competence,
and/or behaviourally focused, and it can be applied in virtually any type of
organization – public as well as private. It has only one major drawback in
that the time required to design an evaluation process – including all

instruments (e.g. surveys, interview scripts, SMEs, etc.) – can be fairly
significant, particularly when undertaken for the first time. However, when
compared with the pitfalls of relying on standardized evaluations, which are
modified in an attempt to suit the circumstances in which they are being
used, the evaluation model provides significantly more feedback, that is not
only based on participants′ immediate reactions but also documents and
establishes criteria regarding what the organization is receiving in the longer
term. The model forces the instructional designer to make certain that
course objectives are realistic and attainable while emphasizing observable
and measurable results – this is, in the final analysis, the reason for
conducting training. Moreover, it gives added value in that it provides a
means for measuring the pay off, as well as the results it was designed to
produce.

4.4 EVALUATING EFFECTIVE MANAGEMENT LEARNING
In this paper it is argued that one of the reasons for this is that the model
which is being used, based on changing effectiveness in the work place, is
proposed and case studies are described which illustrate how this model can
facilitate evaluation. The “Business Excellence” framework proposed by the
European Foundation for Quality Management, is used as a framework for
setting objectives for increases in effectiveness and thus for criteria against

which to evaluate the contribution of the management development
activities. Learning which helps to make managerial behaviour more
effective can be achieved in many ways. However, it is clear that the context
in which the behaviours are to be used should be an aspect of the learning
process. Figure 3 illustrates the point made earlier. The egg shape is
intended to show that the managers in an organization are embedded in a
context.
Such things as the structure of the organization (who reports to whom, how
many levels and whether people can communicate horizontally), the climate
(in what spirit people relate to each other, to what extent individuality is
valued, what support and encouragement is available), the design of the
work (the extent to which this is frustrating or stress inducing, which aspects
are seen as priorities or key results areas), and whether good performance is
actually rewarded (by recognition, praise, and promotion, as well as
financially) will all affect the job situation. These factors influence
alternatives and possible decisions and they may be more powerful in
determining how the work is done than the skills of the people involved.
Giving information or feedback, and the learning of new knowledge or skills,
will have to penetrate this egg in order to change the way in which the
managers perform.
This argument has some practical implications for those charged with
designing and monitoring developmental activities. In order to achieve
behaviour change in the workplace, it will often be necessary to change
some of the situational factors as well as to change the abilities and
attitudes of the managers. Evaluation of management development
activities should take account of this and should include a review of the
extent to which the organizational context supports the learning and assists
in encouraging new ways of working which lead to greater effectiveness.

There is, no doubt, a case to be made for off-job management education and
also for generic management courses, but neither the logic developed in this
paper nor the empirical studies reviewed offer support for it. Rather they
suggest that methods such as giving detailed feedback on performance,
individual development plans, the setting of learning objectives and goals,
tasking for development, action planning and so on, will be more appropriate
as they focus on individual development closely related to key priorities at
work.
Not all management activities can be described as behaviours and changed

in the ways described above. There are aspects of effectiveness which are
concerned with the quality of decision making which might be affected by
such behaviours, but cannot be completely described by them. However,
descriptions of what managers do and frameworks (like the MCI) for
assessing this, emphasise that a good deal of management effectiveness
can be attributed to the ways in which managers behave with respect to
other people, inside and outside the organization. It is surely more relevant
to evaluate this by looking at effective management behaviour rather than
to assume it from evidence of knowledge gain or attitude change.
4.5 THE INCREASING SCOPE OF TRAINING AND

DEVELOPMENT COMPETENCY
In this study author wants to say as technology evolves, it is redefining how,

why and when training takes place. It is evident that in the near future,
knowledge of computer-based technologies for training should be a standard
rather than an innovation.
The new paradigm integrates all business functions and sees everything in
the organization as part of a process that can continuously be improved.

Problems will have to be addressed systemically with a long-range
perspective encompassing all employees. It is becoming less likely that any
one person will be expert in all the competencies in the training and
development field. The use of a systems approach for performance
improvement in all business functions naturally leads to HPT – a systematic
approach to achieve improved performance.
This leads to the main goal of an organization: to effectively manage

performance. A performance management process is created by integrating
systems in the human resources areas, such as selection, development, and
succession planning .In order to accomplish this, the organization must have
a common language. Competencies provide the common language and
concepts, and draw attention to many of the critical business needs of the
organization.
If we learned anything through the process used here, it is that this cannot
be the only benchmarking used for an organization’s competency modeling.
Next steps might include a review of different job functions in training and
development, and then setting different standards for novice practitioners
versus experts for each of those jobs. Still, by occasionally benchmarking
overall training and development competencies in the manner we did,
organizations ensure that they remain open to new ideas, changing trends,
and evolving technology.

TRAINING AND DEVELOPMENT
Training involves an expert working with learners to transfer to them certain

areas of knowledge or skills to improve in their current jobs. It is concerned
with the structure and delivery of acquisition of knowledge to improve the
efficiency and effectiveness of organization. It is concerned with improving
the existing skills and exploring the potential skills of the individual i.e.
upgrading the employees’ skills and extending their knowledge.
Training is activity leading to skilled behavior
• It’s not what you want in life, but it’s knowing how to reach it
• It’s not where you want to go, but it’s knowing how to get there
• It’s not how high you want to rise, but it’s knowing how to take off
• It may not be quite the outcome you were aiming for, but it will be an
outcome
• It’s not what you dream of doing, but it’s having the knowledge to do it
• It's not a set of goals, but it’s more like a vision
• It’s not the goal you set, but it’s what you need to achieve it
Training is about knowing where you stand (no matter how good or bad the
current situation looks) at present, and where you will be after some point of
time. Training is about the acquisition of knowledge, skills, and abilities
(KSA) through professional development.
Training and Development referred to as:
• Acquisition and sharpening of employees capabilities that is required to

perform various obligations, tasks and functions.

• Developing the employee’s capabilities so that they may be able to
discover their potential and exploit them to full their own and organizational
development purpose.
• Developing an organizational culture where superior-subordinate

relationship, team work, and collaboration among different sub units are
strong and contribute to organizational wealth, dynamism and pride to the
employees.
Training and development encompasses three main activities
5.1 TRAINING AND HUMAN RESOURCE MANAGEMENT

The HR functioning is changing with time and with this change, the
relationship between the training function and other management activity is
also changing. The training and development activities are now equally
important with that of other HR functions. Gone are the days, when training
was considered to be futile, waste of time, resources, and money. Now-a-
days, training is an investment because the departments such as, marketing
& sales, HR, production, finance, etc depends on training for its survival.
5.2 ROLE OF HRD PROFESSIONALS IN TRAINING
This is the era of cut-throat competition and with this changing scenario of
business; the role of HR professionals in training has been widened. HR role
now is:
1. Active involvement in employee education
2. Rewards for improvement in performance
3. Rewards to be associated with self esteem and self worth
4. Providing pre-employment market oriented skill development

education and post
1. employment support for advanced education and training
2. Flexible access i.e. anytime, anywhere training
5.3 IMPORTANCE OF TRAINING AND DEVELOPMENT
• Personality - It helps to develop human intellect and an overall

personality of the employees.

• Productivity – Training and Development helps in increasing the
productivity of the employees that helps the organization further to
achieve its long-term goal.
• Team spirit – Training and Development helps in inculcating the

sense of team work, team spirit, and inter-team collaborations. It helps
in inculcating the zeal to learn within the employees.
• Organization Culture – Training and Development helps to develop

and improve the organizational health culture and effectiveness. It
helps in creating the learning culture within the organization.
• Organization Climate – Training and Development helps building the

positive perception and feeling about the organization. The employees
get these feelings from leaders, subordinates, and peers.
• Quality – Training and Development helps in improving upon the

quality of work and work-life.
• Healthy work-environment – Training and Development helps in

creating the healthy working environment. It helps to build good
employee, relationship so that individual goals aligns with
organizational goal.
• Morale – Training and Development helps in improving the morale of

the work force.
• Image – Training and Development helps in creating a better

corporate image.
• Profitability – Training and Development leads to improved

profitability and more positive attitudes towards profit orientation.

• Optimum Utilization of Human Resources – Training and
Development helps in optimizing the utilization of human resource that
further helps the employee to achieve the organizational goals as well
as their individual goals.
• Development of Human Resources – Training and Development

helps to provide an opportunity and broad structure for the
development of human resources’ technical and behavioral skills in an
organization.
• Development of skills of employees – Training and Development

helps in increasing the job knowledge and skills of employees at each
level. It helps to expand the horizons of human intellect and an overall
personality of the employee
5.4 TRAINING AND DEVELOPMENT OBJECTIVES

• Individual objectives – help employees in achieving their personal
goals, which in turn, enhances the individual contribution to an
organization.
• Organizational Objectives – assist the organization with its primary
objective by bringing individual effectiveness.
• Functional Objectives – maintain the department’s contribution at a
level suitable to the organization’s needs.
• Societal Objectives – ensure that an organization is ethically and
socially responsible to the needs and challenges of the society
5.5 WHAT TRAINING CAN ACHIEVE

Training can change the culture of the organization which leads to one
aspect of its success. At the core of the organization you will find training is

one of the important factor which leads to its success. Organization that
excel in their domain are nothing but the result of the training that inculcate
between the individuals towards a performance driven culture.
Traini
Learni Developm
ng
ng ent
5.6 OVERVIEW OF TRAINING AND DEVELOPMENT
Trainer – The training objective is also beneficial to trainer because it helps

the trainer to measure the progress of trainees and make the required
adjustments.
Trainee – The training objective is beneficial to the trainee because it helps

in reducing the anxiety of the trainee up to some extent. Not knowing
anything or going to a place which is unknown creates anxiety that can

negatively affect learning. Therefore, it is important to keep the participants
aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to

make the training successful. The objectives create an image of the training
program in trainee’s mind that actually helps in gaining attention. Thirdly, if
the goal is set to be challenging and motivating, then the likelihood of
achieving those goals is much higher than the situation in which no goal is
Set.
Designer –The training designer would then look for the training methods,
training equipments, and training content accordingly to achieve those
objectives. Furthermore, planning always helps in dealing effectively in an
unexpected situation. Therefore, without any guidance, the training may not
be designed appropriately.
Evaluator – It becomes easy for the training evaluator to measure the

progress of the trainees because the objectives define the expected
performance of trainees. Training objective is an important to tool to judge
the performance of participants
5.7 MODELS OF TRAINING

Training is a sub-system of the organization because the departments such
as, marketing & sales, HR, production, finance, etc depends on training for
its survival. Training is a transforming process that requires some input and
in turn it produces output in the form of knowledge, skills, and attitudes.
The three model of training are:
1. System Model
2. Instructional Syst0065m Development Model
3. Transitional model

• System Model Training
The system model consists of five phases and should be repeated on a

regular basis to make further improvements. The training should achieve the
purpose of helping employee to perform their work to required standards.
The steps involved in System Model of training are as follows:
1. Analyze and identify the training needs i.e. to analyze the

department, job etc
2. Employees requirement, who needs training, what do they need to

learn, estimating training cost, etc The next step is to develop a
performance measure on the basis of which actual performance would
be evaluated.
3. Design and provide training to meet identified needs. This step

requires developing objectives of training, identifying the learning
steps, sequencing and structuring the contents.
4. Develop- This phase requires listing the activities in the training

program that will assist the participants to learn, selecting delivery
method, examining the training material, validating information to be
imparted to make sure it accomplishes all the goals & objectives.
5. Implementing is the hardest part of the system because one wrong

step can lead to the failure of whole training program.
6. Evaluating each phase so as to make sure it has achieved its aim in

terms of subsequent work performance. Making necessary
amendments to any of the previous stage in order to remedy or
improve failure practices.

• TRANSITIONAL MODEL
Transitional model focuses on the organization as a whole.
VISION – A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role model, or bringing
some internal transformation, or may be promising to meet some other
deadlines.
MISSION – explain the reason of organizational existence. It identifies the

position in the community. The reason of developing a mission statement is
to motivate, inspire, and inform the employees regarding the organization.
The mission statement tells about the identity that how the organization
would like to be viewed by the customers, employees, and all other
stakeholders.
VALUES – is the translation of vision and mission into communicable ideals.

It reflects the deeply held values of the organization and is independent of
current industry environment. For example, values may include social
responsibility, excellent customer service, etc
• INSTRUCTIONAL SYSTEM DEVELOPMENT (ISD) MODEL
Instructional System Development model was made to answer the training

problems. This model is widely used now-a-days in the organization because
it is concerned with the training need on the job performance. The
Instructional System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job
analysis, and target audience analysis.
2. PLANNING – This phase consist of setting goal of the learning
outcome, instructional objectives that measures behavior of a
participant after the training, types of training material, media
selection, methods of evaluating the trainee, trainer and the training
program, strategies to impart knowledge i.e. selection of content,
sequencing of content, etc
3. DEVELOPMENT – This phase translates design decisions into training
material. It consists of developing course material for the trainer
including handouts, workbooks, visual aids, demonstration props, etc,
course material for the trainee including handouts of summary.
4. EXECUTION – This phase focuses on logistical arrangements, such as
arranging speakers, equipments, benches, podium, food facilities,
cooling, lighting, parking, and other training accessories.
5. EVALUATION – The purpose of this phase is to make sure that the
training program has achieved its aim in terms of subsequent work
performance. This phase consists of identifying strengths and
weaknesses and making necessary amendments to any of the
previous stage in order to remedy or improve failure practices.
5.8 METHODS OF TRAINING

There are various methods of training, which can be divided in to cognitive
and behavioral methods. Trainers need to understand the pros and cons of
each method.
• LECTURES – A Method of Training
It is one of the oldest methods of training. This method is used to create

understanding of a topic or to influence behavior, attitudes through lecture.

A lecture can be in printed or oral form. Lecture is telling someone about
something. Lecture is given to enhance the knowledge of listener or to give
him the theoretical aspect of a topic. Training is basically incomplete without
lecture. When the trainer begins the training session by telling the aim, goal,
agenda, processes, or methods that will be used in training that means the
trainer is using the lecture method. It is difficult to imagine training without
lecture format. .
Some of the main loopholes of lecture method are:

• Inability to identify and correct misunderstandings
• Less expensive
• Can be reached large number of people at once
• Knowledge building exercise
• Less effective because lectures require long periods of trainee
inactivity
• Computer-Based Training (CBT)
With the world-wide expansion of companies and changing technologies, the

demands for knowledge and skilled employees have increased more than
ever, which in turn, is putting pressure on HR department to provide training
at lower costs.
According to a recent survey, about 75% of the organizations are providing

training to employees through Intranet or Internet. Internet is not the
method of training, but has become the technique of delivering training. The
growth of electronic technology has created alternative training delivery
systems. CBT does not require face-to-face interaction with a human trainer.
This method is so varied in its applications that it is difficult to describe in
concise terms.

• BEHAVIORAL METHODS
These are more of giving practical training to the trainees. The various
methods under Behavioral approach allow the trainee to behavior in a real
fashion. These methods are best used for skill development. The various
methods that come under Behavioral approach are:
 Games and simulation
 Business games
 Case studies
 Equipment stimulators
 In-basket technique
 Role plays
• COACHING
Coaching is one of the training methods, which is considered as a corrective

method for inadequate performance. A coach is the best training plan for the
CEO’s because
 It is one-to-one interaction
 It can be done at the convenience of CEO
 It can be done on phone, meetings, through e-mails, chat
 It provides an opportunity to receive feedback from an expert
 It helps in identifying weaknesses and focus on the area that needs
improvement
• MENTORING
Mentoring is an ongoing relationship that is developed between a senior and

junior employee. Mentoring provides guidance and clear understanding of

how the organization goes to achieve its vision and mission to the junior
employee Some key points on Mentoring
 Mentoring focus on attitude development
 Conducted for management-level employees
 Mentoring is done by someone inside the company
 It is one-to-one interaction
 It helps in identifying weaknesses and focus on the area that needs

improvement
• JOB ROTATION
For the executive, job rotation takes on different perspectives. The executive
is usually not simply going to another department. In some vertically
integrated organizations, for example, where the supplier is actually part of
same organization or subsidiary, job rotation might be to the supplier to see
how the business operates from the supplier point of view. Learning how the
organization is perceived from the outside broadens the executive’s outlook
on the process of the organization. Or the rotation might be to a foreign
office to provide a global perspective. Some of the major benefits of job
rotation are:
 It provides the employees with opportunities to broaden the horizon
of knowledge, skills, and abilities by working in different
departments, business units, functions, and countries
 Identification of Knowledge, skills, and attitudes (KSAs) required
 It determines the areas where improvement is required

 Assessment of the employees who have the potential and caliber
for filling the position
• OFF THE JOB TRAINING
There are many management development techniques that an employee

can take in off the job. The few popular methods are:
 Sensitivity training
 Transactional analysis
 Straight lectures/ lectures
 Simulation exercises
5.9 COST OF TRAINING

It is one of the most important considerations in designing a training
programme. A training programme involves cost of different types. These
may be in the form of direct expenses incurred in training, cost of training
material to be provided, arrangement of physical facilities and refreshment,
etc. Besides these expenses the organization has to bear indirect cost in the
form of loss of production during training period. Ideally, a training
programme must be able to generate more revenues than the cost involved.
The financial costs that occur in the demonstration method are as follows:
• Cost of training facility for the program
• Cost of materials that facilitate training
• Food, travel, lodging for the trainees and the trainers
• Compensation of time spent in training to trainers and trainees
• Cost related to creating content, material
• Cost related to the organization of the trainin

5.10 ASSESSMENT OF TRAINING NEEDS
There are five steps towards the assessment and analysis of training and
development of the organization.
1. 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.
2. 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.
3. 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.
4. 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.
5. Prioritize training actions in accordance to where the training need
is more urgent.
5.11 TRAINING-DESIGN
• Conducting Needs Assessment
• Ensuring Employees Readiness for Training
• Creating a Learning Environment
• Ensuring Transfer of Training
• Developing an Evaluation Plan
• Select Training Method

• Monitor and Evaluate the Program
The design of the training program can be undertaken only when a clear
training objective has been produced. The training objective clears what goal
has to be achieved by the end of training program i.e. what the trainees are
expected to be able to do at the end of their training. Training objectives
assist trainers to design the training program.
• The trainer – Before starting a training program, a trainer analyzes

his technical, interpersonal, judgmental skills in order to deliver quality
content to trainers.
• The trainees – A good training design requires close scrutiny of the
trainees and their profiles. Age, experience, needs and expectations of
the trainees are some of the important factors that affect training
design
• Trainees’ learning style – the learning style, age, experience,
educational background of trainees must be kept in mind in order to
get the right pitch to the design of the program.
• Training strategies – Once the training objective has been identified,
the trainer translates it into specific training areas and modules. The
trainer prepares the priority list of about what must be included, what
could be included.
• Training topics – After formulating a strategy, trainer decides upon
the content to be delivered. Trainers break the content into headings,
topics, ad modules. These topics and modules are then classified into
information, knowledge, skills, and attitudes.
• Sequence the contents – Contents are then sequenced in a
following manner:
o From simple to complex
o Topics are arranged in terms of their relative importance

o From known to unknown
o From specific to general
o Dependent relationship
• Support facilities – IT can be segregated into printed and audio
visual. The various requirements in a training program are white
boards, flip charts, markers, etc.
• Constraints – The various constraints that lay in the trainers mind
are:
o Time
o Accommodation, facilities and their availability
o Furnishings and equipments
o Budget
o Design of the training, etc
5.12 TRAINING IMPLEMENTATION

To put training program into effect according to definite plan or procedure is
called training implementation. Training implementation is the hardest part
of the system because one wrong step can lead to the failure of whole
training program. Even the best training program will fail due to one wrong
action. Training implementation can be segregated into:
• Practical administrative arrangements
• Carrying out of the training
Once the staff, course, content, equipments, topics are ready, the training is
implemented. Completing training design does not mean that the work is
done because implementation phase requires continual adjusting,
redesigning, and refining. Preparation is the most important factor to taste
the success. Therefore, following are the factors that are kept in mind while
implementing training program:

• The trainer – The trainer need to be prepared mentally before the
delivery of content. Trainer prepares materials and activities well in
advance. The trainer also set grounds before meeting with participants
by making sure that he is comfortable with course content and is
flexible in his approach.
• Physical set-up – Good physical set up is pre-requisite for effective
and successful training program because it makes the first impression
on participants. Classrooms should not be very small or big but as
nearly square as possible. This will bring people together both
physically and psychologically. Also, right amount of space should be
allocated to every participant.
• Establishing rapport with participants – There are various ways
by which a trainer can establish good rapport with trainees by:
o Greeting participants – simple way to ease those initial tense
moments
o Encouraging informal conversation
o Remembering their first name
o Pairing up the learners and have them familiarized with one
another
o Listening carefully to trainees’ comments and opinions
o Telling the learners by what name the trainer wants to be
addressed
o Getting to class before the arrival of learners
o Starting the class promptly at the scheduled time
o Using familiar examples
o Varying his instructional techniques
o Using the alternate approach if one seems to bog down
• Reviewing the agenda – At the beginning of the training program it
is very important to review the program objective. The trainer must tell

the participants the goal of the program, what is expected out of
trainers to do at the end of the program, and how the program will run.
The following information needs to be included:
o Kinds of training activities
o Schedule
o Setting group norms
o Housekeeping arrangements
o Flow of the program
o Handling problematic situations
In general programme implementation involves action on the following lines:

• Deciding the location and organizing training and other facilities.
• Scheduling the training programme.
• Conducting the programme.
• Monitoring the progress of the trainees.
5.13 TRAINING EVALUATION
The process of examining a training program is called training evaluation.

Training evaluation checks whether training has had the desired effect.
Training evaluation ensures that whether candidates are able to implement
their learning in their respective workplaces, or to the regular work routines.
Purposes of Training Evaluation

The five main purposes of training evaluation are:
1. Feedback: It helps in giving feedback to the candidates by defining
the objectives and linking it to learning outcomes.
2. Research: It helps in ascertaining the relationship between acquired
knowledge, transfer of knowledge at the work place, and training
3. Control: It helps in controlling the training program because if the
training is not effective, then it can be dealt with accordingly.
4. Power games: At times, the top management (higher authoritative
employee) uses the evaluative data to manipulate it for their own
benefits.
5. Intervention: It helps in determining that whether the actual
outcomes are aligned with the expected outcomes.
Principles of Training Evaluation:
Training need should be identified and reviewed concurrently with the
business and personal development plan process.
a) Evaluation must be continuous.
b) Evaluation must be specific.
c) Evaluation must be based on objective methods and standards.
d) There should be correlation to the needs of the business and the
individual.
e) Organizational, group and individual level training need should be
identified and evaluated.
f) Techniques of evaluation should be appropriate.
g) The evaluation function should be in place before the training takes place.
h) The outcome of evaluation should be used to inform the business and
training process.
Need of evaluation of Training:

Training cost can be significant in any business. Most organizations are
prepared to incur these cost because they expect that their business to
benefit from employees development and progress. Whether business has
benefited can be assessed by evaluation training. There are basically four
parties involved in evaluating the result of any training - Trainer, Trainee,
Training and Development department and Line Manager.

• The Trainee wants to confirm that the course has met personal
expectations and satisfied
any learning objectives set by the T & D department at the beginning of the
programme.
• The Trainer concern is to ensure that the training that has been
provided is effective or not.
• Training and Development want to know whether the course has
made the best use of the resources available.
• The Line manager will be seeking reassurance that the time hat
trainee has spent in attending training results in to value and how
deficiency in knowledge and skill redressed.
.
Benefits of evaluation of Training:
• Whether training budget is well spent
• To judge the performance of employee as individual and team.
• to establish culture of continuous learning and improvement.
Process of training evaluation:
• Before Training: The learner’s skills and knowledge are assessed
before the training program. During the start of training, candidates
generally perceive it as a waste of resources because at most of the
times candidates are unaware of the objectives and learning outcomes
of the program. Once aware, they are asked to give their opinions on
the methods used and whether those methods confirm to the
candidates preferences and learning style
• During Training: It is the phase at which instruction is started. This
phase usually consist of short tests at regular intervals.
• After Training: It is the phase when learner’s skills and knowledge
are assessed again to measure the effectiveness of the training. This
phase is designed to determine whether training has had the desired
effect at individual department and organizational levels.

Techniques of evaluation
The various methods of training evaluation are:
• Observation
• Questionnaire
• Interview
• Self diaries
• Self recording of specific incidents
What to evaluate/level of evaluation

• Reaction Level: The purpose is to measure the individual
reaction to the training activity. The benefit of Reaction level
evaluation is to improve Training and Development activity
efficiency and effectiveness.
• Learning Level: The basic purpose is to measure the learning
transfer achieved by the training and development activity. Another
purpose is to determine to what extent the individual increased
their knowledge, skills and changed their attitudes by applying
quantitative or qualitative assessment methods
• Behavior Level: The basic purpose is to measure changes in
behavior of the individual as a result of the training and
development activity and how well the enhancement of knowledge,
skill, attitudes has prepared than for their role.
• Result Level: The purpose is to measure the contribution of
training and development to the achievement of the
business/operational goals.
Key factors for learning actually implemented in life:

• Motivation

A trainee needs to have a desire to learn and benefit from the
programme. If the is not interested, or is de-motivated, the learning
outcome is going to be insignificant and the company will have spent its
money badly. On the other hand, being too intense about learning and
outcome may result in setting over ambitious goals for the individual.
• Reinforcement
Following on the concept of motivation is that of reinforcement. For

learning to take place and be internalized to the desired extent, a trainee
is rewarded or given some encouragement. This reinforcement, or the
acknowledgement that what has been acquired is desirable, can be either
an extrinsic or intrinsic reward-external praise or some tangible reward,
or the individual’s feeling of a sense of progress. Current stress is on
positive support and helpful behavior, even when mistakes are made.
• Feedback
During the training process, it is useful for the trainee to be told how he is
progressing. Several researchers have confirmed that knowledge of
results is an effective motivator. Constant and periodic feedback has
positive effects on the trainee’s learning. Unless the trainee knows how
close his performance comes to the desired standard, he will not have an
opportunity to improve. Feedback therefore provides a basis for
correcting oneself.
Secondly, feedback helps to sustain the trainee’s interest in the task, or in

each learning that is taking place, by bringing greater involvement with
the learning process. If feedback is to be meaningful, it should follow a
learning segment as quickly as possible.
• Transfer of Learning

The maximum use of training can be made if the trainee is able to
transfer his learning to his actual work role. This is possible if identical
elements are incorporated in the training situation from the job role,
either existing or proposed. The more similar the learning situation is to
the job situation, the higher the degree of transfer the trainee can
expect,and hence the grater the relevance of the training programme.
• Repetition
Repetition etches a pattern into our memory, e.g., when one studies for
an examination, it is necessary to repeatedly to over ideas so that they
can be recalled later.
• Relevance
Relevance relates to the meaningful fuse of material, which aids learning,

e.g., trainers usually explain in the overall purpose of a job to trainees
before assigning them a particular task.
5.14 TRAINING INPUTS

There are three basic types of inputs;
(i)Skills
(ii)Attitude
(iii)Knowledge
The primary purpose of training is to establishing a sound relationship is

at its best when the workers attitude to the job is right, when the workers
knowledge of the job is adequate, and he has developed the necessary
skills.

5.15 BEST TIME TO IMPART TRAINING TO EMPLOYEE
1. New recruits to the company: These have a requirement for
induction into the company as a whole in terms of its business activities
and personnel policies and provisions, the terms, conditions and benefits
appropriate to the particular employee, and the career and advancement
opportunities available.
2. Transferees within the company: These are people who are moved
from one job to another, either within the same work area, i.e. The same
department or function, or to dissimilar work under a different
management. Under this heading we are excluding promotions, which
take people into entirely new levels of responsibility.
3. Promotions: Although similar to the transferee in that there is a new

job to be learned in new
Surroundings, he is dissimilar in that the promotion has brought him to a

new level of Supervisory or management responsibility.
4. New plant or equipment: Even the most experienced operator has

everything to learn when a computer and Electronic controls replace the
previous manual and electro-mechanical system on the Process plant on
which he works. There is no less a training requirement for the
Supervisors and process management, as well as for technical service
production control and others.
5. New procedures: Mainly for those who work in offices in commercial

and administrative functions but also For those who we workplace is on
the shop floor or on process plant on any occasion on Which there is a
modification to existing paperwork or procedure for, say the withdrawal of

materials from stores, the control of customer credit the approval of
expense claims.
6. New standards, rules and practices: Changes in any one these are
likely to be conveyed by printed note or by word of mouth by the
manager to his subordinates, and this can be the most satisfaction way of
dealing with the change from the point of view of getting those affected
to understand their new responsibility.
7. New relationship and authorities: These can arise, as a result of

management decisions, in a number of ways. In examples, The
recognition of the accounts department can result in a realization of
responsibilities between the section leaders of credit control, invoicing
and customer records, although There is no movement of staff between
the sections (i.e. No transfers). Although the Change in work content for
each clerk and supervisor is defined clearly for each person in The new
procedures, there is nevertheless a need for each person to know where
he stands In the new set up, which is responsible for what, and where to
direct problems and Enquiries as they arise in the future.
8. Maintenance of standards: We are here concerned with

maintenance of standards through training, for it must be remembered
that supervision and inspection and qualify control are continuously
responsible for standards and exercise their own authorities to this end.
9. The maintenance of adaptability: Again, whilst there is little

scientific study of the loss of ability to learn new skills in Those cases
where people spend a long time without change, and without the need to
learn, there is increasing evidence in current experience to suggest that
this is the case in industrial employment.
10. The maintenance of management skills & standards: Skills in

supervising, employee appraisal, communications, leadership etc are

important in all companies. Some of these skills are seen to be critical to
major developments in company organisation, culture, employee
empowerment and so on. Initial training in these skills is not uncommon
in the largest companies on appointment into management and
supervision.
11. Retirement and redundancy: Employees of any position in the

company who are heading towards retirement will benefit from learning
about health, social life, work opportunities money management etc.
5.16 BENEFITS OF TRAINING

• Hiring appeal: companies that provide training attract a better
quality Workforce.
• Assessing and addressing any performance deficiency.
• Enhancing workforce flexibility.

• Increasing commitment: Training acts as a loyalty booster.
Employee motivation is also enhanced when the employee knows
that the it gives the organization a competitive edge by keeping
abreast of the latest changes; it acts as a catalyst for change.
• Higher customer satisfaction and lower support cost results through
improved service, increased productivity and greater sufficiency.
• Training acts as benchmark for hiring promoting and career
planning.
• It acts act as a retention tool by motivating employee to the vast
opportunities for growth available in an organization

RESEARCH METHODOLOGY
6.1 DATA COLLECTION

Data collection is a term used to describe a process of preparing and
collecting business data - for example as part of a process improvement or
similar project. Data collection usually takes place early on in an
improvement project, and is often formalized through a data collection Plan
which often contains the following activity.
1. Pre collection activity – Agree goals, target data, definitions, methods
2. Collection – data collection
3. Present Findings – usually involves some form of sorting analysis and/or
presentation.
Data
Collection
Primary Data Secondary

Data
(Data Collection Technique)
External source
Intern
al Source questionnaire
Internet

Interview
Unstructured
6.1.1 PRIMARY DATA

In primary data collection, you collect the data yourself using methods such
as interviews and questionnaires. The key point here is that the data you
collect is unique to you and your research and, until you publish, no one else
has access to it.
I have tried to collect the data using methods such as interviews and
questionnaires. The key point here is that the data collected is unique and
research and, no one else has access to it. It is done to get the real scenario
and to get the original data of present.
DATA COLLECTION TECHNIQUE
• Questionnaire:
Questionnaire are a popular means of collecting data, but are difficult to
design and often require many rewrites before an acceptable questionnaire
is produced. The features included in questionnaire are:
• Theme and covering letter
• Instruction for completion
• Types of questions
• Length
• Interview:

This technique is primarily used to gain an understanding of the underlying
reasons and motivations for people’s attitudes, preferences or behavior. The
interview was done by asking a general question.
I encouraged the respondent to talk freely. I have used an unstructured

format, the subsequent direction of the interview being determined by the
respondent’s initial reply, and come to know what is its initial problem is.
SAMPLING METHODOLOGY
Sampling technique:
Initially, a rough draft was prepared keeping in mind the objective of the
research. A pilot study was done in order to know the accuracy of the
questionnaire. The final questionnaire was arrived only after certain
important changes were done. Thus my sampling came out to be judgmental
and continent.
Sampling Unit:
The respondents who were asked to fill out questionnaires are the sampling
units. These comprise of kartavyayogis of corporate HR,S ahara India Pariwar
, who had attended the personality development workshop.
Sampling Size: 80
6.1.2 SECONDARY DATA

All methods of data collection can supply quantitative data (numbers,
statistics or financial) or qualitative data (usually words or text). Quantitative
data may often be presented in tabular or graphical form. Secondary data is

data that has already been collected by someone else for a different purpose
to yours.
Need of using secondary data

1. Data is of use in the collection of primary data.
2. They are one of the cheapest and easiest means of access to information.
3. Secondary data may actually provided enough information to resolve the
problem being investigated.
4. Secondary data can be a valuable source of new ideas that can be
explored later through primary research.
Limitation of secondary data

1. May be outdated.
2. No control over data collection.
3. May not be reported in the required form.
4. May not be reported in the required form.
5. May not be very accurate.
6. Collection for some other purpose.
6.2 OBJECTIVES OF STUDY

1. To study the Importance of Training and Development.
2. To study the roles of Training and development Programme.
3. To study the process and functions of training.
4. To explore the methodology and types of training provided to the
employees in an organization.
5. To study the purpose, process, principle, functions of the post training
evaluation.
6. To study the different types of methods/techniques used to evaluate the
training.
7. To study the level of evaluation.
8. To study the relevance of the post training evaluation/feedback for the
employee as well as for an organization.
9. To know the challenges in training and development faced by an
organization.
6.3 LIMITATIONS OF STUDY

• Employees not ready to share their internal co-operate information.
• The area of study was limited
• Area of sampling was restricted.
• Management was not ready to share their corporate information.

TRAINING PROGRAM OVERVIEW
7.1 CONTEXT DEFINITION

As employees move up in the organizational hierarchy, they take on new
roles and responsibilities that they may not be in a position to execute
effectively immediately. ‘Learning to Lead’ is targeted at these ‘first time
managers’. More specifically, the program must focus on those employees
who are promoted to Middle Management Levels. An example of when such
a need arises would be on promotion from Sales Executive (Grade CG 40) to
Area Sales Manager (Grade CG 50).
The role transition mentioned above requires a significant mind-set change

in the employee and this becomes the basis for the training program in
question. This in turn can best be presented as follows:
Key Transition Mindset Shift Issues/Challenges
From learning to From working under Developing the

managing self guidance to a self- expertise and
managing mindset credibility required to
perform
independently
From managing self to From getting Letting go of hands on

contributing through satisfaction from work; seeing one’s
others one’s own results to role primarily as that
getting satisfaction of a coach
from others’ results
From contributing From motivating Motivating managers

through others to individuals to within a broad span of
managing managers motivating managers control; tackling
performance issues
From a functional Requires giving up Being comfortable
focus to a cross one’s functional bias with what you don’t
functional focus know; relying on other
functions
The program is anchored around the first two stages. It would therefore
strive to achieve this transition, from the role of an Individual Contributor
to that of a Team Leader.
7.2 APPROACH
To this end, a 2-pronged approach was adopted:
a. At the first level, the job profiles of the relevant roles were examined,
to determine the nature of the role transition.
b. This analysis was supplemented with interviews conducted among the
two key stakeholders of such an initiative: Newly promoted Middle
Management employees in Philips and Philips H.R. employees; using
semi structured questionnaires.
These findings have been articulated in the following sections, and have
been used to structure the training program as well. The detailed survey
responses have been attached as an annexure.
The figure below provides a snapshot of the overall approach

adopted:

DEFINE PROG.
JOB PROFILE Talk with line
managers DELIVERABLES
ANALYSIS
KEY challenges VALIDATE AND

modify/update
CHALLENGES
MODIFY/UPDATE PROGRAM
STRUCTURE
KEY TRAINING
NEEDS/challenges
CHALLENGES
7.3 CRITICAL CHALLENGES IDENTIFIED

The first step toward designing the training program is to identify the exact
nature of challenges faced by employees on such a role transition, with a
high degree of clarity. For this purpose, it would be useful to consider the
role transition itself, as this provides the context within which the challenges
arise. An at-one-glance explanation of this can be viewed in the figure
presented below:
Team Leader
Individual Contributor Setting Team Targets &
Achieving own targets
Objectives
Working under supervision Greater freedom of action
No direct reports Motivate and guide
Limited Cross Functional Interaction
Limited Planning & Strategizing
subordinates
Cross Functional Interaction
Planning and Strategizing
critical
How To:
The
Challenge

Based on this preliminary understanding of the context-change involved, six
Key Challenges have been identified and can be articulated as follows:
1. How to lead a team to achieve business results

2. How to motivate direct reports and create a high performance culture
3. How to deal with the pressures of a changing social environment
4. How to create a business plan and ensure implementation
5. How to evaluate the performance of direct reports
6. How to help direct reports develop their skills
7.4 DIMENSIONS / OBJECTIVE OF THE PROGRAM

The discussion above highlights that the program will adopt a modular
structure, with 3 main modules: People Skills, Business Skills and HR
Ability
Process to Skills. These are further elaborated as follows:
coordinate the Understanding

Skills Skills
efforts of a the key to
team, ss
People
Busine effective
inspire and data
enthuse direct analysis,
reports etc. PROGRAM planning

DIMENSION
S
and problem
solving
Ability to
understand
and execute
Skills
role in Process
HR
critical HR
functions like-
Apeejay School
Rectmt, of Management, New Delhi
C&B, Page 77
Perf. Mgt. etc.

These 3 have been identified as the main dimensions of the program; and
the cornerstones around which it will be structured. The People and Business
Skills module will be of 2 days duration each; and the HR Process Skills
module will be of one day’s duration
7.5 MISSION OF THE PROGRAM
Lead for Results- Building confidence and learning to delegate and

communicate effectively
1. Create a High Performing Team- Developing and motivating direct
reports
2. Lead Change- Learning to cope with social pressure, cynicism and

resentment at work (From superiors as well as former peers who have
now become subordinates post the employee’s promotion and
consequent role change)
3. Improve Managerial Effectiveness- The art of effective Business

Planning & Execution; and Problem Solving
4. Analytical Ability- Enhancing the ability to analyze and interpret

data; and identify emerging market opportunities

5. Manage People- Gaining Insight into the operational aspects of HR
and appreciating one’s role in execution.
7.6 PROGRAM STRUCTURE AND OUTLINE

Having identified the program deliverables, the detailed subject areas and
program structure per module can be seen below:

THE PEOPLE SKILLS MODULE
1. Leading for Results
a) Employee and Team b) Ability to Delegate

Motivation Effectively
The ability to inspire and enthuse

employees; to develop and sustain
high morale among direct reports
c) Guiding Subordinates
Defining objectives for subordinates, by focusing on effort and behavior

and not just numbers and targets
2. Developing People- Coaching employees to improve

performance
• Ability to identify developmental needs of direct reports and provide

On The Job coaching
• Ability to identify emerging talent and equip them to take on higher
responsibilities in future
3. Leading Change- Coping with Social Pressure
• Develop the ability to cope with social pressure- possible resentment

from subordinates who were formerly peers.
• Learning to deal with cynicism at work, from the top and the bottom

THE BUSINESS SKILLS MODULE
1. The Basics of Data Analysis
a) Data Interpretation b) Opportunity Mapping
The ability to analyze and Ability to understand and identify

interpret data- including sales emerging market opportunities
data, benchmarking data and
trend analysis.
2. Effective Planning and Problem Solving
a) Problem Solving b) Business Planning and

Execution
How to approach and define a
problem, the difference between Shift from a micro to macro
problem and symptoms; and using perspective, greater emphasis on
basic tools for effective Problem planning and ensuring effective
Solving to improve performance. implementation
THE H.R. PROCESS SKILLS MODULE
Understanding and executing role in critical HR functions such

as
1. Recruitment 2. Compensation and Benefits
Understanding one’s role in Gaining insight into the principles

defining requirements, selection governing C&B at Philips and

procedure and enhancing basic understanding performance
interviewing skills as appropriate. linkages.
3. Learning and Development 4. Performance Management
Training Needs Identification- Understanding the P.M Process at

understanding what constitutes a Philips; learning how evaluate
training intervention, formulating performance of direct reports and
development plans for direct how to conduct effective
reports and ensuring action performance feedback/review
sessions
7.7 QUESTIONNAIRE - RESPONSES

1. Are your doubts clarified during the training?
Yes No Can’t say

29 1 10
 Interpretation:

Majority of respondents were in favour that their doubts were clarified in the
training.
2. Will you recommend this training to your colleague?
Yes No Can’t say

21 9 10
 Interpretation:
Majority of respondents replied that they will recommend this training in

future.
3. changes in leadership skills
improved a lot little improvement no improvement

12 8 20

 Interpretation:
Majority of respondents suggested that there is no improvement in

leadership skills.
4. Changes in assertiveness skills
10 21 9

Interpretation:
Majority of respondents analyse that there is little improvement in the

assertiveness skills.
5. Changes in interpersonal skills

8 22 10
 Interpretation:
Majority of respondents replied little improvements in interpersonal skills.
6. Have your expectations regarding workshop was fulfilled
Training was as per my Training was below Training was above

expectations expectations expectations
19 18 3

 Interpretation:
Majority of respondents replied training was below expectations.
7. How relevant was workshop with respect to your job
irrelevant Little relevant Extremely relevant

4 23 13

 Interpretation:
Majority of respondents replied training was little relevant to their job.

GLOBAL LEARNING SYSTEM TRAINING PROGRAM
OVERVIEW
Employees across the world can access, detailed information about global
learning curricula and register online via global learning portal,
‘learning@philips” . with this they can find learning programs to develop
themselves and others users. With more than 12,000 employees
participating in programs in core curriculum offers learning opportunities in
the area of personal effectiveness.
Functional core curricula include courses in finance, HRM, IT, sales,
marketing, project management and Supply management.
8.1 OBJECTIVE OF LEARNING SYSTEM

• For the successful execution of the strategy ‘make Philips as one
company’.
• To equip employees with the immediate help.
• To connect all the employees and overcome from the barriers of

distance and gap.
• Explore with IT possibilities for effective knowledge sharing
• Start facilitating best practice sharing knowledge and initiatives.
8.2 RELEVANCE OF GLOBAL LEARNING SYSTEM

• Cost benefit – Philips work on no profit no loss strategy under whicgh
each department has to incur their employee training cost.

• On demand – employees feel that he want this type of training and
he can get it.
• Compelling-Learning environment stimulates heightened sense of
engagement and curiosity
• Collaborative (“we” learning)- Access to expertise and knowledge
enables innovation and deepens community
• Continuous-Blend of formal and informal, lifelong
• Outcome-based-Tailored and adaptive learning paths drive
• Relevant- Just in time, just for me, intelligently responsive
• Global Learning System Leads To Next-generation Learning

P o s s ible e v o l
Customers ‘Strive for op
Click
8.3 E- LEARNINGEmployees
E-learning is most effective for knowledge acquisition. We use e-learning
LM S
predominantly to meet the Individual needs anytime, anyplace anywhere. E-
learning can also support & strengthen classroom training.
Planning steps: in portal

Apeejay School of Management, New Delhi
Individualized
Page 90
\\\\
prescriptive
• A learning calendar programs in Philips released on april and October
covering a time horizon of six months.
• The calendar will be based on core curriculum and emerging market

situations.
• It will provide details of the program faculty and venue.
• Nomination will be available 30 days before the program.
Examples of E-learning for the core curriculum:
• High Impact Presentations
• Workload Management
• Making Effective Decisions
• Individual Development Planning , etc.
Procedure for E-learning
• Logging on to the
• Performing Self
• Requesting a New
• Viewing the Course Catalog and the Process of
• Viewing List of Enrolled
• Viewing the Learning History and Cancel Enrollment
• Change User Profile and Password
• Viewing the Header Links
Glimpses Of E- Learning System

 Details:
In the above glimpse all the program available in the e- learning system
have been told along with various languages and regions.

 Details:
In the above glimpse all the course names with their types and the
availability has been given. Under which an employee can view after
accessing his password and can enroll himself for the classes. Even
employees in Philips has an choice to unroll themselves later within a month.

Importance of e-learning:
• Convenience for the employees and ultimately leads to

flexibility – this e- learning system leads towards convenience for the
employees to attend training program as per their suitability.
• Save cost – introduction of this system also leads to save cost i.e, less
paper work and save time towards planning of the program.
• Leads to choice of the employees – it leads to the flexibility of the

employees to have the choice of the program as per their suitability
which they think caters their need.
• Help to join Philips globally – as the program to be scheduled will

be held globally this ultimately leads to the vision of ‘one company’.
• No profit no loss situation for Philips company – as in Philips they

believe to the policy that department has to incur the cost of as per
number of the employees who enrolled in the learning system so it
leads to hr as no loss no profit situation.
Objective of e- learning:
• Reduce deployment of open Philips programs by 50 to 60 % but

enhance business driven competence building by only providing from
current “catalogue”.
• programs agreed in Philips learning paths.
• employees can get training according to their need.

8.4 LETS CHAT
It is another strategy adopted by Philips under global learning system. Under
which employees can share their problems and give suggestions to their
sub-ordiantes , peers and they can even discuss their problems with their
bosses.
This system leads to overcome from the barriers of distance and gap. It also
led to openness and transparency which ultimately leads to mission of
company to be ‘one philips’. It leads to connecting 5000 employees across
34 locations within India.
Features:
• ONE Philips
• Openness
• Transparency
• Depend on each other
• Hi Growth Technology Corporation
• No 1 in the Market

Objectives of Let’s Chat:
• “To be and be perceived” as ONE Philips.

• Enhance Transparency and Openness as Cultural anchors.
• Opportunity for the IMT :
 listen to 5000 people directly, without filters.
 share Company developments , direction and
expectations
Lets Chat Leads To:
• High impact & scale. Touch 5000 people.

• Focus: One Message and Theme.
• Subtle re-enforcement of 4 Ds
• Sustained process. : 4 a year
• Create a consumer (employee) experience.
• The Medium also to be the message

8.4 GLOBAL LEARNING SYSTEM -SURVEY
1. Do you think program under global learning system promotes
Transparency and Openness
yes no can't say

20 8 12
 Interpretation:
50% of the respondents within a company viewed that global learning

system promotes Transparency and Openness
2. Do you think global learning system was effective in promoting,

one Philips
Yes No Can’t Say
18 12 10

 Interpretation:
Majority of respondents are with view that global learning system was
effective in promoting, one Philips
3. Do you feel these program helps breaking organizational barriers

Yes No Can’t Say
28 2 10

 Interpretation:
Majority of respondents feel that these program helps breaking
organizational barriers
4. Was the training flexible enough to adjust the need of the

batch/trainee
Yes No Can’t say
11 15 14
 Interpretation:
Majority of respondents i.e, 38% feel that training is not flexible enough to
adjust the need of the batch/trainee
5. How was the performance of these global system

As per my expectations Below expectations Above expectations
20 19 1

 Interpretation:
Majority were on the side of as per expectations from the training
6. Rate of e- learning
Very Beneficial Little Beneficial Not Beneficial
5 15 20

 Interpretation:
49% of respondents were of view that e- learning is not beneficial
7. Rate of let's chat

Very Beneficial Little Beneficial Not Beneficial
18 14 8
 Interpretation:
35% of respondents feel that let’s chat is little beneficial to their job.
8. Was the training employee push or employee pull
Employee wanted Company wanted It’s both way No comments
to have training to have training
14 12 6 8

 Interpretation:
30 % of respondents believe that company wanted them to have training.

PROBLEMS, SOLUTIONS AND RECOMMENDATIONS
GLOBAL LEARNING SYSTEM
9.1 LIMITATIONS OF GLOBAL LEARNING SYSTEM

• Many of the programs being run in India by global learning system is of
no use because of geographical constraints and different scenario.
• Lets chat is confined only to Indian boundaries. It should be

worldwide
• Global learning system is not completely applicable in India as only

limited program runned in India.
What employees say about lets chat:
• They got opportunity to chat with their bosses unless they only heard
their name.
• More vedio chat is needed
• It leads to make one philips
• Many problems get solved by asking their subordinates throughout the

india.
Problems under global learning system:
• Lack of co-ordination between line managers and hr team – in

the Philips all program being enrolled by candidates needs to be

approved by line managers within 15 days and give the names of
candidate to the hr team.
But in actual scenario, line managers do not give list to HR team which
leads to no name display of candidate on the day of training. And it
ultimately leads to confusion.
• Program available for global learning does not cater needs of

employees- Many of the programs being run in India by global
learning system is of no use because of geographical constraints and
different scenario.
• Lack of technical support under e- learning – there is lot of

technical faults on the website being runned by cooperation of NIIT.
For example- many courses of which seats available does not enroll
students when they click into.
• Line managers cancel their program without giving reason- it

was only when students see the final list they see their name missing
wondering why for this.
• Many of the future programs being scheduled to be happen does not

happen actually.
• Many of the training programs are the ones of which line

managers are not aware of – it was only when students give their
name then he come to know.
9.2 SUGGESTIONS FOR THE IMPROVEMENT OF GLOBAL

LEARNING SYSTEM
• All the technical complaints being given by the employees should be
given to NIIT and then make ensure proper actions being taken.

• Line managers being given handy information first prior to uploading
it on the website.
• All the updates need to be done as soon as possible.
For example: if the future program being updated to be held in future

but it actually got canceled need to be removed from the website.
• Names should be disclosed to the final students as soon as possible

including students whom name being excluded with the reason.
• There should be given priority to the courses and then only update
the program on the website. And on whole this process line managers
should also be involved.
• Hr team should give list of program to global learning system which

according to them is needful program for their regions employees
9.3 RECOMMENDATIONS

Need
Coordination
9.4 CONCLUSION
Global learning system is very beneficial step to make Philips as one. But
there are many loopholes still prevalent in this system which needs to be
catered. There should be well planning between:
• Employees- to whom all proper guidance regarding the program need

to be given and after his enrolling for the program next step should be
to give proper information with all new updates to him .
• Hr Team – there should be one employee under hr team which look

into all these matters. And they should also firstly planned the
program and give priority to the courses and then only update the
program on the website. And on whole this process line managers
should also be involved.

• Line Managers - they should have prior knowledge about the
program and be updated to their employees timely.
PROBLEMS, SOLUTIONS AND RECOMMENDATIONS

OF LEAD
10.1 LIMITATIONS IN WORKSHOP

• Less practical and more of teaching which not let them relate to their
real- life.
• The `if- than` situation taught to them was completely different as

contrast to actual – scene.
• All trainees were of same department and giving training to all does
not inculcate leadership skills.
10.2 POST LEAD WORKSHOP RESULTS

• Few of them did not try to apply the skills in their job.
• Employees tried to apply the skills which were taught but the work
pressure was so much that it did not let them to apply in their job
later on.
• In workshop ‘if- than’ situation taught was completely different than

actual scenario.
• Managers not ready to inculcate new skills which lead workshop to

failure.
• After workshop , employees got boosted but next day they have work
load of all two days to complete in one day which is also one of the
major `halt` after workshop.

10.3 LEARNING’S FROM THE WORKSHOP
• More assertive while talking with their sub-ordinates.
• More patients while dealing with clients.
• Inter-personal skills improved with cross functional team.
• Think before reacting to any situation( action- reaction skills)
• Start motivating the co-workers.
• work on “Realization and Initiatives theory” in terms of “Start”, “Stop”

and “continue” practices
10.4 SUGGESTIONS FOR WORKSHOP GIVEN BY EMPLOYEES

• Before giving training to them, managers should be given
training first.
• Skills like `leadership` should be taught to managers not to

them because they are working under him and cannot let the
things go the way they want. And even their subordinates have
to report to their managers so they don’t find it useful to imply in
their work.
• Cross – functional team training should be conducted so that

different type of problems and solutions be looked out and
maybe consulted later on also.
• Training should be half – day so that employees will be able

to look after his work too as it will reduce after effects work
pressure.

• Training should be in a manner `1 manager and of different
department team’ so that ‘manager- employee relation
‘improved and it leads to effective training.
10.5 CHALLENGES IN IMPLEMENTING NEW SKILLS

• The ‘if – then’ response approach to dealing with “situations” taught
for typical situations; however the challenge was when we have
to respond to new / different situations
• Daily pressures of work makes it challenging to practice new

learning’s support from managers to help employees practice
new skills
10.6 SUGGESTION FOR WORKSHOP IMPROVEMENT

• The Employee to brief his Manger post the workshop and work out
a Individual development plan including support from the
manager.
• The workshop to based on a in depth analysis of training needs

of each participant . The workshop content to be discussed
with the group as well ( currently discussed only with the dept
Head )
• The target group should comprise of participants from other

functions , so it leads to cross functional leanings.
10.7 RECOMMENDATION

1)

2)

10.8 CONCLUSION
1)
There should be proper steps being taken for the formulation of training
only than training will be succeded. As this training for first time managers
so there should be brain storming being done by these employees and they
should be given chance to conceptualize and give weightage to the skills
which they think important for their job challenges.
2)
As majority of respondents have a problem that their boss does not

cooperate with them for implementing these new skills. So company should
come up with cross functional training i.e., manager of other department and
employee of other department which ultimately leads towards the
improvement of employee and manager relationship.

ANNEXURE
ANNEX 1
“Energy centre-Awaken Your Power”
Post LEAD Workshop – Questionnaire
NAME: ____________________________
DESIGNATION:___________________________
1. Have your expectations regarding workshop was fulfilled
• Training was as per my

expectations
• Training was below

expectations
• Training was above

expectations
2. How relevant was workshop with respect to your job?
irrelevant
Extremely relevant
1 2 3 4 5

3. Improvement of skills after the workshop:
Leadership skills:
No Improvement
Improved a lot
1 2 3 4 5
Assertiveness skills:
No Improvement
Improved a lot
1 2 3 4 5
Interpersonal skills:
No Improvement
Improved a lot
1 2 3 4 5
4. Are your doubts clarified during the training?
Yes no
can’t say
5. What was your learning’s in the workshop?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________
____
6. How you applied your learning’s in the job?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____
7. What challenges you faced in implementing new skills?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____
8. Any suggestions for the workshop improvement?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____
9. Will you recommend this training to your colleague?
Yes No
can’t say

ANNEX 2
Global learning system questionnaire
(Global Learning System – step to make Philips one)
1. Do you think global learning system was effective in promoting, one

Philips?
Yes no can’t say
2. Was the training employee push or employee pull
Employee wanted to have training
Company wanted to have training
It’s both way
No comments

3. Do you think program under global learning system promotes
Transparency and Openness
Yes no can’t say
4. Do you feel these program helps breaking organizational barriers
5. Yes no can’t say
6. Was the training flexible enough to adjust the need of the

batch/trainee
Yes no can’t say
7. Was the performance of these global systems:
• As per my expectations
• Below expectations

• Above expectations
8. Any problems while conducting these systems
____________________________________________________________________
____________________________________________________________________
________________________________________________
9. What more you expect from global learning system
____________________________________________________________________
____________________________________________________________________
________________________________________________
10.How you rate these systems as per your job challenges

ANNEX 3
E-Learning
Very Beneficial Not Beneficial
1 2 3 4 5
ANNEX 4
Let’s chat:
Very Beneficial Not Beneficial
1 2 3 4 5

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SUMMER INTERNSHIP PROJECT

A study on learning and development practices in Philips

Submitted in partial fulfillment of PGDM program

Company Guide Faculty Guide

Apeejay School of Management

This is to certify that the project work done on “A study on learning

Seal/Stamp of the Organization

Apeejay School of Management, New Delhi Page 3

I extend my special gratitude to our beloved Mr S.R.Srinivasan for inspiring

I wish to acknowledge my sincere gratitude and indebtedness to my project

I extend my gratitude to PHILIPS and the HR team including Mrs Swapnil

Apeejay School of Management, New Delhi Page 4

2.1 ROLE OF HR IN PHILIPS....................................................................................13

2.2 ‘LEARNING AND DEVELOPMENT’ AT PHILIPS..................................................14

3.1 MISSION ......................................................................................................... 17

3.2 VISION ............................................................................................................ 17

3.4 PHILIPS – EMERGENCE OVER THE YEARS........................................................18

3.5 LAURELS AND EVENTS....................................................................................21

3.5 PRODUCT OFFERINGS.....................................................................................23

3.7 MANAGEMENT STRUCTURE.............................................................................26

3.6 SOCIAL INITIATIVES.........................................................................................28

3.8 SWOT ANALYSIS..............................................................................................30

4.1 RECONNECTING EDUCATION, DEVELOPMENT AND TRAINING THROUGH

4.2 SLOW LEARNING: GETTING AWAY FROM THE QUICK FIX.................................34

4.3 A MODEL FOR DESIGNING OBJECTIVE-ORIENTED TRAINING EVALUATIONS. . . .35

4.4 EVALUATING EFFECTIVE MANAGEMENT LEARNING.........................................37

4.5 THE INCREASING SCOPE OF TRAINING AND DEVELOPMENT COMPETENCY.....39

TRAINING AND DEVELOPMENT.................................................................................41

5.2 ROLE OF HRD PROFESSIONALS IN TRAINING...................................................43

5.3 IMPORTANCE OF TRAINING AND DEVELOPMENT.............................................43

5.4 TRAINING AND DEVELOPMENT OBJECTIVES....................................................45

5.5 WHAT TRAINING CAN ACHIEVE........................................................................45

5.6 OVERVIEW OF TRAINING AND DEVELOPMENT.................................................46

5.7 MODELS OF TRAINING.....................................................................................47

5.8 METHODS OF TRAINING..................................................................................50

5.9 COST OF TRAINING .........................................................................................54

5.10 ASSESSMENT OF TRAINING NEEDS...............................................................55

5.12 TRAINING IMPLEMENTATION.........................................................................57

5.13 TRAINING EVALUATION.................................................................................59

5.14 TRAINING INPUTS..........................................................................................64

5.15 BEST TIME TO IMPART TRAINING TO EMPLOYEE............................................65

5.16 BENEFITS OF TRAINING.................................................................................67

RESEARCH METHODOLOGY .....................................................................................69

6.1 DATA COLLECTION..........................................................................................69

6.2 OBJECTIVES OF STUDY....................................................................................72

6.3 LIMITATIONS OF STUDY...................................................................................73

TRAINING PROGRAM OVERVIEW...............................................................................74

7.1 CONTEXT DEFINITION......................................................................................74

7.2 APPROACH ..................................................................................................... 75

7.3 CRITICAL CHALLENGES IDENTIFIED.................................................................76

7.4 DIMENSIONS / OBJECTIVE OF THE PROGRAM..................................................77

7.5 MISSION OF THE PROGRAM.............................................................................78

Apeejay School of Management, New Delhi Page 6

7.6 PROGRAM STRUCTURE AND OUTLINE.............................................................79

7.7 QUESTIONNAIRE - RESPONSES........................................................................82

GLOBAL LEARNING SYSTEM TRAINING PROGRAM OVERVIEW..................................88

8.1 OBJECTIVE OF LEARNING SYSTEM...................................................................88

8.2 RELEVANCE OF GLOBAL LEARNING SYSTEM...................................................88

8.4 LETS CHAT...................................................................................................... 95

8.4 GLOBAL LEARNING SYSTEM -SURVEY..........................................................97

PROBLEMS, SOLUTIONS AND RECOMMENDATIONS GLOBAL LEARNING SYSTEM. . .103

9.1 LIMITATIONS OF GLOBAL LEARNING SYSTEM................................................103