Designing of t& d model

University Reg. No: M-253

AGRAND PROJECT ON

DESIGNING OF TRAINING AND DEVELOPMENT MODEL: THE HRD APPROACH

[In partial fulfillment of the requirement of Master of Business Administration (MBA) Programme (2005-07) of Gujarat

University, Ahmedabad]

Submitted to:Ms. Kajal Sharma

Core Faculty MBA ProgrammeNICM, Gandhinagar

Submitted by:Tarun V. Patel(Roll no. 37)

National Institute of Cooperative Management(Post Graduate Centre of Gujarat University)

Gandhinagar

1

Article I. PREFACE

A major purpose of training and development is to remove performance

deficiencies, whether current or anticipated, that are result of employee’s inability

to perform at the desired level, there by enabling employees to be much more

productive. Training for performance improvements is particularly important to

organization with segment or declining rates of productivity. It is too important to

organizations that are rapidly incorporating new technologies to consequently

increasing like hood of employee obsolescence. Training and Development can

also increase the level of commitment of employees to organization and increase

their perceptions that the organization is a good place to work. Increased

commitment can result in less turnover and absenteeism thus increasing

organizations productivity.

Training and development is the segment of human resource development. It

recognizes an organization’s manpower as a virtual resource contributing to

fulfillment of its goal and objectives. It involves the planning and implementation

of variety of activities and functions for optimum utilization of human resources

for the benefit of the individual to the organization.

Different resources manage industries, but mere existence of this resource is not

sufficient condition for the production and growth. They need human resource to

make them productive.

In the age of intensive competitive environment success depends on a little more

than achieving the laid down objectives of the organization. It is often this little

more in terms of intangibles, which qualify it to termed excellence.

2

ACKNOWLEDGEMENT

I am pleased to acknowledge the guidance given by Ms. Kajal Sharma (Core faculty,

MBA NICM). It is support and guidance that I have been able to successfully finish my

project on time.

I feel great pleasure in expressing my gratitude to Dr. S.O.Junare our honorable

director, NICM for providing me a platform to present my research study.

I am grateful to Mr. Arjun B. Patel, honorable director of Shree Mahuva Pradesh

Sahakari Khand Udyog Mandli Ltd. for giving me an opportunity to work in such an

estimated organization and helping me whenever it was necessary. I also thankful to

Mr.Jitendrakumar Dhimar(Labor Welfare officer) And Mr.Vinodbhai Patel (Head of

Department - Time Office) who had guided me by providing knowledgeable and

useful information to Designing of Training and Development Model.

I would also like to thank to all the sugar staff for their accommodating nature and their

exposure and invaluable guidance thought my project. And with whom I discussed all

the various issues related to the project. They made numerous valuable suggestions and

correction which greatly improved quality of my work. In spite being busy with routine

work they spent quality time with me and never hesitated to cooperate and help me out

with my problem as and when required.

Last but not the list I would like to thank all these people who have directly or

indirectly helped me in the preparation of my project.

3

EXECUTIVE SUMMARY

Shree Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd. facing some problems

related how to provide the training and to which employees trainings should be

provided. The project “Designing of Training and Development Model: The HRD

Approach” provides the solution for the problem of the organization.

This project study is includes Assessment of training needs, Design, Implementation

and Evaluation off the program.

Assessments of training needs done through the training needs assessment form fill up

by head of departments and discussion with the identified employees for the training.

After that data had been prepared by Behavioral Training category wise and Functional

Training wise.

Design part contains objectives of the program, Develop lesson plan, Acquiring of

material, selection of the trainer and the schedule of the program. In design part first of

all objectives of the training programs are defined. Lesson plan guides the trainer about

the training, and which topics should be covered and time duration for that and the list

of activities listed in to the lesson plan

In Implementation part the delivery of the training programs takes place. Program

implementation will be done according to the schedule.

An Evaluation part the delivered program has been evaluated according to the selected

and designed criteria.

4

Certificate 1

Preface 2

Acknowledgement 3

Executive Summary 4

CONTENTS

Sr. No Particulars Page No

1. PROJECT ABSTRACT 71.1. Project Definition 71.2. Objective of the Project 71.3. Limitation of the Project 71.4. Target Audience 8

2. COMPANY PROFILE2.1. History of the Company 92.2. Area of Operation 102.3. Members and Membership Capital 112.4. Staff Welfare 132.5 Organization Structure 14

3. TRAINING AND HRD PROCESS MODEL 15

4. ASSESSMENT 164.1. Assess Needs 174.2. Training Needs Analysis Form 194.3. Analyzed Data 23

4.3.1 Behavioral Training Data 264.3.2 Functional Training Data 35

5. DESIGN 395.1. Define Objectives 405.2. Develop a Lesson Plan 405.3. Program Announcement 425.4. Program Outline 425.5. Acquire a Material 43

5.5.1 Highlights on acquired material 435.6 Select a Trainer 65

5.6.1 Analyzed Data from Trainer selection 675.7 Schedule the Program 70

5.7.1 Highlights on Scheduled Program 70

5

Sr. No Particulars Page No

6. IMPLEMENTATION 746.1. Deliver the HRD Program 756.2. Available methods and Techniques 75

6.2.1 On-the-job Training Methods 766.2.2 Classroom Training Approaches 78

7. EVELUATION 827.1. Purpose of HRD Evaluation 837.2. Available Models for HRD Evaluation 847.3. Evaluation Design 87

7.3.1 Lecture Rating Form 887.3.2 Program Evaluation Form 89

8. CONCLUSION 90

9. BIBILOGRAPHY 91

6

Project Abstract

Project Definition

Designing of Training and Development Model: The HRD Approach

Objectives of the Project

To develop an organizational personality among the supporting staff,

supervisory staff, office staff.

To sensitize them the importance of their work in organizational

efficiency

To make them aware the recent changes and new responsibilities of

supporting staff, supervisory staff, office staff.

Injecting self-motivation good manners, etiquette.

Positive attitude to develop harmony at work place and in family.

Develop good habits like honesty, integrity, commitment, team, and

feeling among them.

Limitations of the Project

Due to limited time the Training and Development model for Shree

Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd does not covers the

training needs analysis at deep level. Needs assessment is more time

consuming process and it’s not possible to cover all kinds of trainings

assessment. So here in project the needs assessment done through the

Head of the Departments and informal discussion with the target

audience of the project.

7

Target Audience

Supporting Staff.

Supervisory Staff.

Office Staff.

8

COMPANY PROFILE

Note on Past History of Factory:

Shree Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd., Bamania, Tal.

Mahuva, Dist. Surat, Gujarat State is registered as a co-operative Society under

the provision of the Gujarat State Co-operative Societies Act, 1961, vide the

registration No. SE-29, date 10-01-1974.

The Industrial License was issued for the co-operative Sugar Factory under

Industrial License No. I.L.S.353 (74), dated 03-08-1974.

The initial Registered Capacity of the plant was 1250 TCD and its first

commercial production started in the trial season 1980-81 under nominated

Board of Directors by the Govt. of Gujarat State.

Thereafter, within a short span, the capacity of the factory was expanded from

1250 to 2000 TCD on 01-12-1983 and then expanded on 28-11-1991 from 2000

TCD to 3500 TCD looking to the sugar cane crop available in the area of

operation of the society.

Shree Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd., Bamania, Tal.

Mahuva, Dist. Surat is located at Village Bamania, Tal. Mahuva, Dist. Surat the

tail end of the foot hills of Dang Forest of Gujarat State.

It is a notified backward area of majority of the people in the Area are Adivasis,

small and marginal farmers, having small pieces of land. More than 40% of the

total member of the factory companies this group are farmers.

The Sugar Plant is situated on BARDOLI-ANAVAL road and by rail via

Mumbai-Surat by traveling 450 kms. from Pune city.

9

1. AREA OF OPERATION :

The area of operation is within the radius of 20 miles i.e. 33 kms from the

location of the factory. The area of operation consists of 360 scattered villages

plus 27 villages outside area of operation from following Talukas of Surat,

Valsad, Navsari Districts.

Mahuva

Bardoli

Valod

Songadh

Vyara

Kamrej

Palsana

Gandevi

Chikhali

Mandvi

Vansada

Mangrol

Jalalpor

Due to Backward area and unsatisfactory general economic condition of the

people of the area, the factory faced lot of difficulties in raising the

minimum share capital contribution from the compact area and therefore the

share of the factory have been issued in the scattered village of the area of

operation.

The lands in the area are fertile and have come under the perennial irrigation

of Ukai Left bank canal and kakrapar canal of River Tapi. The annual rain

falls in 30” to 40” inch. The climate, soil, water is quite suitable for the

growth of sugarcane.

10

The society is having sufficient sugar cane supply from its area of operation

and its making continues efforts for the can development activities.

CANE CRUSHED DURING INITIAL 5 YEARS PERIOD & FORM 1997 TO

2002

During 1980-81 to 1985-86

1980-81

(Trial Season)

1981-82 1982-83 1983-84 1984-85

Cane Crushed 64743 293764 275129 232446 270480

Sugar

Production

65400 291500 267500 252320 300770

Recovery % 10.10% 9.90% 9.70% 10.824% 11.05%

During 1997-98 to 2001-02

2001-02 2002-03 2003-04 2004-2005 2005-2006

Cane Crushed 448616 669445 602962 595835 615900

Sugar

Production

472100 698987 650910 632910 680300

Recovery % 10.57 10.41 10.80 10.63 11.04

2. MEMBERS & MEMBERSHIP CAPITAL

In the year 1980-81, the no. of members, shares and capital of their factory are as

under :

Member : 9187

Shares : 45000

11

Share Capital : Rs. 2,25,00,000

As On the 31/03/2006 above figures are as follows :

Member : 17223

Shares : 30209

Share Capital : Rs. 6,03,84,000

Because of the expansion of the crushing capacity from 1250 TCD to 2000 TCD the

authorized capital of the societies has been increased upto 2,32,50,000 from the year

1983-84.

The additional share capital increased for the purpose of expansion 50% share to

Adivasis shares to others were issued. Also Gujarat Govt. Share Capital of Rs. 160

lakhs fully paid up and shares issued to Adivasis and other members on 50%.

3. AWARDS

The Societies has been awarded the National Efficiency Award for achieving Best

Result in the Season 1988-1990.

4. MANAGEMENT

The first Board of factory was nominated by the Govt. of Gujarat and there were 21

Board of Directors on Board was in force up to 02-03-1987.

The first elected Board of Directors consisting of 19 Directors came into force

effective form 03-03-1987. Therefore, here Board was elected every year up to 1996

as per Gujarat Govt. Order. After 1996, the Board of Directors was elected for 3

years period as per Gujarat Govt. Order.

The Society’s Board of Directors is presently of 16 members, comprising of

12

11 Representatives of grower members

1 Employee Director,

1 Representative of nominal grower member

1 Nominee from SDCB,

1 Nominee from Gujarat Khand Udyog Sangh

1 Registered of Co-operative Sicieties

Bye-Laws provide for additional Directors including 2 Directors from

Financial Institution.

STAFF WELFARE

The Society is keen in Staff Welfare Activities.

The organization has provided about 360 residential accommodations to

its staff and workers, which are well constructed with enough space and

ventilated arrangement and water and electric supply is provided.

Ambulance is provided to Employee in Emergency Case.

Medical facility is also given to the staff.

Cultural Programs are also conducted at the Festival season.

13

14

General Body

Board of Directors

Chairmen

Managing Director

Personnel Department

HRD Manager General

HRD Executive

Workers

Finance Department

Production Department

Marketing Department

Manager

Head Of The Department

Clerk Clerk

Shift Supervisor

General Manager

Accountant

Assi. Accountant(Cashier)

Maintenance Operator

Fitter

Helper

Shift Supervisor

Operator

Helper

Shift Supervisor

Operator

Helper

Shift Supervisor

Operator

Helper

Clerk

Plant In charge

FIGURE : ORGANISATION STRUCTURE

Training and HRD Process Model.

15

Assess Needs

Prioritize Needs

Define Objective

s

Develop lesson plan.

Develop/ Acquire material

Schedule the program

Select Trainer / Leader.

Select methods and techniques

Select Evaluation Criteria

Determine Evaluation Design

Conduct Evaluation of Program

Interpret Results

Deliver the HRD program or intervention

ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Article II.

ASSESSMENT

16

Article III.

Assess Needs

Definition:

Discrepancy/Gap between what an organizations expects to happen and what

actually occur.

It’s starting point of HRD and training process. A needs assessment can

identify:

An organization’s goals and its effectiveness in reaching this goals.

Gaps between employees’ skills and the skills required for effective

current job performance.

Gaps between current skills and the skills needed to perform the job

successfully in the future.

The conditions under which the HRD activity will occur.

Following are the types of need:

1) Performance deficiency. – Gaps between current and effective

performance.

2) Democratic – Employee preference for HRD programs.

3) Diagnostic – Factors and conditions that create and ensure effective

performance.

4) Analytic – New and better way to perform task.

Following are the levels of needs assessment:

1) Organization. – Where is training needed and in what condition will the

training be conducted?

2) Task. - What must be done to perform the job effectively?

3) Person. – Who should be trained? What kind of training do they need?

17

Organizational Analysis:

Organizational analysis is a process used to better understand the characteristics of the

organisation to determine where training and HRD efforts needed and conditions within

which they will be conducted. It requires a broad or whole system view of the

organisation.

Components of the Organizational needs analysis:

Organizational Goals

Organizational Resource

Organizational Climate

Organizational Constraints

18

Training Needs Analysis form which is used to analysis training needs of Shree

Mahuwa Pradesh Sahakari khand udyog mandli Ltd is as follow:

DETAILS:

Sr.No Name of Employees

TYPE OF TRAINING TRAINING NEEDS ANALYSIS

Behavioral Functional Critical Essential Desirable

Any suggestions for developing the identified competency ,by the immediate superior/next superior

DEPT. NAME

NO OF EMPLOYEES : GRADE : Supervisory-A To Unskilled

19

NOTE:

Kindly refer to the annexure attached and according to that given code no. to the training required by employee in Behavioral and Functional field.

Kindly fill the type of training which is Critical, Essential, and Desirable by denoting B, F. Where

B - BehavioralF - Functional

Date: Name & Signature of HOD

20

CODE NO. BEHAVIOURAL TRAINING

1 Communication and Presentation skills

2 Effective Managerial Skills

3 Emotional Intelligence

4 Leadership skills

5 Personality Development

6 Stress Management

7 Team Building

8 Time Management

9 Work ethics and Culture

CODE NO. FUNCTIONAL TRAINING

1 Basic awareness for computer

2 Effective negotiation skill

3 First Aid training

4 Resource Management

5 Safety for site – staff

6 Six-Sigma awareness

21

Required training for the employees are identified by the discussions with the top

management, discussion with head of the departments, Labour welfare officer and

observing the organisation. Identified trainings are categorised into two categories.

1) Behavioral Trainings & 2) Functional Trainings.

Above form was filled up by the head of departments.

e.g.

In Behavioral training Effective managerial skills is require for any

employee. Code no for that is 2. So, in column of Behavioral training

HOD has to indicate 2.Same for Functional training.

Form the TNA forms the critically needed trainings are listed by the category. From all

departments, as per equal training need employees are listed and the detailed analyzed

data prepared into particular format. From this analysis which employee needed which

training(s) is cleared.

Before designing this training needs analysis form I had observe in organization I had

observed that some training are required like communication and presentation skill,

Effective Managerial Skills, Emotional Intelligence, Leadership skills, Personality

Development, Stress Management, Team Building, Time Management, Work ethics

and Culture. I had categorised those training under Behavioral Training. And another

trainings which are recommended by the management of the organisation those

trainings are Basic awareness for computer, Effective negotiation skill, First Aid

training, Resource Management, Safety for site – staff, Six-Sigma awareness, I had

categorised these trainings under Functional Training. After identifying the trainings I

have approved these trainings from labour welfare officer and HOD of general

department by discussion with them.

I have observed that in the organisation there is not so good communication happened

during the work. And employees lacking in this skill so, training on communication and

presentation skill is required for the identified employees. By which an employees

could be able to present them self in well manner and they would improve in

communication skill. This will help in work

22

In some department there are of work stress for these departments the training session

on stress management is required. It will give some guidelines and some techniques to

reduce the stress level. To improve managerial skills the training on effective

managerial skill is required. By this training target audience – supervisors would make

their work effective. Training on leadership would help to improve leadership skills to

the identified employees. By this training potential leaders created for the future.

Training on Personality development would help to develop overall personality to the

employees. Training on Time management is also one of the required training for the

employees of this organisation because this is observed that they are not managing their

time properly and so they are not able to complete assigned work on time. So, this

training will help employees for proper time management. In some department this is

observed that team building is required for better performance. With team work the

performance would be improve. So, training on team building would be given to the

identified employees. Training on work ethics and culture has been recommended by

the management so training on this topic would be given to the employees who are

identified.

Functional trainings would be directly help to the employees during their work. In the

organisation the manual work has been computerized step-by-step. So, as a part of the

function the training on basic awareness for computer is required. Effective negotiation

skill is required because of the nature of work to the employees. In case of accident or

injury during the work the training on first aid is essential for the primary treatment.

Training on resource management is required to manage available resource

management on effective way. How to use the available resource in effective way and

how to obtain best result from that available resource has taught to the employees.

Training on six sigma has been recommended by the management of the organisation.

Safety for site staff is required because in engineering department and power house

safety for site staff is more important one. So, the training on safety for site staff would

be provided to the identified employees from those particular departments.

23

Analyzed Data

Number of Employees requires training are as follow. The Behavioral Training

requirement of Shree Mahuwa Pradesh Sahakari khand udyog mandli Ltd shown in

following chart training category wise.

62

10 12

4644 43

32

1715

0

10

20

30

40

50

60

70

No. of Trainees Identified

Com

mun

icat

ion

and

Pre

sent

atio

n S

kills

Effe

ctiv

e m

anag

eria

lS

kills

Em

otio

nal I

ntel

ligen

ce

Lead

ersh

ip S

kills

Per

sona

lity

Dev

elop

men

t

Stre

ss M

anag

emen

t

Team

Bui

ldin

g

Tim

e M

anag

emen

t

Wor

k et

hics

and

Cul

ture

Training Categories

No. of Employees required Behavioral Training

This chart shows the number of employees in Behavioral Training (category

wise). In communication and presentation skill 62 employees, in effective

managerial skill 10 employees, in emotional intelligence 12 employees, in

leadership skill 46 employees, in personality development 44 employees, in

stress management 43 employees, in team building 32 employees, in time

management 17 employees and in work ethics and culture 15 employees are

identified for the training.

24

1415

27

0

30

0

0

5

10

15

20

25

30

No of Trainees Identified

Basic Awarenessof Computers

EffectiveNegotiation Skills

First Aid Training ResourceManagement

Safety for sitestaff

Six SigmaAwareness

Training Categories

No. of Employees required Functional Training

Above chart shows the number of employees those required Functional

training (category wise). In basic awareness of computers 14 employees, in

effective negotiation skills 15 employees, in first aid training 27 employees,

in resource management 0, in safety for site staff 30 employees, and for six

sigma awareness 0 employees identified for the training.

25

After needs assessment it is decided that in which training how many

employees will take part. The numbers of employees from the particular

departments are identified for the trainings sessions. For each training

category, from the total employees of the departments how many

employees required particular training is shown by the Charts.

In behavioral training categories how many employees from the

particular department requires training and how many employees stay

without training is shown by the following charts.

26

Behavioral Training Category wise Analyzed Data

1. Communication and Presentation Skill

54

93

16

24

2

16

40

05

101520253035404550556065707580859095

100105110

No.

of E

mpl

oyee

s

Securtiy Engineering Power House Agriculture

Department Name

No. of employee requires No Training No. of employee requires Training

In Communication and presentation skills from security

department 4 employees, from engineering department 16

employees, from Power House 2 employees and from

Agriculture department 48 employees are identified for the

training.

Through this training security department will able to do good

communication in front of visitors as well as staff. And in

engineering and agriculture department there is observed that

there communication and presentation skills are not so good by

providing this training they will get improvement. And

employees from the power house also make improvement on

their routine work

27

Figure : Employees reqire Communication & Presentation training

6%

26%

3%65%

Securtiy

Engineering

Power House

Agriculture

28

For the Communication and presentation training, total 62 employees have

been selected from 4 departments as shown in the figure.

Among 14 employees, more employees are selected for the training from

the Agriculture Department i.e. 66%. Fewer employees who require

Communication and presentation training are from the Power House i.e.

3%.

2. Effective Managerial Skills

4

2

48

8

0

5

10

15

20

25

30

35

40

45

50

55

60

No

. of

Em

plo

yees

Time Office Agriculture

Department Name

No. of Employees requires No Training No. of Employees Requires Training

In Effective Managerial skills employees from the Agriculture

department 8 and Time Office 2 employees are identified for the

training.

Through this training employees from the time office are able to

do their work by an effective management. In time office the

routine work requires effective management. So, by this training

will help more to employee of tome office.

29

Figure : Employees Require Training for Effective Managerial Skill

20%

80%

Time Office

Agriculture

30

For the training of Effective Managerial Skill, total 10 employees have been

selected from the 2 departments as shown in the figure.

Among 10 employees, more employees are from the Agriculture Department

i.e. 80%. Other employees who require training for Effective Managerial Skill

are from Time Office Department i.e. 20%.ach.

3. Emotional Intelligence skills

25

347

9

0

5

10

15

20

25

30

35

40

45

50

55

60

No

. of

Em

plo

yees

General Agriculture

Department Name


In emotional intelligence training the employees from the general

department 3 employees and agriculture department 9 employees are

identified.

By providing this training to the employees from the general and

agriculture department they can able to manage their emotions

intelligently. From that the organisation can get an advantage.

31

Figure : Employees Require Emotional Intelligence Training

25%

75%

General

Agriculture

32

For the Emotional Intelligence Training, total 12 employees have been selected

from 2 departments as shown in the figure.

Among 12 employees, more employees are from the Agriculture Department i.e.

75%. Other employees who require this training are from General Department i.e.

25%.

4. Leadership skills

5

1

9

4 25

1

45

11

0

5

10

15

20

25

30

35

40

45

50

55

60

No. o

f Em

ploy

ees

Time Office Civil Power House Agriculture

Department Name


In Leadership training from time office 1 employee, from civil

department 1 employee, from power house 1 employee, from agriculture

department 11 employees are identified.

By providing this training to the employees from these departments, the

leadership skills could be developed. And with leadership skill the

department could get potential leader.

33

Figure: Employees Require Leadership Training

4%

13%

2%2%

79%

Security

Engineering

Civil

Power House

Agriculture

34

In the Leadership training total 46 employees have been selected from 5

departments.

As shown in figure, Among 46 employees, more employees are from the

Agriculture Department i.e. 79%. Fewer employees who require this

training are from the Power House and Civil Departments i.e. 23% each.

5. Personality Development

25

3

8

1

103

6

22

34

05

101520253035404550556065707580859095

100105110

No

. of

Em

plo

yees

General Security Engineering Agriculture

Department Name


For the training of personality development from general department 3

employees, from security 1 employee, from engineering department 6

employees and from agriculture department 34 employees are identified.

Through this training employees are developed in their personality. By

this an organisation can get an improvement on staff. Overall

development in to the personality of employee’s should be done through

this training.

35

Figure : Employees Require Personality Development Training

7%2%

14%

77%

General

Security

Engineering

Agriculture

36

For the Personality Development training total 44 employees have been

selected from 4 departments.


Agriculture Department i.e. 77%. Fewer employees who require this

training are from the Security Department i.e. 2%.

6. Stress Management

26

2

81

91

18

24

2

24

1

37

19

0

20

40

60

80

100

120

No

. of

Em

plo

yees

General Security Engineering PowerHouse

WorkshopAgriculture

Department Name


In Stress Management from general department 2 employees, from

security department 1 employee, from engineering department 18

employees, from power house 2 employees, and from workshop 1

employee, and from agriculture department 19 employees are identified

for the training.

Through this training the identified employees will be able to manage

their stress. By managing their stress that employee’s productivity could

be increased. And an organisation can get productive work from those

employees.

37

Figure:Employees Require Stress Management Training

5% 2%

42%

5%2%

44%

General

Security

Engineering

Power House

Workshop

Agriculture

38

For the Stress Management training total 43 employees have been

selected from 6 departments.

As shown in figure, Among 43 employees, more employees are from

the Agriculture Department i.e. 44% following Engineering

Department having 42%. Fewer employees who require this training

are from the Workshop and Security Departments i.e. 2% each.

7. Team Building

93

16

40

16

05

101520253035404550556065707580859095

100105110

No

. of

Em

plo

yees

Engineering Agriculture

Department Name


For the training of team building from engineering department 16

employees and from agriculture department 16 employees are identified.

In engineering department this training is required because in these

departments some tasks should be performed in team. So, by this

training those employees could understand that which the benefits are

getting from the team work and that all. So, this training will help to the

employees as well as both of the departments.

39

Figure : Employees Require Training in Team building

50% 50%

Engineering

Agriculture

40

For the Team Building training total 32 employees have been selected from 2

departments.

As shown in figure, Among 32 employees, 16 employees from Agriculture

Department and 16 from Engineering Department requires this training.

8. Time Management

5

1

9

4 25

1

45

11

0

5

10

15

20

25

30

35

40

45

50

55

60

No

. of

Em

plo

yees

Time Office Civil Power House Agriculture

Department Name


For the training of time management from time office 1, civil 4,

powerhouse 1, agriculture department11 employees are identified.

By this training employees could be aware from the advantages which

can get from the managing the time. Keys to managing time and other

things. By this the employees could be able to finish their allotted work

on or before time with quality.

41

Figure : Employees Require Time Management Training

6%

24%

6%64%

Time Office

Civil

Power House

Agriculture

42

For the Time Management training total 17 employees have been selected

from 4 departments.

As shown in figure, Among 17 employees, more employees have been

selected from the Agriculture Department i.e. 64%. Fewer employees for

this training are from Power House and Time Office i.e. 6% each.

Figure : Employees Require Training in Work ethics and culture

29%

21%

36%

14%

Engineering

Civil

Work Shop

Transport

9. Work Ethics and Culture

105

4

10

3

20

5

9

2

05

101520253035404550556065707580859095

100105110

No

. of

emp

loye

es

Engineering Civil Work Shop Transport

Department Name


For the training of work ethics and culture the no. of employees are

identified from engineering 4, civil 3, work shop 5, and transport

department 5.

Through this training the employees can get awareness on work ethics

and culture.

43

For the training for Work Ethics and

Culture, total 14 employees have

been selected from 4 departments.

As shown in figure, Among 14

employees, more employees have

been selected from the Work Shop

i.e. 36%. Fewer employees for this

training are from Transport

Department i.e. 14 %.

Functional Training category wise Data

In Functional Training categories how many employees from the

particular department requires training and how many employees stay

without training is shown by the following charts.

1. Basic Awareness of Computers

25

3

42

104

5

53

3

12

1

0

10

20

30

40

50

60

70

80

90

100

110

No

. o

f E

mp

loye

es

Gen

era

l

Tim

e O

ffic

e

En

gin

ee

rin

g

Ag

ricu

ltu

re

Civ

il

Department Name


For the training basic awareness of computers the no of employees are

identified from general department 3, engineering department 5, time

office 2, agriculture department 3, and civil department 1. As shown in

figure above.

The training basic awareness of computer is required to the employees

because of the requirement of their job profile. By these training

employees from the general, engineering, civil, agriculture and time

office could be aware from the basic awareness of computer.

44

Figure : Employees Require Training about Basic Awareness of Computer

21%

14%

37%

21%

7%

General

Time Office

Engineering

Agriculture

Civil

45

For the basic computer awareness training, total 14 employees have been

selected for the training from 5 departments.

As shown in Figure, Among 14 employees, more employees are selected

from the Engineering Department i.e. 37%. Fewer employees who require

Computer awareness training are from the Civil Department i.e. 7%.

2. Effective Negotiation Skill

47

9

42 27

1

12

1

107

2

05

101520253035404550556065707580859095

100105110

No

. of

Em

plo

yees

Ag

ricu

ltu

re

Tim

e O

ffic

e

Gen

eral

Civ

il

En

gin

eeri

ng

Department Name


In effective negotiation skills the no of employees are identified from

agriculture department 9, general department 2, civil department 1,

engineering department 2 and time office 2 as shown in above figure.

Reason behind providing this training to the employees is requirement

of the job. This training will help employees to improve their

negotiation skills which require performing their job functions.

46

Figure : Employees Require Effective Negotiation Training

60%

13%

7%

7%

13%

Agriculture

Time Office

General

Civil

Engineering

47

For the Effective Negotiation training, total 15 employees have been selected

from the 5 departments as shown in the figure.

Among 15 employees, more employees are from the Agriculture Department i.e.

60%. Less employees who require Effective Negotiation training are from the

Civil and General Departments – 7% each.

3. First Aid Training

51

5

5

123

5

12

1

73

2

923

3

0

5

10

15

20

25

30

35

40

45

50

55

60

No

. o

f E

mp

loyees

Ag

ricu

ltu

re

Tim

e O

ffic

e

Gen

era

l

Civ

il

San

itati

on

Tra

nsp

ort

Po

wer

Ho

use

Department Name


In first aid training no of employees are identified from the agriculture

department 5, time office 1, general department 5, civil department 1,

sanitation department 3, transport department 9 and power house 3.

As a part of the safety this training required to provide employees who

critically needed. By this training employees are able to do primary

treatment in case of injury or accident. In sanitation department, power

house, transport department, agriculture department, civil department

there are chances for accident are there so first aid training is required

for these departments.

48

Figure : Employees Require First Aid Training

19%

4%

19%

4%11%

32%

11%

Agriculture

Time Office

General

Civil

Sanitation

Transport

Power House

49

For the First Aid training, total 27 employees have been selected from 7

departments as shown in the figure.

Among 27 employees, more employees are from the Transport

Department i.e. 32%. Fewer employees who require First Aid training are

from Civil Department i.e. 4%.

4. Safety for site Staff.

99

10

23

3

0

20

40

60

80

100

120

No

. o

f E

mp

loyees

Engineering Power House

Department Name


For the Site for safety training the no of employees are identified from

the engineering department 10 and power house 3. As shown in figure

above.

For the safety of the employees as well as workers this training required

for the engineering department as well as power house. Because in

engineering department and power house safety is require while

performing the job functions.

50

51

Figure : Employees Require Training in Site for Safety

77%

23%

Engineering

Power House

For the Site for Safety training, total 13 employees have been selected

from 2 departments.


Engineering Department i.e. 77%. Other employees who require Site for

Safety training are from the Power House i.e. 23%.

DESIGN

52

Objectives

To develop an organizational personality among the supporting staff,

supervisory staff, office staff.

To sensitize them the importance of their work in organizational efficiency

To make them aware the recent changes and new responsibilities of supporting

staff, supervisory staff, office staff.

Injecting self-motivation good manners, etiquette.

Positive attitude to develop harmony at work place and in family.

Develop good habits like honesty, integrity, commitment, team, and feeling

among them.

Develop a lesson plan

A lesson plan is a trainer’s guide for the actual delivery of the training content. Creating

a lesson plan requires the trainer to determine what is to be covered and how much time

to devote to each part of the session.

Lesson plan specify:

Content to be covered.

Sequencing of activities.

Selection of training media.

Timing of each activity.

Instructor activity.

Trainer activity

53

General Format of the lesson plan used in “Shree Mahuwa Pradedh Sahkari Khand

Udhyog Mandli Limited” is as follow.

Program Title :

Trainer :

Objectives of the Lesson Plan :

Trainees :

Methods of Training used:

Topics Duration Instructor’s

Activity

Trainee

Activity

Above form will provide actual delivery of the program content to the in-house trainer.

Program title is the title of the intervention which trainer has to teach. By the objectives

of the program trainer could prepare accordingly and deliver the program according to

that objectives. The numbers of trainees are indicated by the number so that the trainer

can prepare him / her self for the activities. Above form also contains the topics which

are going to be covered in to the program and duration for that topics, activities for the

instructor and activities for the trainees.

54

Program Announcement:

Used to inform the target audience about the training program. Announcement should

be indicating the purpose of program, when and where it held, sufficient lead time

should be given to the employees. So, they can adjust their schedule.

When training dates will be decided by the top management of the company, the

program announcement will be takes place.

Program Outlines:

Program outlines are the documents that communicate the content goals and

expectations for the program typically provided at the beginning of the program. These

include such things as course objectives, topics to be covered, materials and tools

needed and tentative schedule of the events.

Program outlines can also be to establish expectations, including punctuality,

attendance, work habits, class participation; such expectations should be clearly

explained.

For example: If the training content is sequenced, it will important for all trainees to be

present at all sessions.

55

Develop Acquire Material

Provide the trainings to the employees who critically needed trainings are identified

and for those trainings materials need to be develop / acquire.

Acquired Materials highlights are as follow.

Highlight of acquired material on Communication and presentation skills

Importance of communication skills

The purpose of communication is to get your message across to others clearly

and unambiguously.

Doing this involves effort from both the sender of the message and the receiver.

And it's a process that can be fraught with error, with messages often

misinterpreted by the recipient. When this isn't detected, it can cause

tremendous confusion, wasted effort and missed opportunity. In fact,

communication is only successful when both the sender and the receiver

understand the same information as a result of the communication

By successfully getting your message across, you convey your thoughts and

ideas effectively. When not successful, the thoughts and ideas that you send do

not necessarily reflect your own, causing a communications breakdown and

creating roadblocks that stand in the way of your goals – both personally and

professionally.

In a recent survey of recruiters from companies with more than 50,000

employees, communication skills were cited as the single more important

decisive factor in choosing managers. The survey, conducted by the University

of Pittsburgh’s Katz Business School, points out that communication skills,

56

including written and oral presentations, as well as an ability to work with

others, are the main factor contributing to job success.

In spite of the increasing importance placed on communication skills, many

individuals continue to struggle, unable to communicate their thoughts and ideas

effectively – whether in verbal or written format. This inability makes it nearly

impossible for them to compete effectively in the workplace, and stands in the

way of career progression.

Getting your message across is paramount to progressing. To do this, you must

understand what your message is, what audience you are sending it to, and how

it will be perceived. You must also weigh-in the circumstances surrounding your

communications, such as situational and cultural context.

The Importance of Removing Barriers from Communications

Problems with communication can pop-up at every stage of the communication

process (which consists of sender, message, channel, receiver, feedback and

context - see the diagram below) and have the potential to create

misunderstanding and confusion.

(Fig: Communication Process)57

To be an effective communicator and to get your point across without

misunderstanding and confusion, your goal should be to lessen the frequency of

these problems at each stage of this process with clear, concise, accurate, well-

planned communications. We follow the process through below:

Sender...

To establish yourself as an effective communicator, you must first establish

credibility. In the business arena, this involves displaying knowledge of the

subject, the audience and the context in which the message is delivered.

You must also know your audience (individuals or groups to which you are

delivering your message). Failure to understand who you are communicating

with will result in delivering messages that are misunderstood.

Message...

Next, consider the message itself. Written, oral and nonverbal communications

are affected by the sender’s tone, method of organization, validity of the

argument, what is communicated and what is left out, as well as by the

individual style of communicating. Messages also have intellectual and

emotional components, with intellect allowing us the ability to reason and

emotion allowing us to present motivational appeals, ultimately changing minds

and actions.

Channel...

Messages are conveyed through channels, with verbal including face-to-face

meetings, telephone and videoconferencing; and written including letters,

emails, memos and reports.

Different channels have different strengths and weaknesses. For example, it's

not particularly effective to give a long list of directions verbally, while you'll

quickly cause problems if you criticize someone strongly by email.

58

Receiver...

Your message is delivered to individual members of your audience. No doubt,

you have in mind the actions or reactions you hope your message will get from

this audience. Keep in mind, though, that each of these individuals enters into

the communication process with ideas and feelings that will undoubtedly

influence their understanding of your message, and their response. To be a

successful communicator, you should consider these before delivering your

message, and act appropriately.

Feedback...

Your audience will provide you with feedback, verbal and nonverbal reactions

to your communicated message. Pay close attention to this feedback as it is

crucial to ensuring the audience understood your message.

Context...

The situation in which your message is delivered is the context. This may

include the surrounding environment or broader culture (i.e. corporate culture,

international cultures, etc.).

Removing Barriers At All These Stages

To deliver your messages effectively, you must commit to breaking down the

barriers that exist in each of these stages of the communication process.

Let’s begin with the message itself. If your message is too lengthy,

disorganized, or contains errors, you can expect the message to be

misunderstood and misinterpreted. Use of poor verbal and body language can

also confuse the message.

59

Barriers in context tend to stem from senders offering too much information too

fast. When in doubt here, less is oftentimes more. It is best to be mindful of the

demands on other people’s time, especially in today’s ultra-busy society.

Communication in Your Organization

To ensure successful communications within your organization, it is best to start

with the very basics: your knowledge of verbal and non-verbal communications.

In the workplace, these types of communications are continually exchanged,

oftentimes without much planning or even the thought that such

communications are taking place.

The Importance of Non-Verbal Communication

For instance, it’s not always just what you say. It’s also how you “say” it –

taking into account your eyes, your posture, your overall body language, even

your appearance at the time the communication is exchanged, and the voice in

which you offer the exchange.

In verbal communication, an active dialogue is engaged with the use of words.

At the same time, however, non-verbal communication takes place, relying on

nonverbal cues, such as gestures, eye contact, facial expressions, even clothing

and personal space.

Nonverbal cues are very powerful, making it crucial that you pay attention to

your actions, as well as the nonverbal cues of those around you. If, during your

meeting, participants begin to doodle or chat amongst themselves, they are no

longer paying attention to you: Your message has become boring or your

delivery is no longer engaging.

Once again, you need to be mindful of cultural differences when using or

interpreting nonverbal cues. For instance, the handshake that is so widely

accepted in Western cultures as a greeting or confirmation of a business deal is

not accepted in other cultures, and can cause confusion.

60

While eye contact, facial expressions, posture, gestures, clothing and space are

obvious nonverbal communication cues, others strongly influence interpretation

of messages, including how the message is delivered. This means paying close

attention to your tone of voice, even your voice's overall loudness and its pitch.

Be mindful of your own nonverbal cues, as well as the nonverbal cues of those

around you. Keep your messages short and concise. This means preparing in

advance whenever possible. And for the impromptu meeting, it means thinking

before you speak.

61

Enhancing your communications:

Because gestures can both compliment and contradict your

message, be mindful of these.

Eye contact is an important step in sending and receiving

messages. Eye contact can be a signal of interest, a signal of

recognition, even a sign of honesty and credibility.

Closely linked to eye contact are facial expressions, which can

reflect attitudes and emotions.

Posture can also be used to more effectively communicate your

message.

Clothing is important. By dressing for your job, you show respect

for the values and conventions of your organization.

Be mindful of people’s personal space when communicating. Do

not invade their personal space by getting too close and do not

confuse communications by trying to exchange messages from

too far away.

10 Tips for Communicating Change

While organizational change requires more than 10 tips, here are 10 key things to keep in mind when planning, announcing, implementing, and communicating a change initiative:

1. Remember that there's no one perfect way to communicate

change. Change is uncomfortable, and adapting to change is

messy. The perfect Gantt chart does not a painless change

experience make. Why? Because tasks are easy to list, but

behavior and long-held habits are not easy to change. Gather

outside information, solicit perspectives, and adapt the

approaches for your organization and group.

2. Start by asking yourself what exactly is changing and why.

Too many programs are heavy on the jargon and light on the

substance of what the buzz phrases mean in the day-to-day reality

62

of the organization' s people. You have to make that link. For

example, what does it mean when you say the organization needs

to be more responsive? What behaviors characterize a so-called

flat organization? Go to the root of what you're trying to achieve

from an organizational behavior perspective, and give the jargon

life.

3. Know what results you want, ideally, from both the change

initiative and the communication program or tactic. What's

the call to action for the communication program? What's the call

to action for the specific communication tactic? What systemic or

operations changes are under way that provide the framework for

the desired results and behaviors?

4. Include communication strategists at the very beginning of

the discussions about the change, on the strategic team from

the start. Too often, qualified communicators are involved after

backlash is in full force, when the leaks and rumor mills are

rampant. The corporate lawyer or the MBA with one or two

classes in PowerPoint is not qualified to understand how the

people of the organization will respond to change and what

information they'll need. Their particular expertise is most likely

legal requirement and cost cutting, not communication.

5. Share information with employees as soon as possible. There's

a real dilemma in public companies, where investor

communication is a priority and employees hear about a merger

or reorganization on their car radio while commuting to work.

Once fear and insecurity are heightened, you waste a lot of time

getting back to a place of order, understanding, and productivity,

and many people head for their desks to update résumés and to

call employment recruiters.

6. Keep in mind that quantity is fine, but quality and

consistency are crucial. Most CEOs and managers are quoted as

saying, "You can't communicate too much," but you can

63

communicate too much insignificant or insensitive information.

You can't communicate too much significant, substantial

information.

7. Longevity. Remember that a change effort starts with the

announcement or a merger or change initiative. Many leaders and

managers underestimate the length of time required by a change

cycle. That's why numerous reports indicate poor performance

following many IPOs, mergers, change initiatives, etc. Just as

Rome wasn't built in a day, neither do people and organizations

change in a week, or even a year. Think of it as changing some

very ingrained habits; that's what you're doing.

8. Remember to use a variety of communication pathways and

vehicles. Some organizations make an enormous mistake in

using only one vehicle, such as e-mail or the company intranet

site. Redundancy and repetition are helpful in creating an

effective communication program.

9. Don't confuse process -- visioning, chartering change teams,

planning, endless PowerPoint presentations -- with

communication. While those meetings and processes can be

communication vehicles if designed mindfully and handled in the

context of a broader program, they aren't adequate to meet

change communication needs.

10. Give people multiple opportunities to share concerns, ask

questions, and offer ideas, and make following up with

answers and updates a top priority. The more people are

involved in the process, the fewer you'll have walking out the

door or worse, staying and acting as internal saboteurs.

64

Highlight of acquired material on Leadership Skills

Leadership

Leadership, a critical management skill, is the ability to motivate a group

of people toward a common goal. These items will help you develop

your skills as a leader.

A leader is interpreted as someone who sets direction in an effort and

influences people to follow that direction. How they set that direction

and influence people depends on a variety of factors.

The Five Ps of Leadership

There are whole libraries full of things that tell you what to do about

leadership and how to remember what’s important. Here’s another short

edition to that library – the 5 P’s of leadership. They are:

Pay Attention to What’s Important

Praise What You Want to Continue

Punish What You Want to Stop

Pay for the Results You Want

Promote the People Who Deliver Those Results

Pay Attention to What’s Important

Time management courses, strategy books, and management

gurus all will tell you that there’s not a lot that’s really

important. Your job as a leader is to concentrate on what’s

most important so that it gets taken care of. Then let the rest

of the stuff take care of itself.

Now if you’re a perfectionist, that’s going to be hard for you

to do. But there’s not P for perfectionism in this scheme of

65

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things. No, we recognize that there are limited resources of

time, energy, people, and money. Because those resources are

limited, you want to go for the big stuff first.

Pay attention to it in your written and oral communications.

Restate the key themes over and over. Don’t undervalue

repetition, repetition makes for memory and memory makes

for action.

Pay attention to it in your casual contacts. John Kotter, in his

book to general managers, pointed out that effective general

managers make great use of the random contacts they have

with people. Those contacts could be in the hallway, at the

water cooler, in the elevator, or walking down the street. The

seize on those moments to talk about the things and ask the

questions that are important to their leadership agenda. You

should do that too.

Organize you day, your communications, your organizational

structures, your reward systems and everything else to pay

attention to what’s important and then do that with

unremitting diligence.

Praise What You Want to Continue

Praise is your best training tool. In technical terms, praise is a

positive consequence that follows a positive action. It’s a

reward for something done right. Use praise to get people to

continue to do things or to take positive action. That’s where

it’s best used.

Remember, too, that praise is a tool that is most effective

when it’s used inconsistently. Used consistently, praise tends

66

to loose its force. So, don’t worry so much about praising

everything that people do right, but do worry about praising.

That’s important, because most of us came up in a world

where we didn’t praise enough. Seek out opportunities to

praise but don’t get anal retentive about it.

Punish What You Want to Stop

Punishment is the mirror image of praise. It’s a negative

consequence that follows negative behavior. It follows a

principle stated almost in biblical terms by one of my past

trainees. She said: "the good shall be rewarded and the unjust

shall be punished in proportion to their deeds."

Punishments – negative consequences – are the tool you use

to get people to stop stuff. If you figure out what’s most

important for people to quit doing in your organization, rig up

some kind of negative consequence for them if they do it. Be

careful though, because you may fall prey to the hot stove

guideline. It was Mark Twain (or if it wasn’t it should have

been) who said, "A cat who sits on a hot stove will never sit

on a hot stove again. But he won’t sit on a cold stove either.

The management lesson here is that if you zap people too

much with negative consequences, they don’t just quit doing

the stuff that you don’t want them to do. They quit doing

pretty much everything. That’s why "rule by fear" and

"controlled ferocity" cultures have a devil of a time getting

people to take initiative. They’ve been zapped so often

they’re just not willing to risk it.

67

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Pay For the Results You Want

Years ago when I was managing distribution and customer

service centers I happened to compliment one of the customer

service reps. She immediately turned around to me and said,

"Don’t just tell me, show me, payday is Friday."

Pay is one of the tangible ways you can reward people for

doing good stuff. It’s another form of praise in visible,

tangible form. Don’t limit your thinking about pay to just

money, though. Pay people with time off, recognition, choice

assignments, small gifts, and special bonuses to encourage

the behavior you want.

One of my clients used to carry around a pocket-full of

restaurant gift certificates as he wandered around his trucking

company. When he found somebody doing something that he

wanted to encourage he was likely to whip out a gift

certificate and hand it to them on the spot. It created the kind

of event and drama that makes for good communication and

it encouraged positive behavior.

Another client of mine, a police chief this time, did

something similar. She was a police chief in Texas, and, as

you might expect, she talked like a Texan. She had little slips

made up with one of her favorite phrases on them. It was,

"’preciate ya."

When she heard something about one of her officers that was

positive, she sent them one of her ‘preciate ya slips. When

she caught somebody done something she wanted to

encourage she handed one out. Officers collected the slips 68

and when they got enough, they got recognition in the

department newsletter and some extra time off.

Look for ways to pay for the results you want. Pay and praise

are the things that get the engine of progress going.

Promote People Who Deliver the Results You Want

This one just makes sense. The problem is that lots of

organizations forget about it. They maintain reward and

promotion systems that reward the old behavior, even while

they’re trumpeting the new behavior in memo’s, meetings,

and executive retreats.

When I was just starting out in consulting, a much more

experienced and wiser consultant said to me, "When you first

go into an organization, pay attention to who it is they

promote. Listen to the stories that folks tell you about who

gets promoted and rewarded and why. That will tell you just

about everything you need to know about what the real

organizational priorities are."

What are the stories that your people tell in your

organization? What are the stories they tell about their

bosses? You want those stories to be positive about great

things their bosses have done. If all the stories are negatives,

buddy you’ve got a problem.

What do your folks say about the folks who are promoted?

Do they feel they got promoted on merit because of their

performance or because they just happened to "know

somebody" or worse.

The five P’s of leadership will help you stay on track to

positive organizational change. Remember to pay attention to 69

what’s important, praise what you want to continue, punish

what you want to stop, pay for the results you want, and

promote the people who deliver those results and you’ll help

your organization be the very best that it can become.

Highlight of acquired material on Time Management

Time Management

Advantages of Time Management

gain time

motivates and initiates

reduces avoidance

promotes review

eliminates cramming

reduces anxiety

Key to successful Time management

Self knowledge and goals: In order to manage your time

successfully, having an awareness of what your goals are will

assist you in prioritizing your activities.

Developing and maintaining a personal, flexible schedule: Time

management provides you with the opportunity to create a

schedule that works for you, not for others. This personal

attention gives you the flexibility to include the things that are

most important to you.

Simple Techniques to Manage Time

There never seems to be enough time in the roles of

management and supervision. Therefore, the goal of time

management should not be to find more time. The goal is

set a reasonable amount of time to spend on these roles

and then use that time wisely.

70

1. Start with the simple techniques of stress management

above.

2. Managing time takes practice. Practice asking yourself

this question throughout the day: "Is this what I want or

need to be doing right now?" If yes, then keep doing it.

3. Find some way to realistically and practically analyze

your time. Logging your time for a week in 15-minute

intervals is not that hard and does not take up that much

time. Do it for a week and review your results.

4. Do a "to do" list for your day. Do it at the end of the

previous day. Mark items as "A" and "B" in priority. Set

aside two hours right away each day to do the important

"A" items and then do the "B" items in the afternoon. Let

your answering machine take your calls during your "A"

time.

5. At the end of your day, spend five minutes cleaning up

your space. Use this time, too, to organize your space,

including your desktop. That'll give you a clean start for

the next day.

6. Learn the difference between "Where can I help?" and

"Where am I really needed?" Experienced leaders learn

that the last question is much more important than the

former.

7. Learn the difference between "Do I need to do this

now?" and "Do I need to do this at all?" Experienced

leaders learn how to quickly answer this question when

faced with a new task.

8. Delegate. Delegation shows up as a frequent suggestion

in this guide because it is one of the most important skills

for a leader to have. Effective delegation will free up a

great deal of time for you.

9. If you are CEO in a corporation, then ask your Board

71

for help. They are responsible to supervise you, as a CEO.

Although the Board should not be micro-managing you,

that is, involved in the day-to-day activities of the

corporation, they still might have some ideas to help you

with your time management. Remember, too, that good

time management comes from good planning, and the

Board is responsible to oversee development of major

plans. Thus, the Board may be able to help you by doing a

better themselves in their responsibilities as planners for

the organization.

10. Use a "Do Not Disturb" sign! During the early part of

the day, when you're attending to your important items

(your "A" list), hang this sign on the doorknob outside

your door.

11. Sort your mail into categories including "read now",

"handle now" and "read later". You'll quickly get a knack

for sorting through your mail. You'll also notice that

much of what you think you need to read later wasn't

really all that important anyway.

12. Read your mail at the same time each day.

That way, you'll likely get to your mail on a regular basis

and won't become distracted into any certain piece of mail

that ends up taking too much of your time.

13. Have a place for everything and put everything in its

place.

That way, you'll know where to find it when you need it.

Another important outcome is that your people will see

that you are somewhat organized, rather than out of

control.

14. Best suggestion for saving time - schedule 10 minutes

to do nothing.

That time can be used to just sit and clear your mind.

72

You'll end up thinking more clearly, resulting in more

time in your day. The best outcome of this practice is that

it reminds you that you're not a slave to a clock - and that

if you take 10 minutes out of your day, you and your

organization won't fall apart.

15. Learn good meeting management skills.

Meetings can become a terrible waste of time. Guidelines

for good meeting management are included later in this

section.

73

Highlight of acquired material Negotiation skills

The 4 Phases of Negotiation

The complexity of the negotiating process will vary according to the size

and complexity of the proposed deal as well as the attitudes adopted by

the parties involved. This book explains a comprehensive and detailed

approach, which should be tailored to suit the needs of each particular

negotiation. It is worth remembering that the time and effort that you

invest in any round of talks should reflect the potential benefit that can

be gained from them.

Nearly all negotiations are characterized by four phases –

preparation, opening, bargaining and closing. In large scale

negotiations each of these phases are normally tackled sequentially.

However, in smaller scale negotiations it is quite common for these

phases to merge - possibly into a single unstructured process. Where this

is the case, a good understanding of the logic that underpins the four

phase approach can guide you, even when you are negotiating smaller

deals.

Preparation involves information gathering - knowing the state of the

market, being aware of the supply and demand status, being aware of

any current or imminent discounts and special offers and so on.

The opening phase of a negotiation involves both sides presenting their

starting positions to one another. It usually represents the single most

important opportunity to influence the other side.

In the bargaining phase your aim is to narrow the gap between the two

initial positions and to persuade the other side that your case is so strong

that they must accept less than they had planned. In order to do this you

should use clearly thought out, planned and logical debate.

74

The closing phase of a negotiation represents the opportunity to

capitalize on all of the work done in the earlier phases. The research that

you’ve done in the preparation phase, combined with all of the

information that you’ve gained since should guide you in the closing

phase.

Recognizable Patterns

In practice negotiations can be a messy business - there are no hard and

fast rules. Human behavior plays a strong part in any negotiation process

- varying attention spans, deviations and interruptions are just a few of

the hurdles, as are a whole range of emotional responses - from the silent

sulk to the aggressive outburst.

However in all this chaotic human interaction there are underlying and

recognizable patterns. This book identifies the underlying patterns of the

negotiating process, highlights and analyses them and forwards a

considered view of best practice - for effective negotiating skills. It

identifies alternative courses of action that should help you to steer a

successful path to the outcome that you seek.

Characteristics of Negotiation

In business we negotiate with both suppliers and customers. We also

negotiate within our organizations, for example with colleagues and

team members. Think for a minute about the hundreds of deals you make

every year - with your boss, your customers, your suppliers and

colleagues. Whilst there are an infinite variety of negotiation scenarios,

most negotiations are defined by 3 characteristics:

1. There is a conflict of interest between two or more parties. What one

wants is not necessarily what the others want.

2. Either there is no established set of rules for resolving the conflict, or

the parties prefer to work outside of an established set of rules to develop

their own solution.

3. The parties prefer to search for an agreement rather than to fight

75

openly, to have one side capitulate, to break off contact permanently or

to take their dispute to a higher authority.

The principles of negotiation are not dependent on the identity of the

parties involved, their cultures or the amounts at stake. The skill of

negotiation can be applied universally - whether you are seeking a

promotion, commissioning a nuclear power plant or simply buying a

used car.

Factors Influencing Negotiations

The actual negotiation process depends on the following factors:

1. The goals and interests of the parties

2. The perceived interdependence between the parties

3. The history that exists between the parties

4. The personalities of the people involved

5. The persuasive ability of each party

Negotiation is a complex communication process, all the more so when

one round of negotiations is just an episode in a longer-term commercial

or political relationship. In these situations considerations about the

longer term relationship will influence any specific round of talks - and

reduce the tendency to maximize short term gain at any expense.

Negotiations are often associated with labor union contract, with

strongly held positions, or with conflicting situations. However, looking

at negotiating from a better perspective, we are surprised to find that it is

much a part of our daily life. Daily, we bring negotiations into our

relationships, our businesses, and our employment practices.

In recalling the different negotiations in which I have been involved, one

stands clearly in my mind. It was a performance appraisal meeting at a

former place of employment. I can recall how the meeting took place

and its unproductive results. Later I learned effective negotiation skills

that would have produced a winning outcome for all parties involved.

76

Performance appraisals were conducted once a year in my former

organization. I dreaded that review because a new manager that had not

observed the employees' job performance would conduct it. Rumor had

it that she would evaluate every one as merely competent employee, and

contrary to my expectations, the rumor turned out to be true.

77

Select a Trainer/ Leader

Selection of the trainer from the organization it self. In the organization there are some

employees identified as a trainer. If an organization provides them platform as trainer

then they are able to perform well as trainer. And by this an organization can save the

cost to trainer. The selection of the trainer had done through the following form

Name of the Employee:

Name of the Department: Designation:

1. In our organization if you have given an opportunity to provide training to

employees/staff/workers then will you able to do?

Yes

No

2. Will you able to collect the material on selected topic?

Yes

No

3. When will you be able to deliver the training?

During the working hours

After the working hours

Before the working hours

4. Will you able to mange this new role with your work?

Yes

No

5. From the categorized training which training will you able to deliver? (Please refer

the Annexure)

Any

According to my choice

Mention your choice

78

ANNEXURE

CODE NO. BEHAVIOURAL TRAINING

B1 Communication and Presentation skills

B2 Effective Managerial Skills

B3 Emotional Intelligence

B4 Leadership skills

B5 Personality Development

B6 Stress Management

B7 Team Building

B8 Time Management

B9 Work ethics and Culture

CODE NO. FUNCTIONAL TRAINING

F1 Basic awareness for computer

F2 Effective negotiation skill

F3 First Aid training

F4 Resource Management

F5 Safety for site – staff

F6 Six-Sigma awareness

This form is used identified the In-House trainer for trainings. This will normally used

to know whether the person is ready to take opportunity for delivering the training

session or not. If he is ready to take this opportunity then, from where he will collect the

material him self or not is known also. When this trainer is ready to deliver the training,

means during the working hours, before the working hours or after the working hours is

known by the question 3. Because this is important to know that timing ability to

deliver the program. It’s also important to know that will In-house trainer able to

manage his new role or not. So that will be answering by question 4. From the

identified training which training would preferable by the trainer is also important to

know that will be answered by question 5.

79

Analyzed data from Trainer Selection

Following Chart shows the identified trainers for the Behavioral

Training. The Identification of the trainer had done through the

mentioned form and discussion with the potential trainers.

3

4

0

2

0 0 0

1 1

0

0.5

1

1.5

2

2.5

3

3.5

4

No of Trainer Identified

Com

mun

icat

ion

and

Pres

enta

tion

Skills

Effe

ctiv

e m

anag

eria

lSk

ills

Emot

iona

l Int

ellig

ence

Lead

ersh

ip S

kills

Pers

onal

ityD

evel

opm

ent

Stre

ss M

anag

emen

t

Team

Bui

ldin

g

Tim

e M

anag

emen

t

Wor

k et

hics

and

Cul

ture

Training Categories

No. of Trainers Identified

(Fig: Identified trainers for the behavioral training)

No. of Trainers identified for different Behavioral Trainings are as follow:

Communication and Presentation Skills – 3

Effective Management Skills – 4

Emotional Intelligence - 0

Leadership Skills – 2

Personality Development – 0

Stress Management – 0

Team Building – 0

Time Management – 1

Work ethics and Culture – 1

80

Following Chart shows the identified trainers for the Functional

Training. The Identification of the trainer had done through the

mentioned form and discussion with the potential trainers.

1 1 1

0

3

00

0.5

1

1.5

2

2.5

3

No of Trainers Identified

BasicAwareness of

Computers

EffectiveNegotiation

Skills

First AidTraining

ResourceManagement

Safety for sitestaff

Six SigmaAwareness

Training Category

Trainers for Functional Training

Basic Awareness of Computers Effective Negotiation Skills First Aid Training

Resource Management Safety for site staff Six Sigma Awareness

(Fig: Identified trainers for the behavioral training)

No. of Trainers identified for different Functional Trainings are as follow:

Basic awareness of computers – 1

Effective Negotiation Skills – 1

First Aid Training – 1

Resource Management – 0

Safety for site Staff – 3

Six sigma Awareness – 0

81

Following chart shows the trainings for which the In-House Trainers are not

identified & the number of employees who requires that trainings.

12

44 43

32

0 00

5

10

15

20

25

30

35

40

45

No of Employees Requires Training

EmotionalIntelligence

PersonalityDevelopment

Stress Management Team Building ResourceManagement

Six SigmaAwareness

Training Categories

Emotional Intelligence Personality Development Stress Management Team Building Resource Management Six Sigma Awareness

This chart shows the trainings for which the In-House Trainers are not

identified. And the number of employees who requires that trainings. To

provide these trainings to the employees an organization has to outsource

the training. And there are two trainings which are not needed to any

employees.

An organisation has to outsource the following trainings:

Emotional Intelligence for 12 employees

Personality Development for 44 employees

Stress Management for 43 employees

Team Building for 32 employees

82

Schedule of the program

Highlights on Scheduled Program

Time Program Topic

10:00 to 10:30 Registration, Introduction, Inauguration

10:30 to 11:30 Organizational Goals, Needs

11:30 to 11:45 Tea Break

11:45 to 1:00 Communication & presentation Fundamentals

1:00 to 1:45 Lunch Break

1:45 to 3:00 Communication (with exercise and Video Cassette)


3:15 to 4:15 Communication at work place

4:15 to 4:30 Communication __ What you heard Feedback

Program Title

Communication and Presentation Skills

Venue In-house Training center

Target Groups Supporting Staff, Supervisory Staff, Office Staff

83

Program Title

Time Management


Target Groups Supervisory Staff, Office Staff

Time Program Topic


10:30 to 11:30 Overview and Concepts


11:45 to 1:00 Importance and advantages (With some examples)


1:45 to 3:00 Biggest Time Wasters


3:15 to 4:15 Simple techniques to manage time

4:15 to 4:30 Discussion , Feedback

84

Program Title

Leadership Skills



Time Program Topic


10:30 to 11:30 Leadership_ Meaning and Concept


11:45 to 1:00 Overview of leadership in organization


1:45 to 3:00 Five P’s of Leadership


3:15 to 4:15 Leadership_ Style (with exercise and Video Cassette)Leadership Quality Manager Vs Leader

4:15 to 4:30 Open Session and Feed back

85

Program Title

Safety for site staff, First aid training



Time Program Topic


10:30 to 11:30 Importance of safety at site


11:45 to 1:00 What to Do and not to do for safety


1:45 to 3:00 Need for first aid


3:15 to 4:15 First Aid Training

4:15 to 4:30 Feedback

86

IMPLEMENTATION

87

Deliver the HRD Program

To deliver the HRD program there are various methods and

techniques. Which are as follow:

Methods Techniques

On the Job Training Job Instruction training

Job rotation

Coaching

Mentoring

Classroom Lecture

Conference / Discussion

Audiovisual Static Media

Dynamic Media

Telecommunication

External Expertise Case Study

Business Games

Role Play

Behaviour Modeling

Self- Paced Computer Based Training Computer based instruction

Intranet / Internet

Intelligent computer-assisted

instruction

88

1. ON-THE-JOB TRAINING (OJT) METHODS

On-the-job training (OJT) involves conducting training at a trainee’s regular

workstation (desk, machine etc.). This is most common form of training; most

employees receive at least some training and coaching on the job. Virtually any type of

one-on-one instruction between coworkers or between the employee and the supervisor

can be classified as OJT. Structured OJT programs are generally conducted by an

assigned trainer who is recognized, rewarded, and trained to provide appropriate

instructional techniques.

There are some advantages of on the job training over the class room training.

These advantages are:

1. On-the-job training facilitates the transfer of learning to the job because

the trainer has immediate opportunity to practice the work task on the

job.

2. On-the-job training reducing the costs because no training facilities are

needed.

There are some disadvantages of on the job training over the class room

training. These disadvantages are:

1. The job site may have physical constraints, noise and other distractions

that could inhibit learning. Many of these cannot be changed because of

job of the nature.

2. Using expensive equipments for the training could results in costly

damage or disruption of the production schedule.

89

3. Using On-the-job training (OJT) while customers are present may

inconvenience them and temporary reduce the quality of product or

service.

4. If On-the-job training (OJT) involving the heavy equipment may

threaten the safety of others.

There are four categories of on-the-job training methods.

1. Job Instruction training

2. Job rotation

3. Coaching

4. Mentoring

Job Instruction Training (JIT)

JIT is defined as sequence of instructional procedures used by trainer to

train employees while they work in their assigned job. Job instruction

training follows three stapes which are:

Preparing the workers – Is important because these need to know what to

expect. Preparation may include providing employees with a training

manual, handouts, or other training or job aids that can be used as

references.

Presenting the task – Should be carried out in such a way that the trainee

understands and can replicate the task. Some trainees demonstrate the

task before asking the trainers to repeat the process.

Practice time – Is important for trainee to master a particular set of skills.

90

Job Rotation

Job rotation is frequently used for first level management training,

particularly for new employees .When this technique is used, it is

generally assumed that new managers need to develop a working

knowledge of the organization before they can be successful managers.

Coaching and Mentoring

Two other forms of On-the-job training (OJT) coaching and Mentoring,

also involve one-on-one instruction.

Coaching typically occurs between an employees and that person’s

supervisor and focus on examining the employee performance and

taking actions to maintain effective performance and correct

performance problem.

Mentoring, A senior manager is paired with a more junior employee for

the purpose of giving support, helping the employee learn the ropes, and

preparing the employee for increasing the responsibility.

2. CLASSROOM TARINING APPROACHES:

Classroom Training Approaches are those conducted outside of the normal work

settings. A classroom can be any training space away from the worksite such as

company cafeteria or meeting room or in-house training center.

There are some advantages of classroom training approach over on-the-job training.

Classroom settings permits the use of variety of training techniques such as

video, lecture, discussion, role play and simulation.

91

The environment can designed or controlled to minimize distraction and create a

climate conducive to learning.

Classroom setting can accommodate larger number of trainees than the typical

on-the-job setting, allowing for more efficient delivery of training.

There are five primary categories of classroom training include:

1. Lecture

2. Discussion

3. Audio Visual Media

4. Experiential Methods

5. Self-paced or computer-based training

Lecture Approach

The Lecture method involves the overall presentation of information by

subject matter expert to a group of listeners. The lecture method is so

popular is the it is an efficient way of transmitting factual information to a

large audience in a relatively short amount of time.

Lecture method perpetuates the traditional authority structure of

organizations, thus promoting negative behavior (such as passivity and

boredom) and is poorly suited for facilitating transfer of individualized

training

Discussion Method

The discussion method involves the trainer in two way communication

with the trainees, and the trainees in communication with each other.

Because active participation is encouraged, the discussion method offers

trainees an opportunity for feedback, clarification and sharing points of

view. The success of this method is dependant upon the ability of trainer

to initiate and manage class discussion by asking one or more of the

following types of questions:

Direct questions can be used to illustrate or produce a

very narrow response

92

Reflective questions can be used to mirror what someone

else has said to make sure the message was received as

intended.

Open-ended questions can be used to challenge the

trainees to increase their understanding of specific topic.

Audio visual Media

Audiovisual methods take advantage of various media to demonstrate

the training material. Audiovisual media can bring complex events to life

by showing and describing details that are often difficult to communicate

in other ways.

Audiovisual media categorized in three groups:

i. Static Media

ii. Dynamic Media

iii. Telecommunication.

Static Media typically involve fixed illustrations that use

both words and images. Printed material, slides and

overhead transparencies included in static media.

Dynamic Media is a technique that present dynamic

sequence of events is considered dynamic media.

Dynamic media includes audiocassettes, CDs, film,

videotape and video disk.

Telecommunication allows the transmission of the

training programs to different locations via

telecommunication. This technology also allow

organizations to conduct conference between remote

location is known as videoconferencing, teleconferencing.

93

External Expertise

External expertise methods commonly used in organization include case

studies, games and simulations, role playing and behavior modeling.

Case Studies: One way to help trainees learn analytical and problem

Solving skills is by presenting a story (Case) about people

in an organization who are facing a problem

94

EVALUATION

95

(i)

PURPOSE OF HRD EVALUATION:

HRD Evaluation is defined as the systematic collection of descriptive and judgmental

information necessary to make effective training decision related to the selection,

adoption, value and modification of various instruction activities. Evaluation can and

should be done in organization to ensure effectiveness and accountability.

Evaluation can help to do following:

Determine whether program is accomplishing its objectives

Identify the strengths and weaknesses of HRD programs, which can lead to

changes as needed.

Determine the cost-benefit ratio of HRD program.

Decide who should participate in future HRD programs.

Identify the participants benefited the most or less from the programs.

Gather data to assist in marketing future programs.

Determine if the program was appropriate.

Establish a database to assist management in making decisions.

To build credibility with top managers and others in organization.

96

Available Models for Evaluation

There are some models or framework for evaluation of HRD program. The list of that is

as follow.

1. Kirkpatrick : There are four levels – Reaction, Learning, Job behaviors,

and results

2. CIPP : There are four levels – Context, Input, Process and Product

3. CIRO: There are four levels – Context, Input, Reaction and Outcome

4. Brinkehoff: There are six stages – Goal Setting, Program Design,

Program Implementation, and Immediate Outcome, Usage outcome and

Impacts and worth.

5. Systems Approach: Four set up activities – Inputs, Process, Outputs

and Outcomes

6. Kriger, Ford & Salas : A classification scheme that specifies three

categories of learning outcomes ( Cognitive, Skill based and Affective)

7. Kaufman & Keller: There are five levels – Enabling and Reaction,

Acquisition, Application, organizational Output and Societal Outcomes.

8. Holton: Identifies five categories of variables and relationships among

them: secondary influences, motivation elements, environmental

elements, outcomes, ability/enabling elements.

9. Phillips: There are five levels – Reaction and planned action, Learning,

Applied learning on the job, business results, Return on Investments.

97

Kirkpatrick’s Evaluation Framework:

From the above all models of Training Evaluation, I have used Kirkpatrick’s

Evaluation Framework because it provides a useful way of looking at the

possible consequences of training and reminds us that HRD efforts often

have multiple objectives and it is the most popular and influential

framework for training evaluation.

In Kirkpatrick’s Evaluation Framework there are four levels as follows:

1. Reaction

2. Learning

3. Job Behavior

4. Results

Reaction:

At this level the focus is on the trainees’ perception about the program and

its effectiveness. This is useful information. Positive Reaction to a training

program may make it easier to encourage employees to attend future

programs but if trainees did not like the program or think they didn’t learn

anything (even if they did), they may discourage others from attending and

may be reluctant to use the skills or knowledge obtained in the program.

The main limitation of evaluating HRD program at the reaction level is that

this information can not indicate whether the program met its objectives

beyond ensuring participant’s satisfaction.

98

Learning:

Did the trainees learn what the HRD objectives said they should learn? This

is an important criterion; one many in the organization would expect an

effective HRD program to satisfy. Measuring whether someone has learned

something in training may involve a quiz or test – clearly a different method

from accessing the participants’ reaction to the program.

Job Behavior:

This is also critical measure of training success. We all know coworkers

who have learned how to do something but choose not to. Job requires

observation of all trainee’s on-the-job behavior or viewing organizational

records (e.g., reduction in paper wastage)

Results:

Meeting this criterion is considered to be the bottom line as far as more

managers are concerned. It is also most challenging level to access, given

that many things beyond employee performance can affect organizational

performance. Typically at this level, economic and operating data (such as

sales or waste) are collected and analyzed.

99

Evaluation Design:

After successful implementation of the program evaluation of the program with

well designed forms is more important one.

Here the evaluation form for the whole program from participants point of view

has been designed and the trainer evaluation from is also designed. The trainer

evaluation from will help to improve him/her as a trainers skills.

Lecture rating form and program evaluation form included.

100

LECTURE RATING FORM for In-House Trainer

Very Good

Satisfactory Weak

Organization and Content

1 Appropriate introduction

2 Clear main points

3 Use of examples

4 Conclusion

5 Adaptation to group needs and interests

6 Novelty of topics

Presentation

7 Use of voice

8 Body and Gesture

9 Use of notes

10 Total speaking ability

Other

11 Handling questions/Discussion

12 Timing of session

Total Handling of session

REMARKS:

LECTURE RATING FORM

SPEAKER: DATE:

SUBJECT:

101

Lecture rating form is an important tool for the improvement of the In-House Trainer.

This form will be helpful to collect an important data for making improvements to the

In-House Trainer. The improvements in organisation and content presentation and skills

and other area are identified by the help of this form.

Trainer comes to know whether introduction given for the topic was appropriate or not.

In case of negative comments the trainer can improve it on next session. Trainer can

know about quality of examples which can be given during the program. His/ Her

innovations to the program can be also known to the trainer so that he / she can improve

for the next session.

Required Improvements in Presentation skill as well as current presentation skills can

also be identified by this lecture rating form. Use of voice, body and gesture, use of

notes, total speaking ability of trainer can be measured. Area for the improvement for

the trainer is indicated using this form.

Time punctuality to the topics and question handling ability can also be measured by

this form. To take an input from the trainees the lecture rating form is this form is

important tool for the In-House Trainer development.

102

PROGRAM EVELUATION FORM

Q – 1. What do you think about this training session?

Very Good Good Average

Q – 2. Will this program be beneficial to organization?

YES NO

Q – 3. Will this program helpful to increase productivity in organization?

YES NO

Q–4. Will this program be helpful to improve your communication in routine,

organizational and personal life?

YES NO

Q – 5. Will this program be helpful to develop your personality?

YES NO

Q – 6 Will this program be helpful in your self development in personal life?

YES NO

Q – 7. Your suggestions to make this program more effective

___________________________________________________________

___________________________________________________________

___________________________________________________________

Q – 8. Mention the subjects which you liked in this program 1.)

2.)

3.)

4.)

5.)

Q – 9. Your suggestions to improve subjects included in

103

By the “Program Evaluation Form” the perception of participant employees about the

program will be known. From the first question the standard of the training session can

be known. With second question it has been known that whether this organised training

session is beneficial to the organisation or not. The productivity of the organization has

been increased or not can also be known. How this program would be useful to the

employees in the personal life as well as in routine work can be known by the question

4, 5 and 6. The participant employees can add their suggestions and comments

corresponding to the program through question 7. This answer will help to make

program effective and it will give some new ideas also. The topics which are liked by

employees are known from the answer of the question 8 and 9 will and this would help

to know the delivery standard of the topics and content of the topic and will intimate

some suggestions for the improvement on subjects included in program. This will gives

some innovative ideas form the employees.

104

CONCLUSION

Designed model is systematic sequence of the steps: Assessment, Design,

Implementation and Evaluation. By these four systematic steps of the

designed Training and Development Model Shree Mahuva Pradesh Sahakari

Khand Udyog Mandli Ltd. will provide the trainings only to those employees

who critically require trainings. And help employees to improve in lacking

area. By providing the trainings at the right way an organization would get

several advantages like Greater commitment from staff, improved quality,

increased productivity, greater flexibility and responsiveness to change, less

wastage of time and improved morale.

105

BIBILOGRAPHY

Books

Human Resource Development

- P.P. Arya and B.B. Tandon

Human Resource Development

- Randy Desimone, John Werner and Devide Harris

Journals

Indian journal of training and development

Websites

www.anthro.palomar.edu

www.management.about.com

www.mindtools.com

www.queendom.com

www.inc.com

www.bockinfo.com

www.managementh.elp.org

www.edutopia.org

www.dartmouth.edu

www.ethicsquality.com

www.ethicsquality.com

www.cambridge.org

www.smbtn.com

www.stressmanagement.com.

106

http://www.stressmanagement.com/

http://www.smbtn.com/

http://www.cambridge.org/

http://www.ethicsquality.com/

http://www.ethicsquality.com/

http://www.dartmouth.edu/

http://www.edutopia.org/

http://www.managementh.elp.org/

http://www.bockinfo.com/

http://www.inc.com/

http://www.queendom.com/

http://www.mindtools.com/

http://www.management.about.com/

http://www.anthro.palomar.edu/

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