Project Report :Training & Dvlpmnt Procss

8/13/2019 Project Report :Training & Dvlpmnt Procss

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PROJECT REPORT

O

AH AR A INDIA PARIW AR

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SU MITTED Y IN THE GUIDENCEOF

REA ON OF UMM ER TRAININGI Deepika, bonafide student of Master of Business Administration

at Motilal Rastogi School of Management, lucknow declare that

project report entitled deelopment of emplo!ees through

training" in SA#ARA I$DIA %ARI&AR is result of m! own effort

and has been produced an!where earlier for an! reward'

At the end of the second e(amination eer! student of MBA will

undergo on the job practical training in an! manufacturing serice or

financial organi)ation' *he training will be of + to - weeks duration'

*he college.institute will facilitate this compulsor! training for

students'

During the training, the student is e(pected to learn about the

organi)ation and anal!)e and suggest solution of a lie problem the

objectie is to e/uip the student with the knowledge of actual

functioning of the organi)ation and the problem faced b! them four

e(ploring feasible and suggestion'

Name of the student

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PREFACE0er! great work alwa!s inoles a source of inspiration and a

dedicated effort and this project is m! best effort to attain the

objectie'

*raining and deelopment is the important part of the #uman

Resource Deelopment #RD mainl! refers to training, education and

deelopment'

*raining is focused on the present job, education and the future job

and deelopment in concerned with proiding learning e(periences to

emplo!ees so that the! ma! be read! to moe to new directions and

dimensions that the organi)ational change re/uires'

*raining is a higher useful tool which can bring an emplo!ee into a

position where he can do his job correctl!'

So all training and deelopment programmes must be linked to the

business strateg! of an organi)ation' Business strateg! is an

integrated bod! of plans that coers all aspects of business

actiities and aims to achiee business objecties'

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I hae the priilege of receiing m! practical training in SA#ARA

I$DIA %ARI&AR 1%ARABA$2I$3 D04ISI5$6'

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ACKNOWLEDGEMENTIt7s m! priilege to take a project on *raining and Deelopment" in

Induction and 5rientation8 under SA#ARA I$DIA %ARI&AR'

9or this no words of thanks can e(press the feeling of profound

gratitude towards Mr' &' %arwe) 1#RD #ead6, 0(ecutie Director of

parabanking diision for proide the opportunities of S:MM0R

*RAI$I$3 in Sahara India %ariwar'

M! guide Mr' Soumitra Ro! ;howdhur!, Mr' Manish Sriastaawho had

been source of inspiration < technical help in the completion of this

project because an! successful work is alwa!s a result of high leel of

co=operation and guidance and I am fortunate that I found both in this

organi)ation'

I also gie m! special thanks to all the members of the #RD

Department besides it> I also thank m! Mr' %ankaj Sinha 1;oordinator

in Moti?al Rastogi School of Management6 who guided me to make this

report'

In the last m! sincere thanks to Sahara India %ariwar, m! parents

good friends and assistance e(tended during the course of this

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project and making the during of summer training a aluable

e(perience 'I will alwa!s be indebted to all of them for their co=

operation and guidance'

DEEPIKA (Master in Business

Adinistrati!n)

CONTENT

0(ecutie Summar!

;hapter Arrangement @

CHAPTER -1 14-48

Research Methodolog!

Scope of the stud!

Board of directors C

#ierarch! in SA#ARA I$DIA %ARI&AR +

About the SA#ARA I$DIA %ARI&AR %rofit sharing in SA#ARA I$DIA %ARI&AR @-

;ompan! profile @

;ore ;ommitment of SA#ARA I$DIA %ARI&AR @

%hilosoph! of SA#ARA I$DIA %ARI&AR @+

Business Actiities of SA#ARA I$DIA %ARI&AR @

Bharat %ara E

2arta!a ;ouncil EC

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%arabanking in SA#ARA I$DIA %ARI&AR E

#RD in SA#ARA I$DIA %ARI&AR @

Introduction of #RD F

CHAPTER -2 50-89

Introduction of *RAI$I$3 F-

Introduction of D040?5%M0$* C

Guestionnaire +

CHAPTER -3 91-

110

Anal!sis

CHAPTER - 4 112-119

Summar! of 9indings @

Suggestions E

;onclusion

Bibliograph! F

Anne(ure

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E " E C U T I# E U M M A R $

This project report is prepared during the training in Sahara India

pariwar. In India on!" Sahara India #ariwar has no owner.

This project report pro$ides an insight on training and

de$e!op%ent progra%%e in Sahara India par iwar . To per&or%

acti$ities to achie$e desired goa! e$er" organi'ation need we!!

trained and e(perienced personne!. )ith the changing techno!og"

jo*s are getting %ore co%p!e(. Thus s"ste%atic training &or

e%p!o"ee is ine$ita*!e to achie$e organi'ationa! goa!s.

Tra in ing act i$ it ies in$o!$e de$e!oping s trat eg ies a i%ed a t

%oti$ation a!!ocation o& resources to the acti$ities etc.

g!o*a! i'ation o& *usiness has a!so contri*uted to the increased

i%portance to training. +rgani'ations ha$e rea!i'ed that training is

essentia! to retain ta!ented pro&essiona!s . +rgani'at ions need

t raining to %aintain a $ia*!e and ,now!edgea*!e wor,&orce to

contri*ute to the co%petiti$e ad$antage.

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It is o&ten eas" to generate the new training progra% *ut i & the

training e &&or t i s not e$a !uated i t *eco%es $er" d i& &i cu !t to

ascertain the e&&ecti$eness o& the training progra% and at the sa%e

ti%e it costs a !ot.

In toda"-s co%pet it i$e wor !d i t i s $er" i%por tant &or e$er"

organi'ation to ha$e we!! trained wor, &orce to %eet the current

and &uture needs o& the jo*.

In Sahara India pariwar %" research is on Impact of training

and development programme in sahara India pariwar and its

significance."

C H A P T E R A R R A N G E M E N T

In this project

/irst chapter inc!ude S T+++ used &or the

stud" as we!! as theoretica! *ac,ground o& the organi'ation.

In the second chapter the project has %entioned !i terature part o&

:; S+: ;;T TI;I; :STI+;;I which has sur$e"ed.

hapter third inc!udes ana!"sis o& data with the he!p o& co!ou%n

chart and pie chart.

hapter &ourth inc!udes the S: +/ /I;I;

S:STI+; +;:SI+; ?I?I+# and

;;@:.

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t the end o& the projec t I ha$e %ent ioned a !! the *oo,s and

we*si tes used *" %e during %" project wor, and a!so enc!osed

Auestionnaire in anne(ure.

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R E E A R C H M E T H O D O L O G $

training period o& a*out se$en wee,s &ro% BBBBBBBBBBBBBwas ta,en

to co%p!ete the project . The project was conducted under the

super$ision o& the C#?;DI;E o& S I;I

#I= :D;+). The $iew was ta,en &ro% *oth sta&& and

wor,er.

The research has *een done *" going indi$idua!!" to di&&erent

depart%ents and *" approaching di&&erent categories o& peop!e who

ha$e undergone training in $arious &ie!ds in the wor,s section.

The research %ethodo!og" &o!!owed during the training period is as

&o!!ows

irect co%%unication with the superintendent CE to get the

detai!s regarding training and de$e!op%ent s"ste% in S

I;I #I).

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(isting &i!es o& $arious training and de$e!op%ent practices and

procedure were a!so consu!ted.

Auestionnaire was prepared to ,now FT //TI=;SS

+/ TI;I; ; =+#;T #+ I; S

I;I #I)G.

>uestionnaire designed were o& %u!tip!e choices and o& c!ose

ended nature.

Sa%p!e si'e inc!udes 20 sta&& %e%*ers.

PRIMAR$ DATA COLLECTIONata are co!!ected *ased on the Auestionnaires distri*uted a%ong$arious e%p!o"ees and inter$iews conducted with wor,ers *ased on

the sa%e Auestionnaire.

ECONDAR$ DATA COLLECTIONIt is necessar" to o*tain %a(i%u % in&or%ation a*out the

organi'at ion i & we want to s tud" the su*ject $er" deep!" and

thorough!". I t is a!so necessar" that *rie& in&or%ation cou!d *e

understood to %a,e the stud" e&&ecti$e!".

The data co!!ection a*out the training and de$e!op%ent progra% in

S I;I #I) were co! !ected &ro% the $ar ious

HI;S which are pu*!ished *" S I;I #I)

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and re%aining a!! the in&or%ation co!!ected &ro% $arious in&or%a!

and &or%a! resources !i,e we*sites newspapers etc. These data were

Aui te he!p&u! to ana!"'e the s tud" on $arious hu%an resource

training and de$e!op%ent organi'ation de$e!op%ent progra%%es.

C O P E O F T H E T U D $

The s tud" has *een done with an o*jecti$e to understand the

training and de$e!op%ent s"ste% at S I;I #I)

:D;+). It is the &ir st e(posure o & t rainee to practica!

app!ication o& concepts that are i%parted in the c!assroo%s so the

scope o& stud" narrow ,eeping in %ind i ts u! t i%ate process the

acade%ic $a!ue in ? progra%.

Training and de$e!op%ent acti$ities at S I;I #I)

ha$e *een understood and sur$e" o& conducted o& the e%p!o"ees

who ha$e undergone t ra in ing and de$e!op%ent act i$ it ies to

understand their perception o& their e&&orts. n e$a!uation has *een

atte%pt o& the TI;I; ; =+#;T TI=ITIS

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he!d in the recent past. So%e suggestions ha$e a!so *een %ade &ro%

the resu!t that was o*tained &ro% the sur$e".

B O A R D O F D IR E C T O RO F

A H A R A IN D I A P A R IW A R

Shri Subrata Roy

Sahara

(Chairman)

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Shri Subrata Ro! Sahara, Managing &orker < ;hairman

Smt' Swapna Ro!, D!' Managing &orker 1%ersonnel ua!it".

Th!y ar! th! "ami#y m!mb!r$% A## b!#on& to

Sahara' an Sahara b!#on&$ to a## o" th!m%

IN T R O D U C T I O N O F H R D

n organi'ation is %ade up o& 4 resources L an ateria!

one" < ateria!. /irst one is !i$ing onei.e. hu%an and the

other 3 are nonB! i$ing i .e .nonBhu%an. It is the peop!e that

%a,e use o& nonBhu%an resource. ence peop!e are the %ostsigni&icant resources in the organi'ation.

The concept is %uch wide and the co%%it%ent is &or

!ong ter%. e%*races a!%ost a!! area o& organi'ation and

p!aces e%phasis on the de$e!op%ent o& indi$idua! as integra!

part o& the organi'ations a!ong with the de$e!op%ent o&

%ethods and s"ste%s.

is the process concerned with an organi'ed series

o& !earning acti$ities designed to produced *eha$iora! changes

in the hu%an resource tha t the" acAui re des ire ! e$e! o &

co%petence &or present and &uture goa!s .In others words

*rings a*out a!! round de$e!op%ent o& the peop!e so that the"

can contri*ute their *est in the organi'ation. Its atte%pt to

ena*!e peop!es to o$er co%e their decencies and de$e!oped

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In order to ha$e &u!!" satis&ied wor,&orce the top %anage%ent

has to &ocus on the co%petenc" de$e!op%ent.

O B 4 E C T I# E O F H R D

To de$e !oped the cons truc ti$e %ind and o$e r a !!

persona!it" o& each e%p!o"ee.

To increased the %oti$ationa! !e$e! o& e%p!o"ees.

To enhanced the capa*i!i t ies o& e%p!o"ees to ena*!e the% to

do their present jo*s and &uture jo*s e&&ecti$e!".

To &or%u!ated career ad$ance%ent path &or a!! e%p!o"ees to

%a,e the% co%%itted.

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To pro$ide the organi'at ion with we! !B trained and we! !B

%oti$ated e%p!o"ees.

To de$e!oped strateg" to nurture *etter hu%an re!ation.

To &aci! itated the ut i !i'at ion o& hu%an resource through

training and de$e!op%ent.

To %aintain ethica! personne! po!icies and *eha$ior in the

organi'ation.

To co%%unicate hu%an resource po!icies to a!! e%p!o"ees.

F U N C T IO N O F H R DD E P A R T M E N T

e$e!op the phi!osoph" &or the entire organi'ations.

Deep inspiring the !ine %anagers to ha$e the consistent desire

to !earn and de$e!oped.

onstant!" p!anned and designed new %ethods and s"ste% o&

de$e!oping the c!i%ate.

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onitor e&&ect i$e!" the i%p!e%entations o& $arious

s"ste%s.

)or, with unions and associations o& wor,er and inspire

the%.

onduct hu%an process research and organi'ationa! hea! th

sur$e"s.

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IN T R O D U C T I O N O F T U D $IN'*$(C'I*N *F 'AININ#

MAY TRAINING BE ALWAYS UTILIZED FOR

KNOWLEDGE DISSEMINATION AND DEVELOPMENT

To per &or% act i$ it ies to ach ie$e des ired goa ! e$er"

organi'ation need we!! t rained and e(perienced personne!.

)ith the changing techno!og" jo*s are getting %ore co%p!e(.

Thus s"ste%atic training &or e%p!o"ee is ine$ita*!e to achie$e

organi'ationa! goa!s.

Tra in ing i s a short t er% process using a s"s te%atic and

organi'ed procedure *" which non %anageria! personne! !earn

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technica! ,now!edge and s,i! ! &or a de&inite purpose. Thus

training %a,es e%p!o"ee %ore e&&ecti$e and product i$e as

pro$ide training he!ps to raise s,i!! !e$e! and increase

adapta*i! it" o& e%p!o"ee. Training has now *een wide!"

accepted as pro*!e% so!$ing de$ice.

Training acti$it ies in$o!$e de$e!oping strategies ai%ed at

%ot i$at ion a !!ocat ion o& resources to the act i$it ies e tc .

g!o*a!i'ation o& *usiness has a!so contri*uted to the increased

i%portance to t ra ining. +rgani'at ions ha$e rea!i'ed that

tr aining is e ssen tia! to r etain ta !en ted pro&essiona !s.

+rgan i'a tions need tr aining to %ai nt ain a $ ia* !e and

,now!edgea*!e wor,&orce to contri*ute to the co%peti ti$ead$antage.

'AININ# AN$ $EE&*P,EN' re&er to the i%parting to

speci&ic s,i!!s a*i!ities and ,now!edge to an e%p!o"ee.

Training de$e!op%ent progra%%es are necessar" in an"organi'ation &or i%pro$ing the Aua! it" o& the wor, o& the

e%p!o"ee at a!! !e$e!s particu!ar!" in a wor!d o& &ast changing

techno!og" changing $a!ues and en$iron%ent

C O N C E P T A N D D E F I N IT I O N

'raining

It is a process o & !ea rning a seAuence o& p rogra%%ed

*eha$ior. It is an app!ication o& acAuired ,now!edge it

atte%pts to i%pro$e indi$idua! Ms per&or%ance on %e current

Ko* or prepare the% &or an intended jo*. It re&ers to e&&orts

'AININ# AN$ $EE&*P,EN' 3 3

S'AN$A$ PEF*,ANCE + AC'(A& PEF*,ANCE

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that he!p enhance e%p!o"ee s,i!!s &or carr"ing out the present

Ko*. Thus training re&ers to teaching and !earning acti$it ies

carried on &or the pri%ar" purpose o& he!ping %e%*ers o& an

organi'at ion to acAui re and a !so to app!" the reAui red

,now!edge s,i!! and attitudes to per&or% their jo* e&&ecti$e!".

Training i s a !earning e(perience that see,s a re!at i$e!"

per%anent change in an indi$idua! that wi!! i%pro$e hisOher

a*i!it" to per&or% his jo*.

Flippo has defined training as the act o !"c#ea$!"% the

$&!''$ o a" e()'o*ee o# +o!"% a )a#t!c,'a# -o./0

T#a!"!"% !$ a $ho#t1te#( )#oce$$ ,t!'!2!"% a $*$te(at!c a"+

o#%a"!2e+ )#oce+,#e .* 3h!ch "o"1(a"a%e#!a' )e#$o""e'

'ea#" tech"!ca' &"o3'e+%e a"+ $&!''$ o# a +e!"!te ),#)o$e/0

T#a!"!"% co,#$e$ a#e t*)!ca''* +e$!%"e+ o# a $ho#t te#(4

$tate+ $et ),#)o$e $,ch a$ the o)e#at!o" o $o(e )!ece$ o

(ach!"e#*/0

$evelopment

It is a!so a re!ated process. It co$ers &unctions that i%pro$e

jo* per&or%ance together with growth o& tota! persona!it" o&

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the indi$idua!. It is concerned with preparing e%p!o"ees to

hand!e other t"pes o& tas,s or higher Ko*s. e$e!op%ent re&ers

to *eha$iora! %odi&ication o& peop!e through continuous

!earning practices. e$e!op%ent re!ates to nonBtechnica!

organi'ationa! &unctions such as pro*!e% so!$ing decisionB

%a,ing and re!ating to peop!e .

Education

It is understanding and interpretation o& ,now!edge. Its %ain

purpose is to i%pro$e the conceptua! understanding o& the

peop!e a*out a su*ject or the%e or en$iron%ent. ducation is

i%parted through schoo!s or co!!eges or uni$ersities through

the content o& progra%%es ai%ed at i%pro$ing the ,now!edge

and understanding o& the peop!e a*out their en$iron%ent.

APPROACHES TO PRO#IDE

LEARNING AND DE#ELOPING

OPPORTUNITIES INORGANI5ATION

The &o!!owing approaches to training co%e into picture and

p!a" their ro!e

Training phi!osoph"

#rocess o& training

Identi&"ing training needs

#!anning training

onducting training

esponsi*i!it" o& training

$a!uating training

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T R A I N IN G P H I L O O P H $Training phi!osoph" o& an organi'ation e(presses the degree

o& i%portance in attach to training so%e &ir%s *e!ie$e that

e%p!o"ees wi! ! & ind out what to do &or the%se!$es tha t

training is an in$est%ent that wi!! pa" o&&.

It is not enough to *e!ie$e in training as an act o& &aith.

The *e! ie& %ust *e supported *" a posit i$e and rea!i st ic

phi!osoph" o& how training contri*utes to the *otto% !ine.

Training shou!d *e pro*!e% *ased in the sense that is shou!d*e p!anned to &i!! the gaps *etween what peop!e can do and

what the" need to do now and in the &uture.

OB4ECTI#E OF TRAININGThe genera! o*jecti$es o& training are these

'o improve 4o5 related s6ills 7 So%ee%p!o"ees a re not a*!e to per &or% the ir jo* we! !. The"

possess inadeAuate s,i!!s and ,now!edge o& their assign%ent

with the resu!t that the" produce poor Aua!it" and $o!u%e o&

output waste resources da%age eAuip%ent and too!s respond

insu&&icient!" to the super$isor-s instruction and so on. The"

need a t ra ining course &or the purpose o& re%o$ing theirde&iciencies and the% to their jo*s.

'o update 6nowledge and s6ills 7+rgani'ations need to he!p their e%p!o"ees to ,eep up their

,now!edge and s,i!!s in tune with the conte%porar" trends.

This is specia!!" so in these da"s o& e(p!osi$e i%pro$e%ent

and inno$ations in science and techno!og". +rgani'at ions

shou!d support their personne! in the *at t!e against s,i !!

o*so!escence. #ersonne! are to *e e(posed to re&resher courses

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and de$e!op%enta! progra%%es with a $iew to i%pro$e their

uti!it" to the organi'ation.

'o prepare for higher responsi5ilities

7 The personne! need to ha$e opportunities &or ad$ance%entin their careers. oncurrent!" the" shou!d a!so *e stri$ing &or

assu%ing h igher respons i* i! it ies and per &or%ing %ore

co%p!e( ta s,s with co%petence. /o r th is pu rpose an

organi'ation %a" design a s"ste% where*" opportunities are

%ade a$ai!a*!e to personne! &or their career ad$ance%ent and

si%u!taneous!" preparing the% through training &or higher

position.

'o develop proper 4o5+relatedatt itudes 7 the e%p!o"ees ha$e to *e t rained to de$e!op

positi$e and he!p&u! attitudes towards their jo*s superiors

co!!eagues and juniors the goa!s po!icies and procedures o&

the organi'ation and to the en$iron%ent o& the wor, p!ace.

%p!o"ees so%eti%es tend to *e ignorant indi&&erent and

e$en hos ti !e towards the ir jo* in the ir inter Bpersonne!

re!ations and to and to the wor, cu!ture. ttitude de$e!op%ent

and socia!i'ation o& the personne! is essentia! &or generating

tea% wor, ensuring discip!ine and %aintaining consistent*eha$iour. It is a Auestion o& proper training and orientation

*oth &or new incu%*ents and others.

'o mould personnel to adapt to

organi8ational changes 7 +rgani'at ions need to *ed"na%ic to cope with adjust and adapt to the changes in

techno!og" and other en$iron%enta! changes. ;ew %ethods

techniAues processes and eAuip%ents ha$e to *e adopted.;ew and inno$ati$e approaches to p!anning structuring

%oti$ation !eadership contro! and con&!ict %anage%ent ha$e

to *e e$o!$ed. The personne! ha$e to *e conditioned to !earn

new s,i!!s and capa*i!i t ies to ena*!e the% to *e recepti$e to

reAuired changes and to assi%i!ate the%. /or this purpose

the" are to *e proper!" trained. Training o& personne! is one

o& the approaches &or the organi'at ion to win o$er their

resistance to changes which is caused *" &ear an(iet" and

un&a%i!iarit".

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NEED AND IMPORTANCE OF

TRAINING

.* W!''!a( J/ F'a""e#*4 J#/

+ne or two rain%a,ers cannot carr" "our !aw &ir% through the

90s. )e need %ore !aw"ers out there who ,now how to get the

%ost out o& their %ar,eting ro!e. The answer !ies in training .

Training is a necessit" and not a !u(ur". an" *ig co%panies

spend huge a%ounts on training as i t is genera!!" &e!t that i t

%oti$ate s e%p!o"ees to pu t hard wor,. I & e%p!o"ees

understand jo*s we!! their %ora!e increases and there is a!so

a sense o& recognition a%ong the e%p!o"ees that the" are the

$a!ued %e%*er o& the enterprise.

It is ad$isa*!e &or e$er" organi'ation to arrange &or s"ste%atic

tr aining o& its wor,&o rce . I & no s"ste%at ic tr ain ing is

organi'ed *" the organi'ation the wor,ers wi!! tr" to train

the%se!$es *" trai! and error or *" o*ser$ing others. ?ut this

process wi!! ta,e a !ot o& ti%e and wi!! resu!t in higher cost o&

training. oreo$er the wor,ers %a" not *e a*!e to !earn the

*est operating %ethods.

Training is i%portant not on!" &ro% the point o& $iew o& theorgani'ation *ut a!so &or the e%p!o"ees. Training is $a!ua*!e

to the e%p!o"ees *ecause i t wi! ! g i$e the% grea te r jo*

securit" and an opportunit" &or ad$ance%ent. s,i!! acAuired

through training is an asset &or *oth the organi'ation and the

e%p!o"ees . I t can *e t a,en awa" on!" *" the co%p!e te

e !i%ina tion o& the need &or tha t s, i! ! *ecause o& rap id

techno!ogica! changes.

The *asic purpose o& t raining is to achie$e a change in the

*eha$iour o& the trainees. In order to achie$e this purpose

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an" training progra%%e shou!d tr" to *ring positi$e changes

in

1 . Dnow!edge a*ou t jo* and en$ iron%en tR

2. S,i!!s in doing the jo*R and3. ttitudes.

s &ar as possi*!e the training e!e%ent shou!d *e *ui!tBin to

the organi'ation-s personne! po!ic". The u!ti%ate

responsi*i !i t" &or t raining within the depart%ents shou!d

necessari!" *e!ong to the operating heads o& those depart%ents

as the" are the peop!e who co%e in dai !" constact with the

wor,&orce. The personne! depart%ent shou!d *e ,ept in&or%ed

o& the progress o& each indi$idua! and the possi*i! i t" o& hista!ent aptitudes and ,now!edge *eing uti! i'ed in other jo*s.

#erhaps the a tt itude to t ra ining reAui res a re$o!ut ionar"

change. I t is so%eti%es &e! t that on!" &or certain &unct ions

does one need training the others *eing pic,ed up on the jo*.

I& one e(a%ines the statist ics o& rejects due to poor wor, *"

untrained wor,er s id !e %ach ines &or want o& tr ained

personne! etc. one can not *ut co%e to the conc!usion that

what e$er *e the nature o& the jo* t raining is a %ust and

shou!d *e inc!uded in the progra%%e o& de$e!op%ent o& a!!

t"pe o& e%p!o"ees in an organi'ation.

&ter success&u! training !aw"ers e(hi*it new s,i!!s see new

oppor tunitie s ha$e greate r con&idence and a sense o &

direction contri*ute to the &ir% and are %oti$ated to action.

'raining a!!ows e$er" !aw"er to p!a" a %ore signi&icant ro!e

in the %ar,eti ng process. aw"ers *eco%e an organi'ed

&ocused and strategic &orce to *e rec,oned with.

Importance of Emplo9ee 'raining

eduction in cost o& #roduction

a(i%u% uti!i'ation o& %ateria!s and %achines

ini%u% possi*i!it" o& accident

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Sta*i!it" in +rganisation

igh ora!e

I%pro$e%ent in the Aua!it" < Auantit" o&

#roduction

i&&erence *etween e&&icient and ine&&icient

e%p!o"ees

ini%u% need o& Super$ision

Increase in understanding

RESPONSIBILITIES FOR TRAINING

ost !earning course on the jo* through coaching p!ant

e(periences and se!& de$e!op%ent.

The ar%s in on %anager and indi$idua! to ensure that it ta,esp!ace.

Senior %anager %ust create a !earning organi'ation in which

%anager recogni'e that t raining and de$e!op%ent area ,e"

part o& their ro!e and one on which their per&or%ance wi!! *e

assessed.

The ro!e o& a specia! i'ed t raining &unction is genera! !" to

pro$ide ad$ice and guidance to %anager to their trainingresponci*i!it" so%e o& the i%portant responsi*i!it" o& training

are gi$en as under.

e$e!oping training strategies

na!"'ing and identi&"ing training needs

#reparing p!an and *udgets &or training acti$ities

Identi&"ing e(terna! training resources

+rgani'ing e(terna! courses and training progra%s

onitoring and e$a!uating e&&ecti$ness o& training

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T ' + e s ! / T r a i n i n * 6So%e co%%entators use a si%i!ar ter% &or wor,p!ace !earning

to i%pro$e per&or%ance training and de$e!op%ent . +ne can

genera!!" categori'e such training as on-the-job or off-the-job

+nBtheBjo* t raining ta,es p!ace in a nor%a! wor,ing

situation using the actua! too!s eAuip%ent docu%ents or

%ateria!s that trainees wi!! use when &u!!" trained. +nBtheBjo*

training has a genera! reputat ion as %ost e &&ec ti$e &or

$ocationa! wor,.

+&&BtheBjo* training ta,es p!ace awa" &ro% nor%a! wor,

situations i%p!"ing that the e%p!o"ee does not count as a

direct!" producti$e wor,er whi!e such training ta,es p!ace.

+&&BtheBjo* training has the ad$antage that it a!!ows peop!e to

get awa" &ro% wor, and concentrate %ore thorough!" on the

training itse!&. This t"pe o& training has pro$en %ore e&&ecti$e

in incu!cating concepts and ideas.

TRAINING NEEDS ANAL$SIS

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Training needs in an" organi'ation occur at three !e$e!s

1.+rgani'ationa!

2.+ccupationa! depart%ents !i,esa!esOproductionOad%inistration O&inance etcU

3.Indi$idua!

which c!ear!" has resonance with the organi'ationa! tea% and

indi$idua! &oci . The ter% J!e$e!- suggests a hierarch" which

in turn indicates re!ationships *etween hierarchica! !e$e!s.

1. t the organi'ationa! !e$e! T; is pitched at the *ig

picture dea!ing with the o$era!! per&or%ance and e(istence o&

the organi'ation as an entit" within its en$iron%ent or %ar,et.

T; here ai%s to ensure that the organi'ation is capa*!e o&

%eeting its o*!igations and &o!!owing its corporate p!an. )ith

a %indset o& sur$i$a! in a co%petiti$e en$iron%ent an

strateg" wou!d t"pica!!" *e de$e!oped to support the corporate

p!an which itse!& wou!d *e produced to co$er a particu!ar

ti%e period.

2. The occupationa! !e$e! o& needs ana!"sis &ocuses on

speci&ic discip!ines within organi'ation na%e!" at the

depart%ent !e$e! to identi&" what s,i!!s shortages can *e

addressed through training and which areas reAuire the

recruit%ent o& sta&& &ro% without in order to ena*!e the

depart%ents to %eet its o*!igations &or the period. It wou!d

a!so address so%e o& the en$iron%enta! issues a&&ectingper&or%ance &or e(a%p!e the eAuip%entsOso&tware

reAuire%ents

3. Then there is a third !e$e! which re$ea!s the needs o& the

indi$idua!. =ariances *etween actua! per&or%ance and p!annedper&or%ance at this !e$e! are co%%o n!" %ani&ested as s,i!!s

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gaps where the ,now!edge o& the indi$idua! does not satis&"

the reAuire%ent o& the ro!e. In order to o*tain that ,now!edge

attendance on a &or%a! training course %ight pro$ide the

desired so!ution.

TRAINING NEED ANAL$SIS

et&!d e+,!'ed

onsu!tation with indi$idua!s in ,e" ro!es

>uestionnaires

/ocus roups

Inter$iews

Steering roups

Sur$e"s

+*ser$ation

o!e co%petenc" &ra%ewor,s

#er&or%ance indicators #s"cho%etric tests

(terna! *ench%ar,s

360V &eed*ac,

DESIGNING A TRAINING

PROGRAMME

$er" training progra%e needs to *e designed indi$idua!!". It

is essentia! to consider care&u!!" the o*jecti$e o& the training

progra% that is the training outco%e. It is to *e seen what the

trainee wi!! *e a*!e to do when he or she goes *ac, to wor, on

co%p!eting the course.

Trans&er o& !earning is what countsR *eha$ior on the jo* is

what %anner.

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Training can ta,e p!ace in co%pan"R

1. +n the jo*

2. +&& the jo* and e(terna! o&& the jo* ach has it s uses

ad$antages and disad$antages.

The %ain disad$antage o& o&& the jo* training *oth in co%pan"

and e(tend is that o& trans&erring !earning into practice.

owe$er e&&ecti$e the training the ,now!edge and s,i!!s

acAuire %a" *e Auic,!" dissipated un!ess the" are used

i%%idiat!" just in ti%e training progra% s%a!! groups or

indi$idua!s in short *ut &reAuent sessions and de!i$ering is

$er" high.

The training progra%%e is an integra! part o& hu%an resources

%anage%ent. It consists o& the &o!!owing interBre!ated steps

1 . Iden ti&ication o& tr ain ing needs

2. Setting training o*jecti$es.

3. +rgani'ation o& training.

4 . $a!uat ion o& t ra in ing outco%es or resu! ts .

-ow to create a 5asic training program

;eeds na!"sis This is used to identi&" the speci&ic jo*

per&or%ance that is needed and the s,i!! that the new

e%p!o"ee needs to ha$e to *e success&u!.

Instructiona! esign This is *asica!!" to set a *!ue print on

how the e%p!o"ee is supposed to *e trained. a,e sure that

the t ra iner as we! ! as the o ther e%p!o"ees pract ice the

practices that an e%p!o"ee !earns.

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=a!idation a,e sure tha t the t ra in ing progra% i s

re$ised and is appropriate &or the jo* reAuired. !so test to

%a,e sure that the training progra% is e&&ecti$e.

I%p!e%entation In&or%ation a*out the training progra%

introduced to the e%p!o"ees that wi!! *e using the progra%.

This can *e done *" wor,shops or &aceBtoB&ace %eetings to

%a,e sure that e$er"one understands the progra% the sa%e.

$a!uation and &o!!owBup %a,e sure that the progra% is

wor,ing and is producing the resu! ts that the progra% was

intended &or.

;ot e$er" co%p an" needs to create their own persona!

training progra%. In &act %an" co%panies purchase training

pac,ages &ro% co%panies that specia!i'e in the training

process. I *e!ie$e that this does cut down on cost and ti%e

*ut I do not *e!ie$e that purchasing a training progra% is the

*est wa" to train. ach co%pan" is di&&erent and wi!! reAuire

di&&erent train %ethods. In addition e$er" e%p!o"ee wi!! react

to the training process di&&erent!".

'here are man9 wa9s that a compan9 can tra in the ir

emplo9ees.

So%e e(a%p!es are

+nBTheBKo* Training This is training the e%p!o"ee to

!earn a jo* whi!e wor,ing on it . This is pro*a*!" the %ost

co%%on &or% o& t raining. There are %an" ad$antages to

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eaction /ind out whether or not the e%p!o"ee !i,ed the

progra% and whether or not it was worthwhi!e.

earning /ind out i& the e%p!o"ee !earned e$er"thing

tha t the training progra% was des igned &or . I t i s $er"

i%portant that e%p!o"ees !earn e$er"thing and i s a*!e to

per&or% &or the co%pan".

?eha$ior /ind out what the *eha$ior o& the e%p!o"ee is

and i& this t"pe o& *eha$ior is appropriate &or the co%pan".

esu!ts a,e sure that the resu!ts &ro% the t raining

process were success&u!. I& the e%p!o"ee is not read" &or thejo* then the training process did not wor,.

The %ost i%portant aspect o& the t ra ining

process is to %a,e sure that the e%p!o"ees understand the

*eha$ior o& the co%pan" and wi!! *e success&u!. The training

process ne$er ends. ach e%p!o"ee needs to *e constant!"

!earning a*out the co%pan" and new procedures. It is a!so

$er" i%portant to t rain current e%p!o"ees &or %anage%ent

positions. ost co%panies ha$e current e%p!o"ees &i!! in &or

open %anage%ent positions. This is a $er" good techniAue

*ecause it is i%portant to ha$e %anagers who ,now how the

co%pan" wor,s and has e(perience with the co%pan" and its

ser$ices .

Flow Chart 7 'raining

onduct nnua! /or%a! Training

;eeds na!"sisOSur$e"

Annual Review

:pdate O #roduce Training Ta*!e

#repare Training #!anonduct Training

;ew %p!o"ees

Induction TrainingIn house

Training+n the Ko*Training

(terna!Training

Training$a!uation *"

testing orper&or%ance

eB

Train

Newly identified

training needs

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E#ALUATIONOF

E//e%ti.eness !/ Trainin* andDe.e,!+ent

it is i%portant to e$a!uate the training in order to assess its

e&&ecti$eness and producing the !earning inter$ention was

:pdate #ersona!/i!e and Training

Ta*!e

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p!anned and to indicate where i%pro$e%ent and changes are

reAuired to %a,e the training e$er %ore e&&ecti$e.

It is %easuring to deter%ine the *asis upon when each

categor" o& training is to *e e$a!uated. ?esides it is a!soeAua!!" necessar" how the in&or%ation reAuired to e$a!uate

!earning e$ents wi!! *e e$a!uated and ana!"'ed.

$a!uation !eads to contro! which %eans deciding whether or

not the training was worth whi!e Cpre&era*!" in cost *ene&it

ter%sE and what i%pro$e%ent reAuired to %a,e at e$en %ore

cost e&&ecti$e in the crudest &or% it is the co%parison o&

o*jecti$e with outco%es.

LE #E L OF E# AL UA TIO N6

Training e&&ecti$eness can *e e$a!uated at one or %ore !e$e!s.

The %ost popu!ar %ethod is sti!! ona!d Dir,patric,-s &our!e$e! e$a!uations.

*!+!# 1 , R!ation

#articipant-s reaction towards the training.

*!+!# 2 , *!arnin&

$a!uating training through the in&or%ation on the e(tent towhich !earning o*jecti$es has *een trained.

*!+!# 3 , .!ha+ior

$a!uating *eha$ior to see to which e(tent *eha$ior o& the

participants has changed when peop!e attending the progra%

ha$e returned to their jo*s.

*!+!# 4 , R!$u#t$

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$a!uating resu!ts is the u!ti%ate !e$e! o& e$a!uation and

pro$ides the *asis &or assessing the *ene&its o& the training

against its costs. The e$a!uation has to *e *ased on *e&ore and

a&ter %easures and has to deter%ine the e(tent to which the&unds %enta! o*jecti$es o& the training ha$e *een achie$ed in

areas such as raising producti$it" reducing accidents or

increasing custo%er satis&action. owe$er it is not a!wa"s

eas" to pro$e the contri*ution to i%pro$e the resu!ts *"

training as distinct &ro% other &actors and we shou!d satis&"

with e$idence one &o!!owing pattern is a!so seen %an" ti%es.

Trainees can react &a$ora*!" to a course the" can enjo"e(perience *ut !earn !itt!e or nothing. The" can !earn

so%ething *ut cannot or wi!! not or are not a!!owed to app!"

it *ut it does not good within their own areas. It does so%e

good in their &unction *ut does not i%pro$e organi'ationa!

e&&ecti$eness.

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The s"ste% %ode! consist s o& & i$e phases and shou!d *e

repeated on a regu!ar *asis to %a,e &urther i%pro$e%ents. The

training shou!d achie$e the purpose o& he!ping e%p!o"ee to

70

d e , s ! / T r a i n i n *Training is a su*Bs"ste% o& the organi'ation *ecause the

depart%ents such as %ar,eting < sa!es production

&inance etc depends on training &or its sur$i$a!. Training

is a trans&or%ing process that reAuires so%e input and in

turn i t produces output in the &or% o& ,now!edge s,i!!s

and attitudes CDSsE.

THE TRAINING $ TEM S"ste% is a co%*inat ion o& things or parts that %ust wor,

together to per&or% a particu!ar &unction. n organi'ation is a

s"ste% and training is a su* s"ste% o& the organi'at ion. The

S" ste% ppr oach $iews training as a su* s" ste% o& an

organi'at ion. S"ste% pproach can *e used to e(a%ine *road

issues !i,e o*jecti$es &unctions and ai%. It esta*!ishes a !ogica!

re!at ionship *etween the seAuentia! stages in the process o&

t ra ining need ana!"sis CT;E &or%u!ating de! i$er ing and

e$a!uating. There are 4 necessar" inputs i .e. techno!og" %an

%ateria! t i%e reAuired in e$er" s"ste% to produce products or

ser$ices. nd e$er" s"ste% %ust ha$e so%e output &ro% these

input s in order to sur$ i$e. The output can *e t angi*!e or

intangi*!e depending upon the organi'at ion-s reAuire%ent .

s"ste% approach to t ra ining i s p!anned creat ion o& t ra ining

progra%. This approach uses stepB*"Bstep procedures to so!$e the

pro*!e%s. :nder s"ste%atic approach training is underta,en on

p!anned *asis. +ut o& this p!anned e&&ort one such *asic %ode!

o& &i$e steps is s"ste% %ode! that is e(p!ained *e!ow.


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3. e$e!opB This phase reAuires !isting the acti$ities in

the training progra% that wi!! assist the participants to

!earn se!ecting de!i$er" %ethod e(a%ining the training

%ateria! $a!idating in&or%ation to *e i%parted to %a,e

su re it acco%p!ishes a !! the goa!s < o*jecti$es.

4 . I%p!e%ent ing i s the hardest par t o & the s"s te%

*ecause one wrong step can !ead to the &ai!ure o& who!e

training progra%.

5 . $a!uat ing each phase so as to %a,e sure i t has

achie$ed its ai% in ter%s o& su*seAuent wor,

per&or%ance. a,ing necessar" a%end%ents to an" o&

the pre$ious stage in order to re%ed" or i%pro$e &ai!ure

practices.

Instructional S9stem $evelopment ,odel

Instructiona! S"ste% e$e!op%ent %ode! was %ade to answer the t raining

pro*!e%s. This %ode! is wide!" used nowBaBda"s in the organi'ation *ecause

i t i s concerned with the t ra ining need on the jo* per&or%ance. Training

o*jecti$es are de&ined on the *asis o& jo* responsi*i!ities and jo* description

and on the *asis o& the de&ined o*jecti$es indi$idua! progress is %easured.

This %ode! a!so he!ps in deter%ining and de$e!oping the &a$ora*!e strategies

seAuencing the content and de! i$er ing %edia &or the t"pes o& t ra ining

o*jecti$es to *e achie$ed.

The Instruct iona! S"ste% e$e!op%ent %ode! co%prises o& &i$e stages

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:. ANA&)SIS 7This phase consist o& training need assess%ent jo* ana!"sis

and target audience ana!"sis.

;. P&ANNIN# 7 This phase consist o& set t ing goa! o& the

!earning outco%e instructiona! o*jecti$es that %easures

*eha$ior o& a participant a&ter the training t"pes o& training

%ateria! %edia se!ection %ethods o& e$a!uating the trainee

tr aine r and the tr aining progra% s tr ategie s to i %part

,now!edge i .e. se!ection o& content seAuencing o& content

etc.

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identi&"ing strengths and wea,nesses and %a,ing necessar"

a%end%ents to an" o& the pre$ious stage in order to re%ed"

or i%pro$e &ai!ure practices.

The IS %ode! is a continuous process that !asts throughout

the training progra%. It a!so high!ights that &eed*ac, is an

i%portant phase throughout the entire training progra%. In

this %ode! the output o& one phase is an input to the ne(t

phase.

'ransitional model

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Transi t iona! %ode! &ocuses on the organi'at ion as a who!e. The outer

!oop descri*es the $ision %ission and $a!ues o& the organi'ation on the

*asis o& which training %ode! i.e. inner !oop is e(ecuted.

ision 7 &ocuses on the %i!estones that the organi'ation wou!d ! i,e to

achie$e a&ter the de&ined point o& t i%e. $ision state%ent te! !s that

where the organi'ation sees itse!& &ew "ears down the !ine. $ision %a"

inc!ude setting a ro!e %ode or *ringing so%e interna! trans&or%ation or

%a" *e pro%ising to %eet so%e other dead!ines.

,ission 7 e(p!ain the reason o& organi'ationa! e(istence. It identi&ies the

position in the co%%u nit". The reason o& de$e!oping a %ission state%ent

i s to %oti$a te inspi re and in&or% the e%p!o"ees regarding the

organi'ation.The %ission state%ent te!!s a*out the identit" that how the

organi'ation wou!d !i,e to *e $iewed *" the custo%ers e%p!o"ees and

a!! other sta,eho!ders.

alues 7 is the t rans!at ion o& $ision and %ission into co%%unica*!e

idea!s. I t re& !ects the deep!" he!d $a!ues o& the organi'at ion and i s

independent o& current industr" en$iron%ent. /or e(a%p!e $a!ues %a"

inc!ude socia! responsi*i!it" e(ce!!ent custo%er ser$ice etc .

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The %ission $ision and $a!ues precede the o*jecti$e in the

inner !oop. This %ode! considers the organi'ation as a who!e.

The o*jecti$e is &or%u!ated ,eeping these three things in %ind

and then the training %ode! is &urther i%p!e%ented.

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D e . e , ! + e n tThe t er% de$e!op%ent re&ers *road!" to the nature and

direc tion o& change induced in e%p!o"ee par ti cu !a r!"

%anageria! personne! through the process o& t raining and

educati$e process.

FManagement development i s a ll those act iv it ies and

programmes when recognized and controlled, have

substantial influence in changing the capacity of the

individual to perform his assignment better and in doing so

are likely to increase his potential for future assignments.

A"* act !5 !t * +e$ !%"e+ to !()#o5e the )e#o#(a"ce o

e6!$t !"% (a"a%e#$ a"+ to )#o5!+e o# a )'a""e+ %#o3th o

(a"a%e#$ to (eet ,t,#e o#%a"!2at!o"a' #e7,!#e(e"t$ !"

(a"a%e(e"t +e5e'o)(e"t/0

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De5e'o)(e"t !$ a 'o"% te#( e+,cat!o"a' )#oce$$ ,t!'!2!"% a

$*$te(at!c a"+ o#%a"!2e+ )#oce+,#e .* 3h!ch (a"a%e#!a'

)e#$o""e' 'ea#" co"ce)t,a' a"+ theo#et!ca' &"o3'e+%e o#

%e"e#a' ),#)o$e/0

De5e'o)(e"t !"5o'5e$ a .#oa+e# e+,cat!o" o# 'o"% te#(

),#)o$e$/0

*rgani8ation $evelopment@

+rgani'at ion e$e!op%ent i s a !ong ter% strateg" which

&ocuses on the who!e cu!ture o& the organi'ation in order to

*ring a*out p!anned change. It see,s to change *e!ie&s

attitudes $a!ues and structure in &act the entire cu!ture o& the

organi'ation so that the organi'ation %a" *et ter adapt to

techno!og" and !i$e with the pace o& change.

Thus organi'ation de$e!op%ent is the process o& *ringing

change in the entire aspects o& the organi'ation.

In organi'ationa! de$e!op%ent the re!ated & ie !d o& training

and development ' 1 $B dea!s with the design and de!i$er"

o& !earning to i%pro$e per&or%ance s,i! !s or ,now!edge

within organi'ations.

In so%e organi'ations the ter% Learning and Development is

used instead o& Training and e$e!op%ent in order to

e%phasi'e the i%portance o& !earning &or the indi$idua! and

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http://en.wikipedia.org/wiki/Organizational_developmenthttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Traininghttp://en.wikipedia.org/wiki/Organizational_developmenthttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Training


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the organi'at ion. In other organi'at ions the ter% Human

Resource Developmentis used.

Pr!%ess in Or*ani7ati!nDe.e,!+ent6

$iagnosis of the pro5lem

Preparation of change Agents

Implementing the change

Planning strateg9 for change

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C & a r a % t e r i s t i% s ! / O r * a n i 7 a t i! nd e . e , ! + e n t 6

+ i s an educa tion s trat eg" &or *ring ing p !anned

change throughout the organi'ation.

+ ai%s at i%pro$ing organi'ation-s pro*!e% so!$ing

process and thus organi'ationa! e&&ecti$eness.

There is a c!ose wor,ing re!at ionship *etween the change

agent and the peop!e who are *eing changed.

hange agents app!" *eha$iora! science ,now!edge to *ring

a*out the desired change.

Evaluation

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+ is %anaged *" the top %anage%ent. Top %anage%ent is

in$o!$ed right &ro% the incept ion o& the idea o& change to

i%p!e%entation o& $arious + inter$entions.

i * n i / i % a n % e ! / O r * a n i 7 a t i! nD e . e , ! + e n t@

+rgani'ation de$e!op%ent is a d"na%ic discip!ine directed

towards using *eha$iora! science ,now!edge to assis t o&

organi'ation adjust %ore rapid!" to change.

Advantages of *rganisation $evelopment @

It pro$ides opportunit ies &or peop!e to &unct ion as hu%an

*eings rather than %ere resources in the producti$e process.

It gi$es each %e%*er o& the organi'at ion opportunit ies to

de$e!op to his &u!! potentia!.

It see,s to %a,e the organi'ation %ore e&&ecti$e in %eeting

a!! its goa!s.

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It tries to create an en$iron%ent that supports e(citing and

cha!!enging wor,.

It gi$es peop!e the chance to in&!uence how the" re!ate to

wor, the organi'ation and the wor, en$iron%ent.

It treats each hu%an *eing as a person with a co%p!e( set o&

needs a!! o& which are i%portant in his wor, and !i&e.

L i i t a t i ! n ! / O r * a n i 7 a t i! nD e . e , ! + e n t 6

+ i s hea$i !" *ased on the *eha$ioura! science

concept. ?eha$iora! science ha$e %an" !i%itations which are

app!ica*!e to organi'ation de$e!op%ent a!so.

+ reAui res use o& cer ta in persons who can ta,e

initiati$e to *ring a*out change. o%p!acent peop!e cannot *e

he!p&u! in i%p!e%enting organi'ation de$e!op%ent.

+ cannot *e app!ied without gi$ing due

considera tion to the c ircu%stances e(i st ing within the

organi'ation. The !oca! circu%stances %a" pose a pro*!e% in

adapting to change.

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D I FF E R E N C E B E T W E E N T R A I N IN G

A N D D E # E L O P M E N TTraining < de$e!op%ent is *ased on &o!!owing descriptions

the di&&erence *etween training and de$e!op%ent is %ade in

ter% o& &our )s )ho is !earningW )hat is he !earningW )h"

does such !earning ta,e p!aceW )hen does !earning ta,e

p!aceW

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'raining

)+ W

C;onB%anageria!

personne!E

)T W

CTechnica! and echanica!E

) W

C/or Speci&ic jo*E

); W

CShort Ter%E

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$evelopment

)+ W

Canageria! #ersonne!E

)T W

Conceptua! IdeasE

) W

C/or a $ariet" o& jo*E

); W

Cong Ter%E

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86


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General Benefits from Employee Trainingand Development

There are nu%erous sources o& on!ine in&or%ation a*out

training and de$e!op%ent. Se$era! o& these sites Cthe"Mre

!isted !ater on in this ! i*rar"E suggest reasons &or

super$isors to conduct training a%ong e%p!o"ees. These

reasons inc!ude

Increased jo* satis&action and %ora!e a%ong

e%p!o"ees

Increased e%p!o"ee %oti$ation Increased e&&iciencies in processes resu!ting in

&inancia! gain

Increased capacit" to adopt new techno!ogies and

%ethods

Increased inno$ation in strategies and products

educed e%p!o"ee turno$er nhanced co%pan" i%age e.g. conducting ethics

training Cnot a good reason &or ethics trainingXE

is, %anage%ent e.g. training a*out se(ua!harass%ent di$ersit" training

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-uesti!nnaire

Impact of

'AININ# AN$

$EE&*P,EN' P*CESS

S In

SA-AA IN$IA PAI/A"

ear Sir O ada%

I a % eepi,a student o& oti!a! astogi Schoo! o&

anage%ent Saroj ini ;agar uc,now pursuing ?. I

ha$e *een gi$en an assign%ent to prepare a project report and

the topic is FI%pact o& training and de$e!op%ent processs in

Sahara India #ariwarG

ou are reAuested to gi$e "our &ree and &ran, opinion o& the&o!!owing Auestions. There is nothing right or wrong in the

Auestionnaire. ?e con&ident that "our rep!ies wi!! *e %ost

con&identia! %atter and wi!! *e used on!" &or stud" purpose.

nticipating "our support

Than,ing ou.

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( E S ' I * N N A I E

PA'+*NE

Personal Profile

:Name DDDDDDDDDDDDDDDDDDDDD

;.$esignation DDDDDDDDDDDDDDDDDDDDD


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#uidelines for Filling up the Guestionnaire .

)hi!e &i ! ! ing up the Auestionnaire p!ease put a t ic, on the

a*o$e

opt ions . # !ease a$oid t ic,ing in %ore than one opt ion.#erception o& respondent on the &o!!owing attri*ute.

S

;o.

ttri*ute es ;o anM t

sa"

1 Training is a process uti!i'ing a

s"ste%atic and organi'ed procedure

to i%pro$e the ,now!edge and s,i!!s

o& e%p!o"ees. re "ou agreeW2 re "ou aware o& di&&erent training

and de$e!op%ent progra%%e in SI#W

3 oes "our appraise guide "ou in o$er

co%ing "our wea,nessW

4 oes orientation progra% he!p the

e%p!o"ees in e(isting in the organi'ationW

5 oes training progra% he!p in re%o$ing

the grie$ance in organi'ationW6 o "ou &ee! c!assroo% !ectures are

su&&icient and e&&ect i$e to enhance

"our s,i!!W

7 )hether the training and

de$e!op%ent progra%%e are a*!e to

%oti$ate "ou to enhance "our

per&or%ance and producti$it"W

8 oes "our present posting %atch the

training "ou ha$e recei$edW9 oes training *e co%pu!sor" to

e$er" indi$idua! when e$er reAuired

&or interested o& organi'ationW

10. id "ou &ind an" atti tudina! change

in "our t echnica! approach a&t er

getting trainingW

11 re "ou satis&ied with the &aci! i ties

pro$ided to "ou during the trainingW

12 id "ou were a*!e to !earn duringthe training o& "our jo*W

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ANAL$ I'a5le+:

Training is a process uti!i'ing a s"ste%atic and organi'ed

procedure to i%pro$e the ,now!edge and s,i!!s o&

e%p!o"ees.

Attri5utes No. of respondents Percentage

)es 20 100P

No 0 0P

Can%t sa9 0 0P'otal 20 100P

yes

no

can't say

Interpretation@

!! the e%p!o"ees o& the organi'ation understand that training andde$e!op%ent progra%%es *eing conducted &ori%pro$ing the ,now!edge

and s,i!!s o&e%p!o"eesin the organi'ation.

In this regard the e&&orts *eing %ade in SI# regarding awareness o&

training and de$e!op%ent progra%%es is Auite high and a!%ost a!! the

respondent i.e. 100P ha$e responded that the" are &u!!" aware o& the

%eaning o& the training progra%%es.

This is Auite signi&icant and co%%enda*!e per&or%ance &or the

organi'ation

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'a5le+;

Is the e%p!o"ees ,now a!! the training and de$e!op%ent

progra%%es running in SI#.

Attri5utes No. of respondents Percentage

)es 20 100P

No 0 0P

Can%t sa9 0 0P

'otal 20 100P

yes

no

can't say

Interpretation@

It is necessar" that the e%p!o"ees o& the organi'ation %ust understand

the i%portance and awareness o& training and de$e!op%ent progra%%es

*eing conducted in the organi'ation &or the enhance%ent o& theirper&or%ance.

In this regard the e&&orts *eing %ade % SI# regarding awareness o&

&ra%ing and de$e!op%ent progra%%es is Auite high and a!%ost a!! the

respondent i.e. 100P ha$e responded that the" are &u!!" aware o& the

o*jecti$e o& the training progra%%es.

This is Auite signi&icant and co%%enda*!e per&or%ance &or the

organi'ation.

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'a5le+

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Project Report :Training & Dvlpmnt Procss

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