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TRAINING AND DEVELOPMENT is a subsystem of an organization. It ensures

that randomness is reduced and learning or behavioral change takes place in

structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach Most of the organizations before never used to believe in

training. They were holding the traditional view that managers are born and not

made. There were also some views that training is a very costly affair and not

worth. Organizations used to believe more in executive pinching. But now the

scenario seems to be changing.

The modern approach of training and development is that Indian Organizations

have realized the importance of corporate training. Training is now considered as

more of retention tool than a cost. The training system in Indian Industry has

been changed to create a smarter workforce and yield the best results

Training is an educational process. People can learn new information, re-learn

and reinforce existing knowledge and skills, and most importantly have time to

think and consider what new options can help them improve their effectiveness at

work. Effective trainings convey relevant and useful information that inform

participants and develop skills and behaviors that can be transferred back to the

workplace.

The goal of training is to create an impact that lasts beyond the end time of the

training itself. The focus is on creating specific action steps and commitments

that focus peoples attention on incorporating their new skills and ideas back atwork.

Training can be offered as skill development for individuals and groups. In

general, trainings involve presentation and learning of content as a means for

enhancing skill development and improving workplace behaviors.

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Organizational Development is a process that strives to build the capacity to

achieve and sustain a new desired state that benefits the organization or

community and the world around them. (from the Organizational Development

Network website) OD work implies creating and sustaining change.

An OD perspective examines the current environment, the present state, and

helps people on a team, in a department and as part of an institution identify

effective strategies for improving performance. In some situations, there may not

be anything wrong at the present time; the group or manager may simply be

seeking ways to continue to develop and enhance existing relationships and

performance. In other situations, there may be an identifiable issue or problem

that needs to be addressed; the OD process aims to find ideas and solutions that

can effectively return the group to a state of high performance.

These two processes, Training and Organizational Development, are often

closely connected. Training can be used as a proactive means for developing

skills and expertise to prevent problems from arising and can also be an effective

tool in addressing any skills or performance gaps among staff. Organizational

Development can be used to create solutions to workplace issues, before they

become a concern or after they become identifiable problem.

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the

availability of a skilled and willing workforce to an organization. In addition to that,

there are four other objectives: Individual, Organizational, Functional, and

Societal.

Individual Objectives help employees in achieving their personal goals, which

in turn, enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by

bringing individual effectiveness.

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Functional Objectives - maintain the departments contribution at a level suitable

to the organizations needs.

Societal Objectives ensure that an organization is ethically and socially

responsible to the needs and challenges of the society.

Human Resource Management, training and development is the field which is

concerned with organizational activity aimed at bettering the performance of individuals

and groups inorganizationalsettings. It has been known by several names,

including human resource development, and learning and development.[1]

Harrison observes that the name was endlessly debated by theChartered Institute of

Personnel and Developmentduring its review of professional standards in 1999/2000.

"Employee Development" was seen as too evocative of the master-slave relationship

between employer and employee for those who refer to their employees as "partners" or

"associates" to be comfortable with. "Human Resource Development" was rejected by

academics, who objected to the idea that people were "resources" &m dash; an idea

that they felt to be demeaning to the individual. Eventually, the CIPD settled upon

"Learning and Development", although that was itself not free from problems, "learning"

being an overgeneral and ambiguous name. Moreover, the field is still widely known by

the other names.[1]

Training and development (T&D) encompasses three main activities: training,

education, and development. Garavan, Costine, and Heraty, of theIrish Institute of

Training and Development, note that these ideas are often considered to be

synonymous. However, to practitioners, they encompass three separate, although

interrelated, activities:[1][2][3]

Training: This activity is both focused upon, and evaluated against, the job that an

individual currently holds.[3]

Education: This activity focuses upon the jobs that an individual may potentially hold

in the future, and is evaluated against those jobs.[3]
https://en.wikipedia.org/wiki/Human_Resource_Managementhttps://en.wikipedia.org/wiki/Human_Resource_Managementhttps://en.wikipedia.org/wiki/Organizationhttps://en.wikipedia.org/wiki/Organizationhttps://en.wikipedia.org/wiki/Organizationhttps://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttps://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttps://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttps://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttps://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1http://www.iitd.ie/http://www.iitd.ie/http://www.iitd.ie/http://www.iitd.ie/https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1http://www.iitd.ie/http://www.iitd.ie/https://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttps://en.wikipedia.org/wiki/Chartered_Institute_of_Personnel_and_Developmenthttps://en.wikipedia.org/wiki/Training_and_development#cite_note-Harrison-1https://en.wikipedia.org/wiki/Organizationhttps://en.wikipedia.org/wiki/Human_Resource_Management

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Development: This activity focuses upon the activities that the organization

employing the individual, or that the individual is part of, may partake in the future,

and is almost impossible to evaluate.[3]

The "stakeholders" in training and development are categorized into several classes.

The sponsors of training and development are senior managers. The clients of training

and development are business planners. Line managers are responsible for coaching,

resources, and performance. The participants are those who actually undergo the

processes. The facilitators are Human Resource Management staff. And

the providers are specialists in the field. Each of these groups has its own agenda and

motivations, which sometimes conflict with the agendas and motivations of the others.[4]

The conflicts that are the best part of career consequences are those that take place

between employees and their bosses. The number one reason people leave their jobs

is conflict with their bosses. And yet, as author, workplace relationship authority, and

executive coach, Dr. John Hoover[5]points out, "Tempting as it is, nobody ever

enhanced his or her career by making the boss look stupid."[1]Training an employee to

get along well with authority and with people who entertain diverse points of view is one

of the best guarantees of long-term success. Talent, knowledge, and skill alone won't

compensate for a sour relationship with a superior, peer, or customer.

TRAINING AND DEVELOPMENT is a subsystem of an organization. It ensures that

randomness is reduced and learning or behavioral change takes place in structured

format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Traditional Approach Most of the organizations before never used to believe

intraining. They were holding the traditional view that managers are born and not made.

There were also some views that training is a very costly affair and not worth.

Organizations used to believe more in executive pinching. But now the scenario seems

to be changing.
https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3https://en.wikipedia.org/wiki/Training_and_development#cite_note-4https://en.wikipedia.org/wiki/Training_and_development#cite_note-4https://en.wikipedia.org/wiki/Training_and_development#cite_note-4https://en.wikipedia.org/wiki/Training_and_development#cite_note-5https://en.wikipedia.org/wiki/Training_and_development#cite_note-5https://en.wikipedia.org/wiki/Training_and_development#cite_note-5http://www.amazon.com/dp/1564147045http://www.amazon.com/dp/1564147045http://www.amazon.com/dp/1564147045http://traininganddevelopment.naukrihub.com/training.htmlhttp://traininganddevelopment.naukrihub.com/training.htmlhttp://traininganddevelopment.naukrihub.com/training.htmlhttp://www.amazon.com/dp/1564147045https://en.wikipedia.org/wiki/Training_and_development#cite_note-5https://en.wikipedia.org/wiki/Training_and_development#cite_note-4https://en.wikipedia.org/wiki/Training_and_development#cite_note-IITD-3

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The modern approach oftraining and developmentis that Indian Organizations have

realized the importance of corporate training. Training is now considered as more of

retention tool than a cost. The training system in Indian Industry has been changed to

create a smarter workforce and yield the best results

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the

availability of a skilled and willing workforce to anorganization. In addition to that, there

are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives help employees in achieving their personal goals, which in turn,

enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by bringing

individual effectiveness.

Functional Objectivesmaintain the departments contribution at a level suitable to the

organizations needs.

Societal Objectives ensure that an organization is ethically and socially responsible to

the needs and challenges of the society.

TRAINING

VSL arranges the training at several intervals. The training is mandatory for all the

employees. The training schedule of all employees is maintained by the HR

manager.

EDP

In the EDP Department following are managed:
http://traininganddevelopment.naukrihub.com/training-development.htmlhttp://traininganddevelopment.naukrihub.com/training-development.htmlhttp://traininganddevelopment.naukrihub.com/training-development.htmlhttp://traininganddevelopment.naukrihub.com/organization.htmlhttp://traininganddevelopment.naukrihub.com/organization.htmlhttp://traininganddevelopment.naukrihub.com/organization.htmlhttp://traininganddevelopment.naukrihub.com/training-development.html

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Post Sale Process is managed.

Sales Analysis is done.

Backup is taken time to time.

IMPORTANCE OF TRAINING

Optimum Utilization of Human Resources-Training and Development helps in

optimizing the utilization of human resource that further helps the employee to

achieve the organizational goals as well as their individual goals.

Development of Human Resources-Training and Development helps to provide an

opportunity and broad structure for the development of human resources technical

and behavioral skills in an organization. It also helps the employees in attaining

personal growth.

Development of skills of employees-Training and Development helps in increasing

the job knowledge and skills of employees at each level. It helps to expand the

horizons of human intellect and an overall personality of the employees.

Productivity-Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal.

Team spirit-Training and Development helps in inculcating the sense of team work,

team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn

within the employees.

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Organization Culture -Training and Development helps to develop and improve the

organizational health culture and effectiveness. It helps in creating the learning

culture within the organization.

Organization Climate-Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings

from leaders, subordinates, and peers.

Quality -Training and Development helps in improving upon the quality of work and

work-life.

Healthy work-environment-Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual

goals aligns with organizational goal.

. Health and Safety-Training and Development helps in improving the health and

safety of the organization thus preventing obsolescence.

Morale-Training and Development helps in improving the morale of the work force.

Profitability-Training and Development leads to improved profitability and more

positive attitudes towards profit orientation

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Training and Development aids in organizational development i.e. Organization

gets more effective decision making and problem solving. It helps in understanding

and carrying out organizational policies.

Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually

display.

Training And Development

Human Resource Management (HRM), a relatively new term, that emerged during the

1930s. Many people used to refer it before by its traditional titles, such as Personnel

Administration or Personnel Management. But now, the trend is changing. It is now

termed as Human Resource Management (HRM). Human Resource Management is a

management function that helps an organization select, recruit, train and develops.

4.1 TRAINING PROCESS

Training focuses on learning the skills, knowledge, and attitudes required to initially

perform a job or task or to improve upon the performance of a current job or task, while

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development activities are not job related, but concentrate on broadening the

employee's horizons.

Fig. 4.1: Training Process

4.2 TRAINING NEED IDENTIFICATION

Organizational Objectives

and Strategies

Departmental Objectives

and Strategies

Individual Goals (KRAs)

Training Need

Identification

Devising and

Implementation Training

Program

Evaluation of Results

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INTRODUCTION OF TRAINING NEED IDENTIFICATION

Training need identification is a tool utilized to identify what educational courses or

activities should be provided to employees to improve their work productivity. Here the

focus should be placed on needs as opposed to desires of the employees for a

constructive outcome. In order to emphasize the importance of training need

identification we can focus on the following areas: -

To pinpoint if training will make a difference in productivity and the bottom line.

To decide what specific training each employee needs and what will improve his

or her job performance.

To differentiate between the need for training and organizational issues and bring

about a match between individual aspirations and organizational goals.

Identification of training needs (TNI), if done properly, provides the basis on which all

other training activities can be considered. Also requiring careful thought and analysis, it

is a process that needs to be carried out with sensitivity as people's learning is

important to them, and the reputation of the organization is also at stake.

Identification of training needs is important from both the organizational point of view as

well as from an individual's point of view. From an organizations point of view it is

important because an organization has objectives that it wants to achieve for the benefit

of all stakeholders or members, including owners, employees, customers, suppliers,

and neighbours. These objectives can be achieved only through harnessing the abilities

of its people, releasing potential and maximizing opportunities for development.

Therefore people must know what they need to learn in order to achieve organizational

goals. Similarly if seen from an individual's point of view, people have aspirations, they

want to develop and in order to learn and use new abilities, and people need

appropriate opportunities, resources, and conditions. Therefore, to meet people's

aspirations, the organization must provide effective and attractive learning resources

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and conditions. And it is also important to see that there is a suitable match between

achieving organizational goals and providing attractive learning opportunities

DIFFERENT LEVELS AT WHICH TRAINING NEEDS ARE IDENTIFIED

Identification of training needs can be done at three levels to ascertain three kinds of

needs: -

Organizational Needs

These concern the performance of the organization as a whole. Here identification of

training needs is done to find out whether the organization is meeting its current

performance standards and objectives and if not, exploring ways in which training or

learning might help it to do so. Sometimes organizational training needs are also

identified when the organization decides that it has to adopt a major new strategy,

create a new product or service, undergo a large-scale change program, or develop

significant new relationships, such as joining with others to form new partnerships.

Fig. 4.2: Type of Needs

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Group Needs

Since working in groups and teams have become very much prevalent in today's

corporate world that is why nowadays there is increased emphasis given on team

effectiveness and team performance. Therefore training needs are nowadays even

identified at the group level. Training needs here are concerned basically with the

performance of a particular group, which may be a team, department, function, sub-unit,

or so on. Information about the performance of the group may identify areas of training

need - which, again, may be further utilized for training or other interventions. It is used

to find out how efficiently a particular team or group goes about its business and meets

its current objectives.

Individual Needs

These concern the performance of one or more individuals (as individuals, rather than

as members of a group). Here identification of training needs is about finding out to

what extent individuals need to learn or be trained in order to bring their current

performance up to the required level as a result of changes in methods and processes

that call for new competencies and skills.

It also sees to it that there is continuous improvement initiative taken by them. Moreover

it also helps to find out whether individuals are comfortable in working across

boundaries, with people from different backgrounds and different perspectives. This is

especially important because there is so much work force diversity observed today in

organizations that it has become impossible to retain workforce, which is not flexible

enough to accommodate such changes into their daily work schedule.

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SOURCES FOR IDENTIFYING TRAINING NEEDS

There are three sources for identifying training needs. Although they are independent

sources for gathering the necessary data but it is usually beneficial if they are

considered complementary to one another as the objective of the exercise is to prepare

as consolidated data of training needs as possible. The three sources are as follows: -

Job Profile

It is a comprehensive description of all the functions and the responsibilities that a

person has to carry out in due course of his job. It is very common for us sometimes to

find that people of a particular department more or less perform the same kind of job

and therefore a comparative study can be done on their performance to pinpoint on the

training needs of those people who have not performed up to the mark. In here we can

also include Job analysis in order to have a realistic and systematic appraisal of training

needs. In order to do this first we need to break up the functions and responsibilities into

categories. Next we have to classify these tasks/activities on the basis of their relative

importance to the nature of the job. And lastly we can compute a priority listing of these

tasks in order to have a catalogue of knowledge, skills and attitudes required for

effective performance of the job.

Fig. 4.3: Job Analysis Matrix

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Experiences of the training agency

It is very common for organizations nowadays to hire professional training agencies in

order to look into the training matters. The training agency and the trainers thus should

also draw from their own experiences of organizing programs for comparable groups or

in similar areas. However, earlier experiences can only serve to facilitate the process. It

cannot be the sole basis, as training needs of majority of organizations are very specific.

At ThyssenKrupp this method is used in a modified way, the training agency named

SIBM along with the top management of the organization identify the training needs and

decide the training modules for the employees of all levels.

Pre-training survey of the participant's needs

This is suggested as the best way to conduct a training need identification .A pre-

training survey is nothing but a survey of the needs and expectations of the participants

well in advance of the program. And in this exercise it is better to include the superiors

also as they are in a good position to provide necessary data on the training needs of

their subordinates, especially in context of their performance. This is generally done in a

systematic manner with the help of a structured questionnaire in order to reflect thegenuine desire to involve the participants and the organization in the planning process.

However it might happen in certain cases that it is not possible to actively involve the

superiors due to various reasons like lack of time etc but in that case at least they must

be kept fully informed of the proceedings.

In this project, Pre-training survey method is used to identifying the training needs of the

employees.

4.3 EVALUATION OF TRAINING PROGRAM

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INTRODUCTION AND PURPOSE OF EVALUATION OF TRAINING PROGRAM:

The process of examining a training program is called training evaluation. Training

evaluation checks whether training program has had the desired effect. Training

evaluation ensures that whether candidates are able to implement their learning in their

respective workplace, or to the regular work routines.

Purpose of Evaluation

Feedback: It helps in giving feedback to the candidates by defining the objectives and

linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge,transfer of knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not

effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the

evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned with

the expected outcomes.

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METHODS OF TRAINING EVALUATION:

As Organization spend a large amount of their time and resources in the training and

development of their employees, it is important to evaluate these programs for their

effectiveness.

Cost-Benefit Analysis:

A Cost- benefit analysis helps in analyzing and evaluating any development

efforts. A Cost-benefit analysis measures the benefits from the development

program, against the monetary costs of development. These costs include the

costs of materials, supplies, lost work time, travel expenses, consultant fees, and

the like. Though it is easy to calculate the monetary costs it is difficult to translate

the benefits into economic terms. For example, an improvement in an individuals

Leadership skills cannot be measured in monetary terms. Though the cost

benefit analysis sounds appealing, it may not always be practically useful.

Gap Analysis:

Another strategy to evaluate development efforts is to measure the extent to

which the objectives of the program are met. Identifying the gap between the

actual and desired level of performance helps in measuring the level of success

of the development program. However this strategy depends on the quality of the

objectives set.

Kirkpatrick Model:

In the late 1950s D.L Kirkpatrick developed a model for evaluating workplace

education programs. Kirkpatricks system has four levels of evaluation. He

proposed applying each level of evaluation to a program, which includes the

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participants reaction, participants learning, change in participants behavior and

impact of the program on the organizational effectiveness.

KIRKPATRICKS MODEL IN BRIEF

ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model

developed by Donald Kirkpatrick (1994). According to this model, evaluation should

always begin with level one, and then, as time and budget allows, should move

sequentially through levels two, three, and four. Information from each prior level serves

as a base for the next level's evaluation. Thus, each successive level represents a more

precise measure of the effectiveness of the training program, but at the same time

requires a more rigorous and time-consuming analysis.

Fig. 4.5: Kirkpatrick's Four-Level Model

Level 1 - Reactions

Just as the word implies, evaluation at this level measures how participants in a training

program react to it. It attempts to answer questions regarding the participants'

perceptions - Did they like it? Was the material relevant to their work? This type of

evaluation is often called a smile sheet. According to Kirkpatrick, every program

should at least be evaluated at this level to provide for the improvement of a training

program. In addition, the participants' reactions have important consequences for

learning (level two). Although a positive reaction does not guarantee learning, a

negative reaction almost certainly reduces its possibility.

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Level 2 - Learning

Assessing at this level moves the evaluation beyond learner satisfaction and attempts to

assess the extent students have advanced in skills, knowledge, or attitude.

Measurement at this level is more difficult and laborious than level one. Methods range

from formal to informal testing to team assessment and self-assessment. If possible,

participants take the test or assessment before the training (pretest) and after training

(post test) to determine the amount of learning that has occurred.

Level 3 - Transfer

This level measures the transfer that has occurred in learners' behavior due to the

training program. Evaluating at this level attempts to answer the question - Are the

newly acquired skills, knowledge, or attitude being used in the everyday environment of

the learner? For many trainers this level represents the true assessment of a program's

effectiveness. However, measuring at this level is difficult as it is often impossible to

predict when the change in behavior will occur, and thus requires important decisions in

terms of when to evaluate, how often to evaluate, and how to evaluate.

Level 4 - Results

Frequently thought of as the bottom line, this level measures the success of the

program in terms that managers and executives can understand -increased production,

improved quality, decreased costs, reduced frequency of accidents, increased sales,

and even higher profits or return on investment. From a business and organizational

perspective, this is the overall reason for a training program, yet level four results are

not typically addressed. Determining results in financial terms is difficult to measure,

and is hard to link directly with training.

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4.4 BENEFITS OF TRAINING NEEDS IDENTIFICATION & TRAINING

EVALUATION

Benefits of Training Need Identification and Training Evaluation are:

The organization is informed about the broader needs of the participants.

Through this process it may be possible that certain new training programs,

which were, previously not in their list may come to the forefront.

The organization is able to reduce the perception gap between the participant

and his/her boss about their needs and expectations from the training program.

The organization is also able to pitch its course input closer to the specific needs

of the participants. Find out if the learning is being applied at the workplace.

Ensure training improves continuously.

Track the development of staff knowledge and skills.

It also saves a lot of money for the organization as otherwise money is just

unnecessarily wasted on those training programs, which are either not needed by

the employees or they have no interest in undertaking them.

Lastly, time, which is the most important resource today, is also saved, as the

training programs conducted are the ones, which are actually needed by the

participants.

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4.5 OVERALL PROCESS IN BRIEF

Understand the working culture and structure of the Organization

as well the Industry in which the organization is working

Prepare various data collection measures like questionnaire with

the help of the various inputs provided by the Personnel & HRD

department to collect both qualitative as well as quantitative data

After drafting the questionnaire, One-to-one interview with

officer grade employees are conducted to gauge their response

and needs

Analyze the entire data collected in order to find out causes of

problem areas and prioritize areas, which need immediate

attention

Prioritize the different training programs according to the

responses collected

After completion of training evaluate the training program for

checking its effectiveness

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HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manage

organization. It comprises of the functions and principles that are applied to retaining,

training, developing, and compensating the employees in organization. It is also

applicable to non-business organizations, such as education, healthcare, etc Human

Resource Management is defined as the set of activities, programs, and functions thatare designed to maximize both organizational as well as employee

effectiveness

Scope of HRM without a doubt is vast. All the activities of employee, from the

time of his entry into an organization until he leaves, come under the horizon of

HRM.

The divisions included in HRM are Recruitment, Payroll, Performance

Management, Training and Development, Retention, Industrial Relation, etc. Out

of all these divisions, one such important division is training and development.

Record and file the entire data so that it can be used for future

reference while designing the training programs / training

calendar

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Briefing sessions are conducted for participants sponsored for training.

Category No. of Participants Percentage

Strongly Agree 3 6 %

Agree 24 48 %

Disagree 19 38 %

Strongly Disagree 4 8 %

Table 5.5: Briefing Sessions

Fig 5.5: Briefing Sessions

Strongly Agree Agree

Disagree Strongly Disagree

48%

6%

38%

8%

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Interpretation: From the response of the participants, it is evident that some of the

departments in the organization are practicing briefing sessions before training program

in an informal manner but there is no formal process of briefing.

De-briefing sessions are conducted for participants sponsored for training.



Agree 16 32 %

Disagree 23 46 %


Table 5.6: Debriefing Sessions



32%

14%8%

46%

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Table 5.6: Debriefing Sessions

Interpretation: It is evident from the result of this question that some of the departments

in the organization are practicing de-briefing sessions after training program in an

informal manner but there is no formal process of debriefing in the organization.

32% participants have agreed while 14% participants have strongly agreed

46% participants have disagreed while 8% participants have strongly disagreed

Training opportunities are provided to almost all levels of employees. This can be

shown by the result of the

I have training opportunities to upgrade my skills & knowledge.



Agree 34 68 %

Disagree 4 8 %


Table 5.7: Training Opportunities to Employees

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Table 5.7: Training Opportunities to Employees

Interpretation: Almost all levels of employees get training opportunities to upgrade their

skills and knowledge.


8% participants have disagreed while 0% participants have strongly disagreed

In the organization employees are satisfied with their superior. This can be

shown by the result of the

My superior is interested in my overall development.



Agree 25 50 %

Disagree 3 6 %



68%

24%8%

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Table 5.8: Interest Shown by Superiors

Fig. 5.8: Interest Shown by Superiors

Interpretation: From the result it is evident that participants believe that their superiors

are interested in their overall development.


6% participants have disagreed while 0% participants have strongly disagree

Training programs like MDPs is continuously improving from year to year; this can be

shown by the result of theThe Companys training programs are evaluated and improved upon, every year.





44%

6%

50%

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Agree 33 66 %

Disagree 9 18 %


Table 5.9: Training Programs Improvement

Fig. 5.9: Training Programs Improvement

Interpretation: Training program should be continuously improved so as to get maximum

benefits out of it. Almost all the participants agreed that MDPs are continuously

improving.

Carefully identification of needs is required at the organization as many employees

believe that their training needs are not carefully identified. This can be shown by the

result of the

Employees are sponsored for training programs on the basis of carefully identified

needs.



66%

14%2%18%

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Agree 9 38%

Disagree 21 42%

Strongly Disagree 6 12%

Table 5.10: Training Need Identification

Fig. 5.10: Training Need Identification

Interpretation: Participants believe that there is a need of identifying the training needs

according to the level, designation and job profile.

Learning is a self directed- activity: employee development is self-development. The

question related to this is:

The organization encourages and supports self- learning and education by its officers.




38%

42%

8%12%

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Agree 21 42%

Disagree 13 26%

Strongly Disagree 3 6%

Table 5.11: Organizations Support to Self-Learning

Fig. 5.11: Organizations Support to Self-Learning

Interpretation:

Participants believe that organization encourages and supports self- learning and

education as


Job Profile is one of the important sources for identifying training needs. It is important

that the employees have a duty statement with all the duties to be performed accurately

mentioned in it.

Do you have a statement of duty for your job?



42%

26%

6%

26%

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Table 5.12: Statement of Duty for Job


Yes 45 90%

No 5 10%

Fig. 5.12: Statement of Duty for Job

Interpretation:

The Company provides a statement on job to almost all Employees

90% agree that the Company provides a statement of job.

10% do not agree with this fact

Q. Is your job accurately described in the duty statement?

Table 5.13: Accuracy of duty statement

Yes

No

99%

10%

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Yes 35 70%

No 15 30%

Fig. 5.13: Accuracy of duty statement

Interpretation:

From the result it is evident that there are few extra duties that the employees perform

that need to be added to the Statement Of Job and there are some duties that are no

longer performed by the employee and need to be deleted from the Statement Of Job.

Personal Profile:

Yes

No

70%

30%

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NAME

TOKEN NO.

DESIGNATION

DEPARTMENT

EDUCATIONAL QUALIFICATIONS

AGE (YEARS)

TOTAL EXPERIENCE (YEARS)

TKII EXPERIENCE (YEARS)

1. Briefing sessions are conducted for employees sponsored for training.

Strongly agree Agree

Strongly disagree Disagree

2. Debriefing sessions are conducted for employees sponsored for training.



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3. I have training opportunities to upgrade my skills & knowledge.



4. My superior is interested in my overall development.



5. The organizations training programs are evaluated, and improved upon, every year.



6. Employees are sponsored for training programs on the basis of carefully identified

needs.



7. The organization encourages and supports self- learning and education by its officers.



8. Do you have a statement of duty for your job?

Yes No

9. Is your job accurately mentioned in the duty statement?

Yes No

10. Do you require a high degree of technical knowledge for your job?

Yes No

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11. How do you work?

Alone Team Work

12. In your opinion, what factor creates difficulty in applying new skills on the job?

Lack of opportunity to use skills

Lack of time for use of skills

Skills learnt were not relevant

No supervision for skills practiced

Lack of coaching or feedback

If others, please specify _______________________________________________

__________________________________________________________________

7.2 REFERENCE

Books Gower handbook of training and development : Anthony Landale

How to identify your organization s training needs: John H McConnell

Hiring and Keeping the Best People : Harvard Business School Press, 2002

Evaluating Training Programs: The Four Levels :

Donald L. Kirkpatrick,James D. Kirkpatrick

Newspapers:

Economic Times

The Times of India

Hindustan Times
http://www.mwls.co.uk/book.htm#landalehttp://www.flipkart.com/donald-l-kirkpatrick/http://www.flipkart.com/donald-l-kirkpatrick/http://www.flipkart.com/james-d-kirkpatrick/http://www.flipkart.com/james-d-kirkpatrick/http://www.flipkart.com/james-d-kirkpatrick/http://www.flipkart.com/donald-l-kirkpatrick/http://www.mwls.co.uk/book.htm#landale

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Websites http://www.hr-guide.com/

http://www.hreonline.com/

http://www.managementparadise.com

http://www.thyssenkruppindia.com

http://images.google.com/
http://www.hr-guide.com/http://www.hreonline.com/http://www.hreonline.com/http://www.managementparadise.com/http://www.managementparadise.com/http://www.thyssenkruppindia.com/http://www.thyssenkruppindia.com/http://images.google.com/http://images.google.com/http://images.google.com/http://www.thyssenkruppindia.com/http://www.managementparadise.com/http://www.hreonline.com/http://www.hr-guide.com/

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