Training and Development in Jublient Life Scienceti

8/22/2019 Training and Development in Jublient Life Scienceti

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INTRODUCTION


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INTRODUCTION

In the present industrial era, it is necessary to raise the skill levels and increase the versatility

and adoptability of employees. Inadequate job performance a decline in productivity or changes

resulting out of job redesigning or a technological break -through require some type of training

and development efforts.

As the jobs become more complex, the importance of employee development also increases in

a rapidly changing society.

"Employee training and development is not only an activity that is desirable but also an activity

that an organization must commit resources to if it is to maintain a viable and knowledgeable

work force."

Thus it shows that training and development has been becoming more and more important par

of any industrial undertaking. Moreover management ability does not come automatically. It

comes slowly and gradually from training experience and growth, since the days of the early

Management pioneers, training has been recognized as vital and legitimate area of corporate

concern.

Definition of Training:

Following are some of the major definitions given by various scholars:

According to Flippo," Training is the act of increasing the knowledge and skill of an

employee for doing a particular job

According to lucius, "The term training is used to indicate only a process, by which the

aptitudes, skills and abilities of the employees to perform specific jobs are increased."

Characteristics or Nature of Training

On the basis of different given by various scholars and on the basis of general knowledge the

following facts can be presented about the nature or training and its characteristics:

Expense on Training is investment and not wastage:

The most important characteristics of training is that expenditure incurred on it is

investment and not wastage. In other words the expenses on training of employees will be a

recurring advantage for the enterprises for a long run, which will be in the form of an

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increased efficiency of the employees.

It relates to special jobs:

The purpose of training is not to increase the general knowledge of the employees but to

make them proficient or skillful in a special job.

It is beneficial both to the organization and the employees:

Training is a process which benefits both the organization and the employees. on the one

hand ,the dream of the enterprise to have more production is fulfilled, and on the other

hand, because of increased proficiency the employee get better remuneration by increasing

production in less time. Because of a decrease in the numbers of accidents their life is also

safe and secured.

Training is a continuous process

Training is not a process which can give all the knowledge to an employee regarding a

particular work for all time to come. Whenever some new procedure, and new technology

are adopted in the enterprise, training becomes imperative.

Development:

Employee development and training software helps companies invest in their people so that

they will be ready for the challenges of the future. By making career and personal development

more relevant, timely, and social, you can redefine your approach to employee developmentand training for increased engagement.

Development program activities become relevant and timely when they are embedded within

goal, succession, and career plans. Taleo performance review integration ensures that

development plans are revisited regularly and are tied to employee career successes. Social

networking tools enable your people to create, share, and rank development activities that

unlock the hidden knowledge within your organization. With Talent Intelligence, you can

identify and address skill gaps and ensure that employees are guided to the right development

activities.

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Difference between Training and Development:

Basis Training Development

Meant for Operatives Executives

Focus Current job Current and future jobs

Scope Individual employee Work group or organization

Goal Fix current skill deficit Prepare for future work demands

Initiated by Management The Individual

Content Specific job related

information

General Knowledge

Time- frame Immediate Long term

Table-1IMPORTANCE:

BENEFITS OF THE BUSINESS BENEFITS OF THE EMPLOYESS

Trained worker works more efficiency. Training makes an employee more useful

to a firm. Hence he will find employment

more easily.

They use machines tools, materials in a

properly is thus eliminated to a large

extent.

Makes employees more efficient and

effective.

Fewer accidents, Trained worker need

not be put under close supervision as

they know how to handle operations

properly.

Training enables employees to secure

promotions easily.

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Training makes employees more loyal

to an organization. They will less in

client to leave the unit where there is

growth opportunity.

It can enable employees to cope up with

organizational social & technological

changes.

Table-2

Need for Training

Training is needed to serve the following purposes:.

Newly recruited employees require training so as to perform their tasks effectively. Training is necessary to prepare existing employees for high level jobs. Existing employees

require refresher training so as to keep abreast of the latest developments in job operations.

In the face of rapid technological changes, this is an absolute necessity.

Training is necessary to make employees mobile and versatile.

Training is needed to bridge the gap between what the employees have and what the job

demands. Training is needed to make employees more productive and useful in long run.

Training Methods

There is a range of teaching methods available to the trainer. Each method has its advantages

& disadvantages in terms of the objective of a particular training programme or training

situation. The differences between the training methods lie mainly in terms of the trainees

personal involvement or participation in the process of learning. This can be represented on a

continuum from least to highest involvement. It is difficult to establish whether one method of

instruction is superior, in every way, to another method. Each method of instruction has its use

in a training programme.

The choice of method is a matter of experience & competence of the instructor. It is also a

matter of his judgments of how much & what a particular group of trainees could learn from

using one method or another.

However, in management training the principal problem is not how to deal with specific

subjects & functional areas. It is much more important to:

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Explain the relationship between various functions of the enterprise & highlight the

complex character of the management process;

Help participants not to take a one-function & over-simplified approach to multi-

dimensional situations in business organizations.(one-function approach means

marketing man viewing everything from marketing point of view, production man

viewing everything from production point of view etc.)

Promote general management skills, which essentially lie in an inter-disciplinary systems

approach to management.

TRAINING PROCESS

Model of the Training Process

STEP1: Need Analysis

Identification of Training Need:

1.1 For Executive: Key duties & responsibilities are mentioned position wise, after that

required competency to carry out those duties & responsibilities which are mentioned

(generic, behavioral & technical). Thereafter competence level of each individual is taken.

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NEED

ANALYSIS

DESIGN(TRAININGMETHODSEXAMINED)

DEVELOPMENT(TRAININGMETHODAPPLIED)

EVALUATION

IMPLEMENTATION


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1.2 For workers: It is recommended by the concerned H.O.D.

1.3 Organizational Need Basis: It is recommended by H.O.D. HR

STEP 2: Training Design:

Preparation of Training Calendar:

Yearly calendar

Monthly training calendar

2.2 Identification of Training Faculty:

According to the training program, training faculty is identified

STEP 3: Training Implementation:

3.1 Imparting Training

a) As per training need attached nomination are received from concerned HOD for

seminar/external specialized training program. Approvals are to be obtained for the

training programs (out house training ) from H.O.D. HR

b) Attendance sheet is filled during the training program.

c) Training feedback is obtained at the end of the training program.

STEP 4: Training Evaluation

Training evaluation is to be made on the basis of the feedback given by the HOD. This is to be

done within 3 months after the training. Then the training records are maintained.

Training method

Training method can be classified by the location of instruction. It may be divided into two

types

I. On the Job Training

II. Off the Job Training

ON THE JOB TRAINING:

It is provided when the workers are taught relevant knowledge, skills and abilities at the actual

workplace. The widely used training methods are listed below.

1. Job Instruction Training

The JIT methods is a four step instructional process involving preparation, presentation,

performance tryout and follow up. It is used generally to teach workers how to do their current

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jobs. The four steps followed in the JIT methods are:

The trainee receives an overview of the job, its purposes and its desired outcomes, with a

clear focus on the relevance of training.

The trainer demonstrates the job in order to give the employees a model to copy. The

trainer shows aright way to handle the job.

Next, the employee is permitted to copy the trainer way. Demonstrations by the trainer and

practice by the trainee are repeated until the trainee masters the right way to handle the job.

Finally, the employees does the job independently without supervision.

2. Coaching

Coaching is a kind of daily training and feedback given to employees by immediate

supervisors. It involves a continuous process of learning by doing. It may be as an informal,

unplanned training and development activity provided by supervisors and peers. In coaching,

the supervisor explain things and answers questions, he throws light on why things are done the

way they are, he offers a model for trainee to copy; conducts lot of decision making meetings

with trainees; procedures are agreed upon and the trainee is given enough authority to make

divisions and even commit mistakes.

3. Mentoring

Mentoring is the process of shaping competencies or behaviors by providing feedback, usually

to subordinates or even peers, about how to achieve the best in life.

Mentoring is relationship in which senior manager in organization assumes responsibility for

grooming a junior person. Generally, technical, interpersonal & political skills are conveyed in

such a relationship from a more experienced person.

Objective:

1. To help identify Mentors who can train the next generation Trainees, to align and move into

the organization, thus building a talent pool in the years to come.

2. To help in institutionalizing a Mentoring system which would help nurture high potential

individuals and put them on a faster learning curve.

3. Start an initiative that would bring a different culture and space for the future managers.

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Methodology

Phase 1 Identifying Mentors1. Identify prospective Mentors.

2. Identify the Critical Competencies required for being a mentor.

3. Map the competencies of the Mentors.

4. Identify Individuals who have maturity to become Mentors.

Phase 2 Training the Mentor.

1. Train the Mentors on the key aspects of mentoring and process that aid in institutionalizing

mentoring as a system.

2. A three-day Role and Identity Lab: This would be designed to build up the energy required

and the commitment to the process. Each individual would need to find a context, which

would sustain the role that he is required to play.

Phase 3 Mentee Training

A two-day workshop for all Mentees

1. To lay a context for the mentees and understand of the role that he !s required to play.

2. Create a context to understand the style and the best fit for the Mentor Mentee Match.

4. APPRENTICESHIP TRAINING

Apprenticeship training dates back to the Middle Ages, when skilled craftsmen passed on their

knowledge to others as a way of preserving the guilds. Today, apprenticeship programs are

partnerships between labor unions, employers, schools, and the government. They are most

often found in the skilled trades and professional unions such as boiler engineers, electrical

workers, pipe fitters, and carpenters. The typical apprenticeship program requires two years of

on-the-job experience and about 180 hours of classroom instruction, though requirements vary.

An apprentice must be able to demonstrate mastery of all required skills and knowledge before

being allowed to graduate to journeyman status. This is documented through testing and

certification processes. Journeymen provide the on-the-job training, while adult education

centers and community colleges typically provide the classroom training. Formal

apprenticeship programs are regulated by governmental agencies that also set standards and

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provide services.

OFF THE JOB TRAINING

1. SIMULATIONSSimulations are designed to mimic the processes, events, and circumstances of the trainee's job.

Equipment simulators, business games, in-basket exercises, case studies, role playing, and

behavior modeling, are types of simulations.

2. EQUIPMENT SIMULATORS.

Equipment simulators are mechanical devices that incorporate the same procedures,

movements and/or decision processes that trainees must use with equipment back on the job.

Among those trained with this method are airline pilots, air traffic controllers, military

personnel, drivers, maintenance workers, telephone operators, navigators, and engineers. To be

effective the simulator and how it is used must replicate, as closely as possible, the physical and

psychological (time pressures, conflicting demands, etc.) aspects of the job site. To facilitate

this, the equipment operators and their supervisors should be involved in the simulation design

and pre-testing. This reduces potential resistance to the training and, more importantly,

increases the degree of fidelity between the simulation and the work setting

3. BUSINESS GAMES.

Business games attempt to reflect the way an industry, company, or functional area operates.

They also reflect a set of relationships, rules, and principles derived from appropriate theory

(e.g., economics, organizational behavior, etc.). Many business games represent the total

organization, but some focus on the functional responsibilities of particular positions within an

organization (e.g., marketing director, human resource manager). These are called functional

simulations. Games that simulate entire companies or industries provide a far better

understanding of the big picture. They allow trainees to see how their decisions and actions

influence not only their immediate target but also areas that are related to that target. Prior to

starting the game trainees are given information describing a situation and the rules for playing

the game. They are then asked to play the game, usually being asked to make decisions about

what to do given certain information. The trainees are then provided with feedback about the

results of their decisions, and asked to make another decision. This process continues until

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some predefined state of the organization exists or a specified number of trials have been

completed. For example, if the focus is on the financial state of a company, the game might end

when the company has reached a specified profitability level or when the company must

declare bankruptcy. Business games involve an element of competition, either against other

players or against the game itself. In using them, the trainer must be careful to ensure that the

learning points are the focus, rather than the competition.

4. IN-BASKET TECHNIQUE

The in-basket technique simulates the type of decisions that would typically be handled in a

particular position such as a sales manager or operations manager. It affords an opportunity to

assess and/or develop decision-making skills and attitudes. To begin the exercise, trainees are

given a description of their role (a current or future job) and general information about the

situation. Trainees are then given a packet of materials (such as requests, complaints, memos,

messages, and reports) which make up the in-basket. They are asked to respond to the materials

within a particular time period (usually 2 to 4 hours). When the in-basket is completed, the

trainer asks the trainee to identify the processes used in responding to the information and to

discuss their appropriateness. The trainer provides feedback, reinforcing appropriate decisions

and processes or asking the trainee to develop alternatives. A variation is to have trainees

discuss their processes in a group format moderated by the trainer. Here the trainer should

attempt to get the trainees to discover what worked well, what didn't and why.

5. CASE STUDY

Case studies are most often used to simulate strategic decision-making situations, rather than

the day-to-day decisions that occur in the in-basket. The trainee is first presented with a history

of the situation in which a real or imaginary organization finds itself. The key elements and

problems, as perceived by the organization's key decision makers, may also be provided. Case

studies range from a few pages in length to more than a hundred. Trainees are asked to respond

to a set of questions or objectives. Responses are typically, though not always, in written form.

Longer cases require extensive analysis and assessment of the information for its relevance to

the decisions being made. Some require the trainee to gather information beyond what was in

the case. Once individuals have arrived at their solutions, they discuss the diagnoses and

solutions that have been generated in small groups, large groups, or both. In large groups a

trainer should facilitate and direct the discussion. The trainer must guide the trainees in

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examining the possible alternatives and consequences without actually stating what they are.

Written and oral responses to the case are evaluated by the trainer. The trainer should convey

that there is no single right or wrong solution to the case, but many possible solutions

depending on the assumptions and interpretations made by the trainees. The value of the case

approach is the trainees' application of known concepts and principles and the discovery of new

ones. The solutions are not as important as the appropriateness with which principles are

applied and the logic with which solutions are developed.

6. ROLE PLAY.

The role play is a simulation of a single event or situation. Trainees who are actors in the role

play are provided with a general description of the situation, a description of their roles (e.g.,

their objectives, emotions, and concerns) and the problem they face.

Role plays differ in the amount of structure they provide to the actors. A structured role play

provides trainees with a great deal of detail about the situation that has brought the characters

together. It also provides in greater detail each character's attitudes, needs, opinions, and so on.

Structured role plays may even provide a scripted dialog between the characters. This type of

role play is used primarily to develop and practice interpersonal skills such as communication,

conflict resolution, and group decision making. Spontaneous role plays are loosely constructed

scenarios in which one trainee plays herself while others play people that the trainee has

interacted with in the past (or will in the future). The objective of this type of role play is todevelop insight into one's own behavior and its impact on others. How much structure is

appropriate in the scenario will depend on the learning objectives.

Whether structured or spontaneous, role plays may also differ based on the number of trainees

involved. Single, multiple, and role-rotation formats provide for more or less participation in

the role play. In a single role play, one group of trainees role plays while the rest of the trainees

observe. While observing, other trainees analyze the interactions and identify learning points.

This provides a single focus for trainees and allows for feedback from the trainer. This

approach may cause the role players to be embarrassed at being the center of attention, leading

to failure to play the roles in an appropriate manner. It also has the drawback of not permitting

the role players to observe others perform the roles. Having non-trainees act out the role play

may eliminate these problems, but adds some cost to the training.

In a multiple role play, all trainees are formed into groups. Each group acts out the scenario

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simultaneously. At the conclusion, each group analyzes what happened and identifies learning

points. The groups may then report a summary of their learning to the other groups, followed

by a general discussion. This allows greater learning as each group will have played the roles

somewhat differently. Multiple role plays allow everyone to experience the role play role play

in a short amount of time, but may reduce the quality of feedback. The trainer will not be able

to observe all groups at once, and trainees are usually reluctant to provide constructive

feedback to their peers. In addition, trainees may not have the experience or expertise to

provide effective feedback. To overcome this problem, video tapes of the role plays can be

used by the trainee and/or trainer for evaluation.

The role-rotation method begins as either a single or multiple role play. However, when the

trainees have interacted for a period of time, the role play is stopped. Observers then discuss

what has happened so far and what can be learned from it. After the discussion, the role play

resumes with different trainees picking up the roles from some, or all, of the characters. Role

rotation demonstrates the variety of ways the issues in the role play may be handled. Trainees

who are observers are more active than in the single role play since they have already

participated or know they soon will be participating. A drawback is that the progress of the role

play is frequently interrupted, creating additional artificiality. Again, trainees may be inhibited

from publicly critiquing the behavior of their fellow trainees.

7. BEHAVIOR MODELINGBehavior modeling is used primarily for skill building arid almost always in combination with

some other technique. Interpersonal skills, sales techniques, interviewee and interviewer

behavior, and safety procedures are among the many types of skills that have been successfully

learned using this method. While live models can be used, it is more typical to video tape the

desired behavior for use in training. The steps in behavior modeling can be summarized as

follows:

1. Define the key skill deficiencies

2. Provide a brief overview of relevant theory

3. Specify key learning points and critical behaviors to watch for

4. Have an expert model the appropriate behaviors

5. Have trainees practice the appropriate behaviors in a structured role play

6. Have the trainer and other trainees provide reinforcement for appropriate imitation of the

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model's behavior

Behavior modeling differs from role plays and games by providing the trainee with an example

of what the desired behavior looks like prior to attempting the behavior. While this method is

primarily behavioral, steps 2 and 3 reflect the cognitively oriented learning features of the

technique. Feedback to the trainee is especially powerful when video is used to record both the

model's and the trainee's performance. Through split screen devices, the performance of the

model and the trainee can be shown side by side. This allows the trainee to clearly see where

improvements are needed.

Simulations are not good at developing declarative knowledge. Some initial level of declarative

and procedural knowledge is necessary before a simulation can be used effectively. Although

some knowledge development can occur in simulations, usually other methods are required for

this type of learning. Simulations provide a context in which this knowledge is applied.

Improving the trainees' ability to apply knowledge (i.e., facts, procedures, strategies) is the

focus of simulations. Simulations do a good job of developing skills because they:

simulate the important conditions and situations that occur on the job

allow the trainee to practice the skill

provide feedback about the appropriateness of their actions

Each of the different formats has particular types of skills for which they are more appropriate:

Mechanical, machine operation and tool-usage skills are best learned through use of

equipment simulators.

Business decision-making skills (both day to day and strategic), planning, and complex

problem solving can be effectively learned through the use of business games.

The in-basket technique is best suited to development of strategic knowledge used in

making day-to-day decisions.

Case studies are most appropriate for developing analytic skills, higher-level principles,

and complex problem-solving strategies. Because trainees do not actually implementtheir decision/solution, its focus is more on what to do (strategic knowledge) than on

how to get it done (skills).

Role plays provide a good vehicle for developing interpersonal skills and personal

insight, allowing trainees to practice interacting with others and receiving feedback.

They are an especially effective technique for creating attitude change, allowing

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trainees to experience their feelings about their behavior and others' reactions to it.

TRAINING NEED IDENTIFICATION

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, releasingpotential 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

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learning resources 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

Group Needs

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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.

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

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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

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.

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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 the genuine 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.

EVALUATION OF TRAINING PROGRAM

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.

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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.

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 participants

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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.

BENEFITS OF TRAINING NEEDS IDENTIFICATION & TRAINING

EVALUATION

Benefits of Training Need Identification and Training Evaluation are:

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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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COMPANY PROFILE


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COMPANY PROFILE

Jubilant Organosys is a collaborative, innovative provider of products and services to the global

life sciences industry, striving to accelerate the process of pharmaceutical drug approval.

We have a presence across the pharmaceuticals value chain ranging from drug discovery

services, custom research and manufacturing services, advance intermediates and fine

chemicals to active pharmaceutical ingredients, dosage forms and regulatory affairs services.

We also enjoy leadership in Industrial Products and Performance Polymers products in India.

VISION, PROMISE & VALUES

Jubilant symbolizes positivity, dynamism, triumph and joy, all of which guide and shape the

Groups collective experiences and efforts. Jubilant will always care for human needs, share its

expertise to provide a better life and help upgrade the stakeholders standard of living and

sustainable growth by dynamizing the value chain within the Group.

Our vision is to be amongst the top 10 most admired companies to work for. We want to

maintain our leadership position in our chosen area of business in India and to establish it

globally. We will endeavour to create new opportunities for growth in our strategic businesses

which give a 10 points higher rate of return than the cost of capital.

Our values determine our business path. Combined with our Promise and Vision, these values

have determined what we have achieved and they continue to guide our future.

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OUR VISION

OUR PROMISE

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OUR VALUES

We will carefully select, train and

develop our people to be creative,

empower them to take decisions, so

that they respond to all customers

with agility, confidence and

teamwork

We stretch ourselves to be cost

effective and efficient in all aspects

of our operations and focus on

flawless delivery to create and

provide the best value to our

customers

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By sharing our knowledge and

learning from each other and from

the markets we serve, we will

continue to surprise our customers

with innovative solutions

With utmost care for the environment

and safety, we will always strive to

excel in the quality of our processes,

our products and our services

CORPORATE OVERVIEW

Jubilant Organosys is an integrated pharmaceutical industry player having presence across the

pharmaceuticals value chain. We are a collaborative and innovative provider of products and

services to the global life sciences industry, striving to accelerate the process of pharmaceutical

drug approval. Our range of offerings include drug discovery and development services,

custom research and manufacturing services, advance intermediates, fine chemicals, active

pharmaceutical ingredients, dosage forms and regulatory affairs services.

We are one of the largest Indian Custom Research and Manufacturing Services (CRAMS) and

Drug Discovery Services companies and a leading active pharmaceuticals ingredients company

in India.

We are a Science Active company with more than 25 years of chemistry knowledge in

producing innovative products and processes by leveraging our R&D expertise, knowledge

driven operations and global scale manufacturing capacities.

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Jubilant Organosys has three subsidiary companies in India - Jubilant Biosys Ltd. for

bio/chemo informatics databases & drug discovery services, Jubilant Chemsys Ltd. for

medicinal chemistry services and Clinsys Clinical Research Ltd. for clinical research.

We have a strong international presence, having international subsidiaries in USA, Belgium

and China. PSI N.V. and PSI Supply N.V., in which Jubilant Organosys holds 80% equity, are

the Belgium based pharmaceuticals companies providing regulatory affairs services and supply

of dosage forms to European generic companies. Jubilant Pharmaceuticals, Inc., a subsidiary of

Jubilant in USA, is a generic pharmaceutical company having a US FDA approved

manufacturing facility in the USA. Clinsys Clinical Research Inc., a wholly owned subsidiary,

is a clinical research organization (CRO) operating out of the USA. Jubilant Organosys also has

marketing subsidiaries in USA and China. Jubilant products are sold across the globe in more

than 50 countries.

Our business is organized in three business segments: Pharmaceuticals & Life Science

Products, Industrial Products and Performance Polymers.

We have four manufacturing locations in India situated at Gajraula (in Uttar Pradesh),

Nanjangud (in Karnataka), Nira (in Maharashtra) and Samlaya (in Gujarat) and a US FDA

approved manufacturing facility for dosage forms in Maryland, USA.

Globally, Jubilant Organosys is a leading manufacturer in defined product segments, including

select APIs (e.g., Carbamazepine and Citalopram), Pyridine and its derivatives, Solid polyvinyl

acetate, Vinyl Pyridine Latex and Organic Intermediates (e.g., Ethyl Acetate and Acetic

Anhydride).

JUBILANT HISTORY

2005 - Acquires Target Research Associates, Inc, renamed Clinsys Inc; a USA based Clinical

Research Organization (CRO) Acquires Trinity Laboratories, Inc. and its wholly owned

subsidiary, Trigen Laboratories Inc, renamed Jubilant Pharmaceuticals, Inc, a generic

pharmaceutical Company in USA having a US FDA approved formulation manufacturing

facility. Enters clinical research business by setting up wholly owned subsidiary Jubilant

Clinsys Ltd.

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2004 - Sets up medicinal chemistry services business through wholly owned subsidiary Jubilant

Chemsys Ltd.Enters formulations and regulatory affairs businesses by acquiring

Pharmaceutical Services Incorporated, N. V. and PSI supply N. V., the pharmaceutical

companies in Europe.

2003 - Sets up a new state-of-the-art Research & Development Centre in Noida, near New

Delhi. Equipped with all latest scientific instruments.

2002 - Acquires the active pharmaceutical ingredients business.

2001- New corporate identity. Jubilant Organosys Ltd reflects changed corporate and business

profile.

2000 - Enters the Bio/ Chemo informatics arena by setting up Jubilant Biosys Ltd.

1998 - Enters high school value added Pyridine derivatives HBR and Cyano Pyridine Plants.

Forms marketing subsidiary in the USA. Acquires acetyl plant in western India.

1997 - Commission first Multi-purpose fine chemicals plants. Plant for food polymer

Commissioned.

1995 - Gets ISO 9001 certification

1990 - Commissions Pyridine & Picoline plant.

1988 Launches its first branded product. Vamicol, an adhesive product.

1987 Introduces new products in Performance Chemicals segments. Poly vinyl acetate

Emulsion for paint, textile, paper & packaging and woodworking industry.

1985 Research & Development center gets recognition from Government of India.

1983 Commercial production of Vinyl Acetate Monomer (VAM).

1981 Initial Public Offering. Listing on leading stock exchanges in India.

1978 Incorporated as Vam Organic Chemical Ltd.

BOARD OF DIRECTOR

Shyam S Bhartia

Chairman & Managing

Director

Hari S Bhartia

Co-Chairman & Managing

Director

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Dr. J M Khanna

Executive Director &

President - Life Sciences

S N Singh

Executive Director -

Chemicals

S Bang

Executive Director -

Manufacturing & Supply

Chain

Ajay Relan

Director

Abhay Havaldar

Director

Bodhishwar Rai

Director

Arabinda Ray

Director

Dr. Naresh Trehan

Director

Surendra Singh

Director

H K Khan

Director

MANUFACTURING FACILITIES

Jubilant's manufacturing capabilities are one of its key differentiators. The Company has

vertically integrated manufacturing facilities for its range of Custom Research and

Manufacturing Services, APIs, Dosage Forms, Industrial Products and Performance Polymers

businesses.

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Jubilant Organosys has geographically diversified manufacturing facilities in eight locations:

Gajraula (UP), Nanjangud (Karnataka), Roorkee (Uttarakhand), Nira (Maharashtra), Udaipur

(Rajasthan), Samlaya (Gujrat), Salisbury, state of Maryland (USA) and Spokane, state of

Washington (USA). The Company's manufacturing facility in Maryland, USA, is US FDA

approved . The Indian cGMP compliant facility for manufacturing finished dosage forms in

Roorkee, Uttarakhand is operational and readying to undergo inspection by USFDA,

UKMHRA and other regulatory bodies

AWARDS

Jubilant's rapid progress across all corporate aspects has consistently been acknowledged by

various industry bodies, government and non-government agencies in the form of awards and

certifications.

List of Certificates & Awards

Sr.No. Awards & Certificate Year

1 Golden Peacock award for Innovation Management 2003

2 Six-sigma Quality Award at the All India CII Convention 2004

3 The Greentech Foundation Award for Environment Excellence

4 The Energy Conservation Award (Chemical sector) from the

Government of India for the Gajraula unit5 Best Managed Manufacturing Plant for Single super phosphate by FAI 2003

6 Best HR Practices Award by Centre for International Businesses 2004

7 P C Acharya Award for Development of Indigenous Technology by

ICMA

2004

8 Top 5 Best Managed Workforce in India - Hewitt Award

9 The DSIR Award for Innovation in Chemicals & Allied Industries

JUBILANT CORPORATION

Jubilant Group is a well-diversified conglomerate having business interests in four sectors of

activity:

Pharmaceuticals, Life Sciences and Speciality Chemicals

Oil & Gas (Exploration and Production)

Food

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Services

The Group has a strong global presence in pharmaceuticals and chemicals business

The Group is now enhancing its presence in services sectors with focus on Oil & Gas (E&P),

Food and Transport. Jubilant Group had a sales turnover of US$ 615 million in financial year2005

INNOVATION

Jubilant believes that, only an innovative firm will continue to achieve success in scientific,

technological and social arenas in the coming years.

Innovation is about instilling a mindset of entrepreneurial thinking, flexibility, and organic

growth - at every level of the organisation. The organisation must learn to evolve continuously

to meet, the customer and market needs and create competitive advantage in this age of rapid

change.

Jubilant is creating a culture of innovation to give a free rein to the creative potential of our

employees in order to develop fresh solutions and bring tangible results in the fields of R&D,

Contract Management and Human Resources.

R & D FACILITIES

Jubilant is an innovative firm that leverages R&D, its potential and capabilities to exploit the

existing and potential markets. We believe that R&D can contribute to establish criteria for

quality and develop methods to verify them. R&D can cooperate to find solutions to production

and customers' problems.

Research, Development and Application studies form the backbone of Jubilant Organosys' local

and global presence. Over the last fifteen years most of the Advance Intermediates, Fine

Chemicals, APIs, Dosage Forms and Performance products have been developed in our R&D

laboratories. We have well equipped laboratories and pilot plant facilities that synthesiseorganic compounds and polymers. The sophisticated instrumental facilities provide for

complete analysis of products and their structures.

Our R&D facilities are interdisciplinary -- they include technical, marketing and economics

skills generating new products/processes/services. Our research and experimental development

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comprises of creative yet systematic work, increasing the pool of knowledge in devising new

applications.

Our laboratories spread over a combined area of 300,000 sq. ft., have over one thousand and

twenty five skilled scientists and engineers engaged in research on new products, process

developments and their possible applications across diverse industries.

R&D has now assumed a wider role of managing technological change. We have entered an

age of innovation explosion, where the number of new developments across the

pharmaceuticals value chain appears visible. At Jubilant our research and development effort

fulfils four basic objectives, which are:

The development of new products

Improvement in the quality and performance of our existing products

Increasing efficiencies in our manufacturing processes

Supporting the customer through product application

Our R&D works closely with direct customers using specialized skill sets, to ensure that new

product development remains focused on the customer's current and future needs, and

supported by strong technical support services. The focus on the customer equips our team to

understand and meet the needs of the Pharmaceuticals and Life Sciences industry.

Development and change are constant in life. Science has decoded the "book of human life'' by

gene mapping. To continue the ongoing scientific, technological and social endeavours, the role

of research and development (R&D) cannot be overstated. We believe innovation is necessary

to generate new ideas, in design quality and process control, in technical assistance to

production and customers, or just pure research.

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PRODUCT PROFILE

PRODUCT DISCRIPTION

Jubilant operates in four business segments:

LIFE SCIENCE PRODUCTS AND SPECIALITY CHEMICALS- It includes

five companies

Jubilant Organosys- One of the largest custom research and manufacturing services

(CRAMS) companies.

Jubilant Biosys- An innovative bioinformatics and chemo informatics service provider.

Jubilant Chemsys- Jubilant services integrate the expertise of our scientists in the areas

of Drug Discovery, Drug Development and Analytical Chemistry.

Jubilant clinsys- One of the best clinical and bio analytical service provider.

PSI & PSI Supply.

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OIL & GAS-Jubilant Corporation has emerged as one of the leading private sector players

in the Oil & Gas Exploration and Production (E & P) segment in India. The corporation has

been in the E & P business for the last thirteen years and has successfully bid for the

development of the proven field at Kharsang in Arunachal Pradesh by teaming up with

consortia in production- sharing contract where, post its takeover; oil production registered a

major increase.

FOOD- Jubilant Corporations business interest in food and retail segment is represented

through Dominos Pizza and Monday to Sunday.

DOMINOS PIZZA INDIA LIMITED- Dominos Pizza India Limited was

incorporated in 1995. The first Dominos Pizza store was opened in India in January

1996, in New Delhi. Today, it has grown into a countrywide network of stores, with a

team of over 2,000 people. Dominos pizza delivers fresh and ready to eat food in India

by promising delivery within 30 minutes of placing the order, to its community of loyal

customers all over the country.

FOOD EXPRESS STORES (INDIA) LTD.

MONDAY TO SUNDAY- Monday to Sunday is a chain of super stores, which

operates in Bangalore. Its unique selling proposition is freshness. The outlets encompass

the whole gamut of food products, frozen, chilled, fresh, packaged, canned and dry.

SERVICES

Oil & Gas services

Power & Infrastructure Services

Aerospace Services

Automobile Services

Software Solutions

Financial Advisory Services

PRODUCTS MANUFACTURED

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Advance Intermediates and Fine Chemicals Facilities

Kilo Lab for grams to kilograms with reactor size of 20 to 630 lts. and total volume of

3,500lts.

Pilot Plant for kilograms to tones with reactor size of 1to 3 KL and total volume of 12,500lts.

Commercial scale plants for kilograms to tones with reactor size of 2 to 15 KL and total

volume of 210 KL.

Acetyls that include Acetic Acid, Acetic Anhydride and Ethyl AcetateSingle Super Phosphate

Organic Manure

Application Polymers for coating, textile and paper / packaging industry.

Consumer Products for woodworking industry.

Speciality gases for beverages, engineering and health care industry.

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Pharmaceutical & Life Science Products

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Our Pharmaceuticals and Life Science Products business, divided into four sub segments,

is the largest Custom Research and Manufacturing Services provider and a leading player

in Active Pharmaceutical Ingredients in India. We cater to global pharmaceuticals and life

sciences industry. Our products and services cover the entire gamut from development and

supply of intermediates for drug discovery to commercial supplies of intermediates, APIs

and finished dosage forms.

The Company has competence and knowledge to undertake more than 30 complex

chemical reactions. Whether it is advance intermediates, fine chemicals or active

pharmaceutical ingredients, we can seamlessly scale up from mg to MT quantities.

Our subsidiary PSI in Belgium provides regulatory affairs services and dosage forms to

generic pharmaceutical companies. Jubilant Pharmaceuticals, our subsidiary in USA, is a

generic pharmaceutical company having a US FDA approved manufacturing facility for

solid dosage forms.

Drug Discovery & Development Services

Jubilant's subsidiaries, Jubilant Biosys, Jubilant Chemsys and Clinsys Clinical Research

provide a range of functional as well as integrated services that help accelerate the

discovery and development process within the global pharmaceutical and biotech industry.

The subsidiaries located in the US and India provide innovative solutions to our

collaborators and partners while creative business models help sustain these relationships.

Discovery Informatics - Log onto www.jubilantbiosys.com

Discovery Research - Log ontowww.jubilantbiosys.com,www.jchemsys.com

Drug Development Services - Log onto www.jubilantbiosys.com

Clinical Research - Log onto www.ClinsysCRO.com

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TRAINING AND DEVELOPMENT IN JUBLIANT LIFESCIENCS LTD.

TRAINING & 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 PersonnelAdministration 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.

HUMAN RESOURCE MANAGEMENT

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

comprises of the functions and principles that are applied to retaining, training, developing, and

compensating the employees in organization. It is also applicable to non-business

organizations, such as education, healthcare etc. Human Resource Management is defined as

the set of activities, programs, and functions that are designed to maximize both organizational

as well as employee effectiveness

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

entry into an organization until he leaves, come under the horizon of HRM.

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

and Development, Retention, Industrial Relation, etc. Out of all these divisions, one such

important division is training and development.

Training And Development 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 oftraining and developmentis that Indian Organizations have

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

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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 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.

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OBJECTIVE OF THESTUDY


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OBJECTIVE OF THE STUDY

The objective of my study are as follows:-

To identify the training & development needs at Jubilant Organosys.

To critically evaluate the training & development programme at Jubilant Organosys

To give effective suggestions on the basics of the result in order to improve their

training & development program

To study the changes in behavioral pattern due to training.

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SCOPE & RATIONALE OF THE STUDY

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SCOPE & RATIONALE OFTHE STUDY


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The scope of the study covers in depth, the various training practices, modules, formats being

followed and is limited to the company Jubilant Life Sciences Ltd. and its employees. The

different training programmes incorporated/facilitated in Jubilant Life Sciences Ltd. through its

faculties, outside agencies or professional groups. It also judges the enhancement of the

knowledge & skills of employees and feedback on its effectiveness.

The broad Importance of the study of training policies in Jubilant Life Sciences Ltd is to study

the impact of training on the overall skill development of workers. The specific Importance of

the study are:

1. To examine the effectiveness of training in overall development of skills of workforce.

2. To examine the impact of training on the workers.

3. To study the changes in behavioral pattern due to training.

4. To measure the differential change in output due to training

5. To compare the cost effectiveness in implanting training programmes.

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LITERATURE REVIEW


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LITERATURE REVIEW

According to Casse and Banahan (2007), the different approaches to training and

development need to be explored. It has come to their attention by their own preferred model

and through experience with large Organisations. The current traditional training continuously

facing the challenges in the selection of the employees, in maintaining the uncertainty related to

the purpose and in introducing new tactics for the environment of work and by recognizing this,

they advising on all the problems, which reiterates the requirement for flexible approach.

Usually the managers have the choice to select the best training and development programme

for their staff but they always have to bear in mind that to increase their chances of achieve the

target they must follow the five points highlighted by Miller and Desmarais (2007).

According to Davenport (2006), mentioned in his recent studies that its easy to implement

strategy with the internet supported software.

Some of the Training theories can be effective immediately on the future of the skill and

developments. The content and the access are the actual factors for the process. It is a

representation itself by the Access on main aspect what is effective to the adopted practice in

training development. As per the recent theories to access the knowledge is changing from

substantial in the traditional to deliver the knowledge for the virtual forms to use the newmeaning of information with electronic learning use. There is a survey confirmation for using

classroom to deliver the training would drop dramatically, (Meister, 2001).

A manager is that what the other members of the organization wants them to be because it is a

very popular trend of development training for the managers in the training for the management

(Andersson, 2008, Luo, 2002).

Training-related changes should result in improved job performance and other positive changes

(e.g., acquisition of new skills; Hill & Lent 2006, Satterfield & Hughes 2007) that serve as

antecedents of job performance (Kraiger 2002). Reassuringly, Arthur et al. (2003) conducted

a meta-analysis of 1152 effect sizes from 165 sources and ascertained that in comparison with

no-training or pretraining states, training had an overall positive effect on job-related behaviors

or performance (mean effect size or d = 0.62). However, although differences in terms of effect

sizes were not large, the effectiveness of training varied depending on the training delivery

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method and the skill or task being trained. For example, the most effective training programs

were those including both cognitive and interpersonal skills, followed by those including

psychomotor skills or tasks. Next, we describe studies to exemplify, as well as go beyond, the

general findings reported by Arthur et al. (2003). We emphasize that results from meta-

analytic reviews should generally be given more weight than individual (i.e., primary-level)

studies because they are more reliable (Aguinis et al. 2008).

Training effects on performance may be subtle (though measurable). In a qualitative study

involving mechanics in Northern India, Barber (2004) found that on-the-job training led to

greater innovation and tacit skills. Tacit skills are behaviors acquired through informal learning

that are useful for effective performance. Regarding innovation, trained mechanics learned to

build two Jeep bodies using only a homemade hammer, chisel, and oxyacetylene welder.

Regarding tacit skills, Barber noted that the job of a mechanic requires feel to be successful.

Specifically, trained mechanics developed an intuitive feel when removing dentsa complex

process particularly when the fender is badly crumpled. As a result of informal training, one of

the mechanics had a good feeling of how to hit the metal at the exact spot so the work

progresses in a systematic fashion (Barber 2004, p. 134). This type of tacit skill was

particularly useful in the Indian context because, although most shops in developed nations

would not even attempt to repair a fender that was damaged so badly, this type of repair is

common practice in the developing world (Barber 2004).

Benefits of training are also documented for technical skills. For example, Davis & Yi (2004)

conducted two experiments with nearly 300 participants using behavior-modeling training and

were able to improve computer skills substantially. Although behavior-modeling training has a

rich history of success (e.g., Decker & Nathan 1985, Robertson 1990), a unique aspect of this

research was that training was found to affect changes in worker skills through a change in

trainees knowledge structures or mental models (see also Marks et al. 2002 for an

examination of mental models at the team level). Specifically, mentally rehearsing tasks

allowed trainees to increase declarative knowledge and task performance, each measured 10

days after the training was completed. More recently, Taylor et al. (2005) conducted a meta-

analysis including 117 behavior-modeling training studies. They ascertained that the largest

effects were for declarative and procedural knowledge (ds around 1.0 resulting from comparing

training versus a no-training or pretest condition). Declarative knowledge is knowledge about

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what (e.g., facts, meaning of terms), whereas procedural knowledge is knowledge about

how (i.e., how to perform skilled behavior) (see Aguinis 2009, Kraiger et al. 1993). The

overall mean effect on changes in job behavior was d = 0.27. However, Taylor et al. (2005)

reported substantial variance in the distribution of effect sizes, indicating the need to investigate

moderators of the relationship between behavior-modeling training and outcomes. We address

the issue of moderators below in the Suggestions for Future Research section.

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51

RESEARCH

METHODOLOGY


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RESEARCH METHODOLOGY

Research methodology involves the process to systematically solve the research problem or

research objectives of the research. It not only includes research methods uses in conduction

the research but also consider the logic behind the methods we adopt in the context of our

research study and explain why we are using a particular method of technique and why are not

using others so the research results are capable of being evaluated either by the researcher

himself or by others.

Research is a systematized efforts to gain new knowledge It is a movement ,a movement from

the known to the unknown. It is actually a voyage of discovery. A careful investigation or

inquiry specially through search for new facts in any branch of knowledge.

Research Methodology is a way to systematically solve the problem. It may be understood as a

science of studying how research is done scientifically. In it we study the various steps that are

generally adopted by the researcher in studying his research problem along with logic behind

them. It is necessary for the researcher to know not only the research methods/techniques but

also the methodology used. Researchers not only need to know how to develop certain indices

or tests, how to calculate mean or median or mode, how to apply particular research techniques

but must also know which of these methods or techniques are relevant and what would they

mean and indicate and why.

Research process consists of series of actions or steps necessary to effectively carry out the

research.

Types of Research The research is based on exploratory research.

.

DATA TYPE: - The research is based on primary as well as secondary data.

Primary data-The primary data are those which are collected afresh and for the first time, and

happen to be original in character. There are several method of collecting primary data,

particularly in survey researches important ones are : (a)through questionnaires(b)observation

methods (c) through schedules(d)interview method (e)other method which include.

Secondary data The secondary are those which have already been passed through the

statistical process. When the researcher utilizes secondary data, then he has to look into various

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sources from where he can obtain them. In this case he is certainly not confronted with the

problem that are usually associated with the collection of secondary data. usually published

data are available in (a)various publication of the central, state are local governments

(b)various publication of foreign government or of international bodies and their subsidiary

organization (c) technical and trade journals (d) books, magazines and news papers (e) reports

and publications of various associations connected with business and industries .

Research Methodology of a research includes these major aspects of a research:-

Research design

Sampling Design

Data Collection Methods

Processing and Analysis of Data

Interpretation and conclusion

1. RESEARCH DESIGN

A Research design is the arrangement of conditions for collection and analysis of data in a

manner that aims to combine relevance to research purpose with economy in procedure. In fact,

the research design is the conceptual structure with in which research is conducted. It

constitutes the blueprint for collection, measurement and analysis of data.

More explicitly, we can say that research design decisions happen to be in respect of:

1. What is the study all about?

2. Why is the study being made?

3. What type of data is required?

4. Where can the required data are found?

5. What period of time will study included?

6. How will the data will be collected?7. How will data be analyzed?

8. In what style will report be prepared?

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2. SAMPLING DESIGN TECHNIQUES

There are various types of sampling design techniques. All the sampling design techniques are

divided into two categories:-

(A) Non-Probability Sampling Technology.

(B) Probability Sampling Techniques.

(A) Non -Probability Sampling Technology are:-

1. Convenience Sampling

2. Judgmental Sampling

3. Quota Sampling

(B) Random Sampling Techniques are:

1. Simple Random Sampling

2. Systematic Random Sampling

3. Stratified Sampling

4. Cluster Sampling

5. Multi Stage Sampling, and

6. Area Sampling.

3. SAMPLE SIZE

Every researcher has to determined to sample size of the population for which the study is to be

conducted. For example All senior citizens residing in national capital region. Then the next

step is to determine the samples size that is to be selected from the population. Determination

of the precise size of a sample that has to be selected from the population is a difficult task.

It depends on a host of factor. We can say that sample size is depends upon:-

1. Nature of research and analysis.

2. The desire precision of the inferences.

3. The kind and number of comparisons.

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4. The number of variable to be measured and analysis.

5. The variance one expects to find in the population.

6. The statistical level of confidence used, etc.

My research based on primary data and sample size is 20 including employees of Jubilant

Life Sciences Ltd.

The sample size in the project report is 100 taken from the various HR Departments employees.

My report is based on Non -Probability Sampling Techniques, The analysis is based on

questionnaire as the sampling instrument and the information gained is through primary sources

((a)through questionnaires(b)observation methods (c) through schedules(d)interview method

(e)other method which include.) and secondary sources ((a)various publication of the central,

state are local governments (b)various publication of foreign government or of international

bodies and their subsidiary organization (c) technical and trade journals (d) books, magazines

and news papers)

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56

DATA ANALYSIS

&

INTERPRETATION


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DATA ANALYSIS & INTERPRETATION

Q.1. Are you getting training and development in your organization?

Table No 1

S.No. Options Percentage

1. Individually 50%

2. In team 40%

3. Both 10%

Figure No 1

INTERPRETATION:-

50% respondents choose the option individually, 40% respondents choose the option in team

and remaining 10% respondents choose the option both.

Q.2. Do you know the basic objective of training and development?

Table No 2

S.No. Options Percentage

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1. Fully 30%

2. Partially 60%

3. No 10%

Figure No 2

INTERPRETATION:-

30% respondents choose the option fully, 60% respondents choose the option partially and

remaining 10% respondents choose the option no.

Q.3. Are you satisfied by th

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