TRAINING AND DEVELOPMENT ( With Special Reference To BARISTA.)

A dissertation submitted in partial fulfillment of the

requirements for Personality

Development Communication Skill

BBA 3rd Sem in Management

By

Name Sumit Singh JoonEnrolment No-0171921706

(In BBA)

Under the Supervision ofGuide Name Ms Suniti Chandiok.

Department Of ManagementLalita Devi Institute of Mgt and Science

Affiliated To GGSIP University Kasahmere Gate New Delhi

CERTIFICATE

This is to certify that the Dissertation title of customer

satisfaction of Barista Company is bonafide & original Research

work done by Name Sumit Singh Joon Student of BBA 3 rd sem

GGSIP University, Under my supervision and guidance.

This Subject on which this dissertation has been written by her

original contribution towards the discipline of Management and

it has not previously formed the basis for the award of the

Degree, Diploma ,or other similar title to any candidate

This Dissertation represents entirely an independent research

work of the candidate under my guidance.

Guide Signature Date - ( )

Place - …………………..

2

DECLARATION

Statement 1

This work has not previously been accepted in substance for any degree and

is not being concurrently submitted in candidature for any degree / diploma.

Signed: ……………………..

Date: ………………………..

Statement 2

This project is the result of my own independent work/investigation, except

where otherwise stated. Other sources are acknowledged by giving explicit

references. A bibliography is appended.

Signed: ……………………..

Date: ………………………

3

ACKNOWLEDGEMENT

This project work has been a great experience on customer satisfaction of

Nokia .This work would not have been possible without the help,

cooperation, constructive suggestion and well wishes of many people. I

would like to thank all of them, as I mention a few here.

I owe my profound respect to Ms Seniti Candia, my project guide, and

express my deep sense of gratitude and indebtedness for her inspirations,

valuable and scholarly guidance, imperative suggestions and personal

attention at each stage of the Work. Their gamut of knowledge, dedication

towards research, exemplary devotion and trust towards me has been unique

and is the prime key behind the success of this project. Her personality has

been instrumental in blending an exciting spirit and atmosphere for

research. It has been a great opportunity and experience to work with her as

I will forever cherish the deep interaction I had with her.

Finally, I am most grateful to my parents for their moral support and

blessings and for being an immense source of inspiration for me all through

my life.

4

Introduction of Training

Training

• It may not be quite the outcome you were aiming for, but it will be an outcome

• It’s not what you dream of doing, but it’s having the knowledge to do it

• It's not a set of goals, but it’s more like a vision

• It’s not the goal you set, but it’s what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the

current situation looks) at present, and where you will be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities (KSA) through

professional development.

To be effective, training and development must meet a number of goals. First, they

must be focused on individual training needs but still reflect organizational goals

in terms of desired or expected performance. Second, training and development

must reflect learning goals or outcomes, outlining what will be accomplished by

this process. Third, they must be based on sound learning principles, be perceived

as important by trainees, and be conducted in a manner that maximizes learning.

Last, they must be evaluated to determine effectiveness and to help guide change

and improvement

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ROLE OF TRAINING

Training and Development

The field of training and development has changed significantly during the past several

years, reflecting both its role and importance in achieving higher employee performance

and meeting organizational goals. Today, this field has become more important because

employees need to learn new skills, advance their knowledge, and meet the challenges of

technology in achieving high performance.

Background

Training has traditionally been defined as the process by which individuals change their

skills, knowledge, attitudes, and/or behaviour (Robbins and DeCenzo, 1998). In this

context, training involves designing and supporting learning activities that result in a

desired level of performance. In contrast, development typically refers to long-term

growth and learning, directing attention more on what an individual may need to know or

do at some future time. While training focuses more on current job duties or

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responsibilities, development points to future job responsibilities. However, sometimes

these terms have been used interchangeably or have been denoted by the single term

performance consulting, which emphasizes either the product of training and

development or how individuals perform as a result of what they have learned (Robinson

and Robinson, 1995).

To be effective, training and development must meet a number of goals. First, they must

be focused on individual training needs but still reflect organizational goals in terms of

desired or expected performance. Second, training and development must reflect learning

goals or outcomes, outlining what will be accomplished by this process. Third, they must

be based on sound learning principles, be perceived as important by trainees, and be

conducted in a manner that maximizes learning. Last, they must be evaluated to

determine effectiveness and to help guide change and improvement.

Trends in Training and Development

A number of trends have occurred that reflect the common theme of making training

more effective. Some of the most significant trends include the following:

A greater emphasis on customized training reflects the needs of trainees, both in

terms of the skills and knowledge they currently have and those that they need,

along with identifying the unique learning style of each individual. By having this

focus, training can better match each individual's learning goals and needs, and

thus be perceived as more relevant and appropriate by the trainee.

An increased development of personalized learning objectives relates to present or

future job requirements and reflects past performance appraisal information. This

information can be gained, in part, by conducting a needs assessment for each

trainee and can help in designing learning activities that encompass the critical

skills and content areas needed for future performance.

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A greater use of instructional technologies, such as distance learning, allows

individuals to customize learning to their job situation—such as location, time,

access to technology, and so forth. The use of current training technologies can

greatly assist individuals in their learning, since training content and delivery can

be standardized, quickly updated, and constructed so as to require learners to

demonstrate the desired competencies as they engage in learning activities.

A greater integration of training and development into the workplace links

learning to job performance. Training outcomes and learning activities are linked

to each individual's job requirements so that what trainees learn will be reflected

in their job performance. For example, individuals who have participated in a

training program on developing teamwork skills would be expected to

demonstrate these skills in their future job performance.

A greater use of action or performance plans requires trainees to develop a plan

outlining how they will implement what they have learned and how they will

determine whether this plan will, in fact, improve performance. The use of this

process further links training to job performance; it can also be integrated with the

performance appraisal process to measure changes or improvements in an

individual's performance.

A Model for Creating Training Effectiveness

With training and development becoming more systematic, models describing the process

and activities required to achieve successful training are being used more frequently to

explain how training should be designed, delivered, and evaluated. One such model, as

shown in Figure 1, outlines the steps that should be completed during the pre-training,

training, and post-training stages. This model also presents a brief summary of each of

these stages, explaining why each step should be performed carefully and accurately.

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During the pre-training stage, information is gathered to help determine the need for

training. An assessment is made regarding what improvements or changes an

organization needs to make, along with an assessment of what trainees need to meet their

performance expectations. From this information, a decision can be made regarding the

training gap, for example, the difference between the performance that is desired and the

performance that currently exists.

After this assessment is complete, a number of training activities can be completed,

including developing training goals or outcomes, determining the appropriate learning

activities and strategies, and achieving an understanding and commitment from the

trainees for the program or activities. When these activities are performed effectively, the

likelihood that the training will be successful is greatly enhanced.

During the final stage, post-training, a number of activities are required to follow up on

the training, ensure that it is integrated into the workplace, and measure performance

changes and the effectiveness of the training. Although training can be measured through

several techniques, the most important and relevant measurement is one that focuses on

changes in performance rather than other factors, such as trainees' satisfaction with the

training or what they have learned.

Impact of Training and Development on Performance and Organizational Effectiveness

One current method of evaluating the impact and importance of training is to examine the

potential—or real—benefits to be achieved through training and development. Although

not all benefits can be measured on a strict cost-benefit analysis basis, most benefits can

be at least informally measured and used to determine effectiveness. The most significant

direct benefits of training are the following:

It clarifies job duties and responsibilities

It increases an individual's job competence

It provides the foundation for further development

It assists in conducting an accurate performance appraisal

It produces higher levels of performance

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In addition, training may also be evaluated in terms of indirect benefits that can add

additional value. These indirect benefits could include the following:

Enhancing teamwork and team building

Producing a strong sense of commitment to the organization

Achieving higher levels of employee motivation

Assisting in cross-training/job rotation

Although the impact of training can be measured in terms of individual learning and

performance, another way to determine its impact is in relation to organizational growth,

development, or effectiveness. As organizations have changed in recent times, there has

emerged a need to study the critical elements that make organizations prosper and relate

these to training and development. It is common today to view organizations in a

dynamic sense, noting that they are constantly changing, renewing themselves, and in

need of being reflective of current business practices. One current prospective is to view

an organization as a "learning culture," reflecting its need to be constantly involved with

learning how to become better and to provide significant training opportunities for

employees (Senge, 1990). Accordingly, when organizations adopt this learning culture,

they create a variety of training opportunities for all employees and develop performance

expectations that instil in all employees the need for and value of training and

development on a continual basis.

Importance of Training and Development

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.

• Image – Training and Development helps in creating a better corporate image.

• Profitability – Training and Development leads to improved profitability and

more positive attitudes towards profit orientation.

• 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 organisational policies

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

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

usually display

The Importance of Employee Development

Many entrepreneurs seem to view employee training and

development as more optional than essential...a viewpoint that can be costly to both

short-term profits and long-term progress.

The primary reason training is considered optional by so many business owners is

because it's viewed more as an expense than an investment. This is completely

understandable when you realize that in many companies, training and development

aren't focused on producing a targeted result for the business. As a result, business

owners frequently send their people to training courses that seem right and sound good

without knowing what to expect in return. But without measurable results, it's almost

impossible to view training as anything more than an expense.

Now contrast that approach to one where training's viewed as a capital investment with

thoughtful consideration as to how you're going to obtain an acceptable rate of return on

your investment. And a good place to start your "thoughtful consideration" is with a

needs analysis.

As it relates to training and development, a needs analysis is really an outcome analysis--

what do you want out of this training? Ask yourself, "What's going to change in my

business or in the behavior or performance of my employees as a result of this training

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that's going to help my company?" Be forewarned: This exercise requires you to take

time to think it through and focus more on your processes than your products.

As you go through this analysis, consider the strengths and weaknesses in your company

and try to identify the deficiencies that, when corrected, represent a potential for upside

gain in your business. A common area for improvement in many companies is helping

supervisors better manage for performance. Many people are promoted into managerial

positions because they're technically good at their jobs, but they aren't trained as

managers to help their subordinates achieve peak performance.

Determining your training and development needs based on targeted results is only the

beginning. The next step is to establish a learning dynamic for your company.

In today's economy, if your business isn't learning, then you're going to fall behind. And a

business learns as its people learn. Your employees are the ones that produce, refine,

protect, deliver and manage your products or services every day, year in, year out. With

the rapid pace and international reach of the 21st century marketplace, continual learning

is critical to your business's continued success.

To create a learning culture in your business, begin by clearly communicating your

expectation that employees should take the steps necessary to hone their skills to stay on

top of their professions or fields of work. Make sure you support their efforts in this area

by supplying the resources they need to accomplish this goal. Second, communicate to

your employees the specific training needs and targeted results you've established as a

result of your needs analysis.

Third, provide a sound introduction and orientation to your company's culture, including

your learning culture, to any new employees you hire. This orientation should introduce

employees to your company, and provide them with proper training in the successful

procedures your company's developed and learned over time.

Every successful training and development program also includes a component that

addresses your current and future leadership needs. At its core, this component must

provide for the systematic identification and development of your managers in terms of

the leadership style that drives your business and makes it unique and profitable. Have

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you spent time thoughtfully examining the style of leadership that's most successful in

your environment and that you want to promote? What steps are you taking to develop

those important leadership traits in your people?

Financial considerations related to training can be perplexing, but in most cases, the true

budgetary impact depends on how well you manage the first three components (needs

analysis, learning and leadership). If your training is targeted to specific business results,

then you're more likely to be happy with what you spend on training. But if the training

budget isn't related to specific outcomes, then money is more likely to be spent on

courses that have no positive impact on the company.

In many organizations, training budgets are solely a function of whether the company is

enjoying an economic upswing or enduring a downturn. In good times, companies tend to

spend money on training that's not significant to the organization, and in bad times, the

pendulum swings to the other extreme and training is eliminated altogether. In any

economic environment, the training expense should be determined by the targeted

business results you want, not other budget-related factors.

To help counter this tendency, sit down and assess your training and development needs

once or twice a year to identify your needs and brainstorm how to achieve your desired

results effectively and efficiently.

Your employees are your principle business asset. Invest in them thoughtfully and

strategically, and you'll reap rewards that pay off now and for years to come.

Importance of Training Objectives

Trainer – The training objective is also beneficial to trainer because it helps the trainer to measure the progress of trainees and make the required adjustments. Also, trainer comes in a position to establish a relationship between objectives and particular segments of training.

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Trainee – The training objective is beneficial to the trainee because it helps in

reducing the anxiety of the trainee up to some extent. Not knowing anything or going

to a place which is unknown creates anxiety that can negatively affect learning.

Therefore, it is important to keep the participants aware of the happenings, rather than

keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the

training successful. The objectives create an image of the training program in

trainee’s mind that actually helps in gaining attention. Thirdly, if the goal is set to be

challenging and motivating, then the likelihood of achieving those goals is much

higher than the situation in which no goal is set. Therefore, training objectives helps

in increasing the probability that the participants will be successful in training.

Designer – The training objective is beneficial to the training designer because if

the designer is aware what is to be achieved in the end then he’ll buy the training

package according to that only. The training designer would then look for the training

methods, training equipments, and training content accordingly to achieve those

objectives. Furthermore, planning always helps in dealing effectively in an

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unexpected situation. Consider an example; the objective of one training program is

to deal effectively with customers to increase the sales. Since the objective is known,

the designer will design a training program that will include ways to improve the

interpersonal skills, such as verbal and non verbal language, dealing in unexpected

situation i.e. when there is a defect in a product or when a customer is angry.

Therefore, without any guidance, the training may not be designed appropriately.

Evaluator – It becomes easy for the training evaluator to measure the progress of

the trainees because the objectives define the expected performance of trainees.

Training objective is an important to tool to judge the performance of participants.

Models of Training

Instructional System Development Model (ISD) ModelInstructional System Development model was made to answer the training

problems. This model is widely used now-a-days in the organization because it is

concerned with the training need on the job performance. Training objectives are

defined on the basis of job responsibilities and job description and on the basis of

the defined objectives individual progress is measured. This model also helps in

determining and developing the favorable strategies, sequencing the content, and

delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job analysis, and

target audience analysis.

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2. PLANNING – This phase consist of setting goal of the learning outcome,

instructional objectives that measures behavior of a participant after the training,

types of training material, media selection, methods of evaluating the trainee,

trainer and the training program, strategies to impart knowledge i.e. selection of

content, sequencing of content, etc.

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3. DEVELOPMENT – This phase translates design decisions into training

material. It consists of developing course material for the trainer including

handouts, workbooks, visual aids, demonstration props, etc, course material for

the trainee including handouts of summary.

4. EXECUTION – This phase focuses on logistical arrangements, such as

arranging speakers, equipments, benches, podium, food facilities, cooling,

lighting, parking, and other training accessories.

5. EVALUATION – The purpose of this phase is to make sure that the training program

has achieved its aim in terms of subsequent work performance. This phase consists of

identifying strengths and weaknesses and making necessary amendments to any of the

previous stage in order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also

highlights that feedback is an important phase throughout the entire training program. In

this model, the output of one phase is an input to the next phase.

Transitional ModelTransitional model focuses on the organization as a whole. The outer loop describes

the vision, mission and values of the organization on the basis of which training

model i.e. inner loop is executed.

Vision – focuses on the milestones that the organization would like to achieve after

the defined point of time. A vision statement tells that where the organization sees

itself few years down the line. A vision may include setting a role mode, or bringing

some internal transformation, or may be promising to meet some other deadlines.

Mission – explain the reason of organizational existence. It identifies the position in

the community. The reason of developing a mission statement is to motivate, inspire,

and inform the employees regarding the organization. The mission statement tells

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about the identity that how the organization would like to be viewed by the

customers, employees, and all other stakeholders.

The mission, vision, and values precede the objective in the inner loop. This model

considers the organization as a whole. The objective is formulated keeping these three

things in mind and then the training model is further implemented.

Methods of Training

There are various methods of training, which can be divided in to cognitive and

behavioural methods. Trainers need to understand the pros and cons of each method, also

its impact on trainees keeping their background and skills in mind before giving training.

Cognitive methods are more of giving theoretical training to the trainees. The various

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methods under Cognitive approach provide the rules for how to do something, written or

verbal information, demonstrate relationships among concepts, etc. These methods are

associated with changes in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

LECTURES

DEMONSTRATIONS

DISCUSSIONS

COMPUTER BASED TRAINING (CBT)

o INTELLEGENT TUTORIAL SYSTEM(ITS)

o PROGRAMMED INSTRUCTION (PI)

o VIRTUAL REALITY

Behavioural methods are more of giving practical training to the trainees. The various

methods under Behavioural approach allow the trainee to behaviour in a real fashion.

These methods are best used for skill development.

The various methods that come under Behavioural approach are:

GAMES AND SIMULATIONS

o BEHAVIOR-MODELING

o BUSINESS GAMES

o CASE STUDIES

o EQUIPMENT STIMULATORS

o IN-BASKET TECHNIQUE

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o ROLE PLAYS

Both the methods can be used effectively to change attitudes, but through different

means.

Another Method is MANAGEMENT DEVELOPMENT METHOD –

MANAGEMENT DEVELOPMENT – The more future oriented method and more concerned with education of the employees.

To become a better performer by education implies that management development

activities attempt to instill sound reasoning processes.

Management development method is further divided into two parts:

ON THE JOB TRAINING

The development of a manager’s abilities can take place on the job. The four techniques

for on-the job development are:

Coaching

Coaching is one of the training methods, which is considered as a corrective method

for inadequate performance. According to a survey conducted by International

Coach Federation (ICF), more than 4,000 companies are using coach for their

executives. These coaches are experts most of the time outside consultants.

A coach is the best training plan for the CEO’s because

It is one-to-one interaction

It can be done at the convenience of CEO

It can be done on phone, meetings, through e-mails, chat

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It provides an opportunity to receive feedback from an expert

It helps in identifying weaknesses and focus on the area that needs

improvement This method best suits for the people at the top because if we see on

emotional front, when a person reaches the top, he gets lonely and it becomes

difficult to find someone to talk to. It helps in finding out the executive’s specific

developmental needs. The needs can be identified through 60 degree performance

reviews.

Procedure of the Coaching

The procedure of the coaching is mutually determined by the executive and coach.

The procedure is followed by successive counselling and meetings at the

executive’s convenience by the coach.

1. Understand the participant’s job, the knowledge, skills, and attitudes, and

resources required to meet the desired expectation

2. Meet the participant and mutually agree on the objective that has to be

achieved

3. Mutually arrive at a plan and schedule

4. At the job, show the participant how to achieve the objectives, observe the

performance and then provide feedback

5. Repeat step 4 until performance improves

For the people at middle-level management, coaching is more likely done by the

supervisor; however experts from outside the organization are at times used for up-

and-coming managers. Again, the personalized approach assists the manger focus

on definite needs and improvement.

MENTORING

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Mentoring is an ongoing relationship that is developed between a senior and junior

employee. Mentoring provides guidance and clear understanding of how the

organization goes to achieve its vision and mission to the junior employee.

The meetings are not as structured and regular than in coaching. Executive

mentoring is generally done by someone inside the company. The executive can

learn a lot from mentoring. By dealing with diverse mentee’s, the executive is given

the chance to grow professionally by developing management skills and learning

how to work with people with diverse background, culture, and language and

personality types.

Executives also have mentors. In cases where the executive is new to the

organization, a senior executive could be assigned as a mentor to assist the new

executive settled into his role. Mentoring is one of the important methods for

preparing them to be future executives. This method allows the mentor to

determine what is required to improve mentee’s performance. Once the mentor

identifies the problem, weakness, and the area that needs to be worked upon, the

mentor can advise relevant training. The mentor can also provide opportunities to

work on special processes and projects that require use of proficiency.

Some key points on Mentoring

Mentoring focus on attitude development

Conducted for management-level employees

Mentoring is done by someone inside the company

It is one-to-one interaction

It helps in identifying weaknesses and focus on the area that needs

improvement

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JOB ROTATION

For the executive, job rotation takes on different perspectives. The executive is

usually not simply going to another department. In some vertically integrated

organizations, for example, where the supplier is actually part of same organization

or subsidiary, job rotation might be to the supplier to see how the business operates

from the supplier point of view. Learning how the organization is perceived from

the outside broadens the executive’s outlook on the process of the organization. Or

the rotation might be to a foreign office to provide a global perspective.

For managers being developed for executive roles, rotation to different functions in

the company is regular carried out.

This approach allows the manger to operate in diverse roles and understand the

different issues that crop up. If someone is to be a corporate leader, they must have

this type of training. A recent study indicated that the single most significant factor

that leads to leader’s achievement was the variety of experiences in different

departments, business units, cities, and countries.

An organized and helpful way to develop talent for the management or executive

level of the organization is job rotation. It is the process of preparing employees at

a lower level to replace someone at the next higher level. It is generally done for

the designations that are crucial for the effective and efficient functioning of the

organization.

Benefits of Job Rotation Some of the major benefits of job rotation are:

It provides the employees with opportunities to broaden the horizon of

knowledge, skills, and abilities by working in different departments,

business units, functions, and countries

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Identification of Knowledge, skills, and attitudes (KSAs) required

It determines the areas where improvement is required

Assessment of the employees who have the potential and calibre for filling

the position

JOB INSTRUCTION TECHNIQUE (JIT)

Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual

and procedural), skills and attitudes development.

Procedure of Job Instruction Technique (JIT)

JIT consists of four steps:

Plan – This step includes a written breakdown of the work to be done

because the trainer and the trainee must understand that documentation is

must and important for the familiarity of work. A trainer who is aware of the

work well is likely to do many things and in the process might miss few

things. Therefore, a structured analysis

and proper documentation ensures that all the points are covered in the training

program. The second step is to find out what the trainee knows and what training

should focus on.

Then, the next step is to create a comfortable atmosphere for the trainees’ i.e.

proper orientation program, availing the resources, familiarizing trainees with the

training program, etc.

Present – In this step, trainer provides the synopsis of the job while presenting

the participants the different aspects of the work. When the trainer finished, the

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trainee demonstrates how to do the job and why is that done in that specific

manner. Trainee actually demonstrates the procedure while emphasizing the key

points and safety instructions.

                   

Trial – This step actually a kind of rehearsal step, in which trainee tries to

perform the work and the trainer is able to provide instant feedback. In this step,

the focus is on improving the method of instruction because a trainer considers that

any error if occurring may be a function of training not the trainee. This step

allows the trainee to see the after effects of using an incorrect method. The trainer

then helps the trainee by questioning and guiding to identify the correct procedure.

Follow-up – In this step, the trainer checks the trainee’s job frequently after

the training program is over to prevent bad work habits from developing

OFF THE JOB TRAINING

There are many management development techniques that an employee can take in off

the job. The few popular methods are:

SENSITIVITY TRAINING

Sensitivity training is about making people understand about themselves and others

reasonably, which is done by developing in them social sensitivity and behavioural

flexibility.

Social sensitivity in one word is empathy. It is ability of an individual to sense

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what others feel and think from their own point of view.

Behavioural flexibility is ability to behave suitably in light of understanding.

Procedure of Sensitivity TrainingSensitivity Training Program requires three steps:

Unfreezing the old values –It requires the

the trainees become aware of the inadequacy of the old values. This can be done

when the trainee faces dilemma in which his old values is not able to provide

proper guidance. The first step consists of a small procedure:

An unstructured group of 10-15 people is formed.

Unstructured group without any objective looks to the trainer for its

guidance

But the trainer refuses to provide guidance and assume leadership

Soon, the trainees are motivated to resolve the uncertainty

Then, they try to form some hierarchy. Some try assume leadership role

which may not be liked by other trainees

Then, they started realizing that what they desire to do and realize the

alternative ways of dealing with the situation

Procedure of Sensitivity Training

Development of new values – With the trainer’s support, trainees begin to

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examine their interpersonal behaviour and giving each other feedback. The

reasoning of the feedbacks are discussed which motivates trainees to experiment

with range of new behaviours and values. This process constitutes the second step

in the change process of the development of these values.

Refreezing the new ones – This step depends upon how much opportunity the

trainees get to practice their new behaviours and values at their work place.

TRANSACTIONAL ANALYSIS

Transactional Analysis provides trainees with a realistic and useful method for

analyzing and understanding the behaviour of others. In every social interaction,

there is a motivation provided by one person and a reaction to that motivation given

by another person. This motivation-reaction relationship between two persons is a

transaction. Transactional analysis can be done by the ego states of an individual.

An ego state is a system of feelings accompanied by a related set of behaviours.

There are basically three ego states:

1. Child: It is a collection of recordings in the brain of an individual of

behaviours, attitudes, and impulses which come to her naturally from her own

understanding as a child. The characteristics of this ego are to be spontaneous,

intense, unconfident, reliant, probing, anxious, etc. Verbal clues that a person is

operating from its child state are the use of words like “I guess”, “I suppose”, etc.

and non verbal clues like, giggling, coyness, silent, attention seeking, etc.

2. Parent: It is a collection of recordings in the brain of an individual of

behaviours, attitudes, and impulses imposed on her in her childhood from various

sources such as, social, parents, friends, etc. The characteristics of this ego are to

be overprotective, isolated, rigid, bossy, etc. Verbal clues that a person is operating

from its parent states are the use of words like, always, should, never, etc and non-

verbal clues such as, raising eyebrows, pointing an accusing finger at somebody,

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etc.

                                 

3. Adult: It is a collection of reality testing, rational behaviour, decision-making,

etc. A person in this ego state verifies, updates the data which she has received

from the other two states. It is a shift from the taught and felt concepts to tested

concepts.

All of us evoke behaviour from one ego state which is responded to by the other

person from any of these three states.

STRAIGHT LECTURES/ LECTURES It is one of the oldest methods of training.

This method is used to create understanding of a topic or to influence behaviour,

attitudes through lecture. A lecture can be in printed or oral form. Lecture is

telling someone about something. Lecture is given to enhance the knowledge of

listener or to give him the theoretical aspect of a topic. Training is basically

incomplete without lecture. When the trainer begins the training session by telling

the aim, goal, agenda, processes, or methods that will be used in training that

means the trainer is using the lecture method. It is difficult to imagine training

without lecture format. There are some variations in Lecture method. The

variation here means that some forms of lectures are interactive while some are

not.

Straight Lecture: Straight lecture method consists of presenting information,

which the trainee attempts to absorb. In this method, the trainer speaks to a group

about a topic. However, it does not involve any kind of interaction between the

trainer and the trainees. A lecture may also take the form of printed text, such as

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books, notes, etc. The difference between the straight lecture and the printed

material is the trainer’s intonation, control of speed, body language, and visual

image of the trainer. The trainer in case of straight lecture can decide to vary from

the training script, based on the signals from the trainees, whereas same material

in print is restricted to

SIMULATION EXERCISES

Games and Simulations are structured and sometimes unstructured, that are usually

played for enjoyment sometimes are used for training purposes as an educational

tool. Training games and simulations are different from work as they are designed to

reproduce or simulate events, circumstances, processes that take place in trainees’

job.

A Training Game is defined as spirited activity or exercise in which trainees

compete with each other according to the defined set of rules.

Simulation is creating computer versions of real-life games. Simulation is about

imitating or making judgment or opining how events might occur in a real situation.

Training-Design

Training Implementation

Phase requires continual adjusting, redesigning, and refining. Preparation is the

most important factor to taste the success. Therefore, following are the factors that

are kept in mind while implementing training program:

The trainer – The trainer need to be prepared mentally before the delivery of

content. Trainer prepares materials and activities well in advance. The trainer also

set grounds before meeting with participants by making sure that he is comfortable

with course content and is flexible in his approach.

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Physical set-up – Good physical set up is pre-requisite for effective and

successful training program because it makes the first impression on participants.

Classrooms should not be very small or big but as nearly square as possible. This

will bring people together both physically and psychologically. Also, right amount

of space should be allocated to every participant.

Establishing rapport with participants – There are various ways by

which a trainer can establish good rapport with trainees by:

• Greeting participants – simple way to ease those initial tense moments

• Encouraging informal conversation

• Remembering their first name

• Pairing up the learners and have them familiarized with one another

• Listening carefully to trainees’ comments and opinions

• Telling the learners by what name the trainer wants to be addressed

• Getting to class before the arrival of learners

• Starting the class promptly at the scheduled time

• Using familiar examples

• Varying his instructional techniques

• Using the alternate approach if one seems to bog down

Reviewing the agenda – At the beginning of the training program it is very

important to review the program objective. The trainer must tell the participants

the goal of the program, what is expected out of trainers to do at the end of the

program, and how the program will run. The following information needs to be

included:

• Kinds of training activities

• Schedule

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• Setting group norms

• Housekeeping arrangements

• Flow of the program

• Handling problematic situations

Training Evaluation

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

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

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

workplaces, or to the regular work routines.

Purposes of Training Evaluation

The five main purposes of training evaluation are:

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.

Organizational learning

Organizational learning is an area of knowledge within organizational theory that

studies models and theories about the way an organization learns and adapts.

In Organizational development (OD), learning is a characteristic of an adaptive

organization, i.e., an organization that is able to sense changes in signals from its

environment (both internal and external) and adapt accordingly. (see adaptive system).

OD specialists endeavor to assist their clients to learn from experience and incorporate

the learning as feedback into the planning process.

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Difference between training & development

If we want to maximize training and development results by linking them to

performance management we need to understand the difference between training

activites and development activities. That's because it's important that we choose the

right mechanism for addressing any needs we have.

Training usually refers to some kind of organized (and finite it time) event -- a

seminar, workshop that has a specific beginning data and end date. It's often a group

activity, but the word training is also used to refer to specific instruction done one on

one.

Employee development, however, is a much bigger, inclusive "thing". For example,

if a manager pairs up a relatively new employee with a more experienced employee

to help the new employee learn about the job, that's really employee development. If

a manager coaches and employee in an ongoing way, that's employee development.

Or, employees may rotate job responsibilities to learn about the jobs of their

colleagues and gain experience so they might eventually have more promotion

opportunities. That's employee development.

In other words employee development is a broader term that includes training as one,

and only one of its methods for encouraging employee learning.

The important point here is that different activities are better for the achievement of

different results. For example, if the desire is provide an employee with a better

understanding of how the department works, job rotation might work very well. If

the goal is to improve the employee's ability to use a computer based accounting

package direct training would be more appropriate than, let's say, job rotation.

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REVIEW OF LITERATURE

Before the First World War

The Statute of Artificers of 1563 is the first example of state intervention and provided

the legal basis for vocational training until 1814 when the 'laissez faire' attitudes of the

time opposing any state regulation brought about its abolition. Nevertheless, the attitudes

contained in it, notably restriction of entry and the insistence on time-serving to qualify

as a craftsman, lingered on until the latter part of the 20th century. The craft trade unions

that emerged from the mid-19th century insisted on apprenticeship qualifications for

membership, and used craft status as a means of gaining and maintaining influence and

power. And the attitudes that had brought about the abolition of the Statute of Artificers,

which might be characterized as voluntarism versus state regulation or intervention, are

still present in debates in the 21st century.

During the 19th century, the state assumed increasing responsibility for primary and

secondary education, but vocational and technical education was initially left to voluntary

groups and employers. The growing factory system led to the establishment by

philanthropists of Mechanics Institutes in the 1760s to provide technical education.

During the next century, technical schools and colleges offering part-time technical

education gradually came into being, some funded by employers and some by private

subscription. Under the Technical Instruction Act 1889, responsibility for these

institutions was assumed by the new county councils and county boroughs, and many

existing FE colleges and universities came into existence in this way. Typically, the

education provided by these technical colleges was for supervisory and technical staff

rather than ordinary manual workers and was mostly carried out in the evenings, in

individuals' own time.

During the latter part of the 19th century, concern grew that compared with other

industrial nations (notably Germany) Britain's labour force was of a poor standard,

leading to a lack of competitiveness, a theme which would re-emerge continually during

the 20th century. The Associated British Chambers of Commerce felt that this, and

34

related problems of unemployment and under-employment, stemmed from the lack of

proper industrial training. 'It is the duty of the State', they said, 'to see that training is

provided for working people which will enable them to work .

From the First World War to the Second World War

War is always a stimulus to change, and the First World War demanded rapid production

of munitions. In contrast with the previously leisurely pace of apprenticeships, where

men had learned a range of skills, there was a demand for people to do only one or two

operations and the Ministry of Munitions devised training schemes aimed at producing

competent machine operators in under three months. Technical schools were also

equipped with the latest machinery. Towards the end of the war, in 1917, the emphasis

shifted to skill training for (mainly) disabled ex-servicemen, to enable them to gain both

employment and trade union membership. Various schemes were created, under which

ex-servicemen could qualify in periods varying from 6 to 18 months. In 1919,

responsibility for all government-sponsored training was taken over by the Ministry of

Labour, and the post-war recession meant that in the early twenties much of the training

which had been promised was abandoned. It is significant that the government's role was

seen as providing residual protection for the most vulnerable (the disabled) rather than to

intervene; training was still seen very much as a matter for employers.

Nevertheless, war had disrupted apprenticeship training and in its aftermath the

government was concerned about a possible shortage of skilled workers, while

simultaneously there was concern to alleviate mass unemployment. From 1925, the

Interrupted Apprenticeship Scheme enabled those whose apprenticeships had been

interrupted by the war to resume them, a very restricted number of grants were made

available for individual vocational training, while Government Training Centres were

established to provide six-month courses in skilled trades if the men concerned were

considered to have a reasonable chance of obtaining employment. For the long-term

unemployed, Instructional Centres were established. The aim was to accustom men to the

idea of work, and refusal to attend could mean denial of unemployment benefit.

35

For women, training schemes were established to fit unemployed women and girls for

domestic employment and Junior Instructional Centres were operated by local education

authorities for unemployed young people under the age of 18. Their aim was to reduce

the demoralization resulting from long-term unemployment and assist the absorption of

young people into industry. Between the wars almost two million people received some

form of training, the majority (1.5 million) in Junior Instructional Centers. The principal

aim of virtually all the schemes was to mitigate long-term unemployment, which

disappeared with the onset of the Second World War.

The Second World War

In 1940 Ernest Bevin, the Minister of Labour and National Service, transformed the

Ministry's training schemes to convert industry to all-out war production. Government

Training Centres were given the central role and their numbers expanded to provide

labour for munitions factories, and in coal mining. From 1941 women were admitted for

the first time and the length of basic training courses was reduced from 16 weeks to

around 4 to 8 weeks. Only those showing exceptional promise were retained for higher

grade training, and the majority received only preliminary grounding in trades enabling

them to do semi-skilled work. In 1945, with the end of the war in sight, courses were

again adapted to the needs of post-war reconstruction to provide training for the building

industry.

But the quality of the training was generally considered poor: although the experience of

the war stimulated interest in training and formalized to some extent training techniques,

it did not change attitudes. The former trainees were perceived as temporary workers for

the duration of the war. Institutional training was not considered as a substitute for

learning on the job, and for employers and trade unions the apprenticeship system

retained its primacy.

1945 -1964

The post-war years were a period of full employment, and the consensus remained that

employers should bear the major responsibility for training their employees; and training,

36

in most cases, still meant time-served apprenticeships which were regulated by industry-

wide national agreements between employers and unions, formed by the widely varying

custom and practice of each industry. Against the background of a forthcoming bulge in

the numbers of school leavers, the Carr Committee reported in 1958 that there was a need

for a national body to keep 'apprenticeship and training arrangements in general under

review'. It also rehearsed what were to become familiar problems over the coming

decades: there were too few skilled workers, who were poached by non-training

employers; and most training was too specialist and narrow. Carr also said that there were

few systems of formal qualification, and there were artificial age-entry limitations, poor

training methods and over-long apprenticeships; while training outside the apprentice

framework was even more lacking. Nevertheless, it recommended that 'responsibility for

industrial training of apprentices should rest firmly with industry', and that a voluntary

council should be set up to collect and disseminate information. A voluntary Industrial

Training Council was established and in 1960 it set up a Training Advisory Service and

regional industrial training committees, and encouraged the appointment of training

development officers in various industries.

1959 also saw the publication of the Crowther Report on 15-18 year-olds, sponsored by

the Ministry of Education. This highlighted the tendency to see 'education' and 'training'

as separate issues, and urged a closer relationship. It also noted that technical education

and vocational training were better integrated in many other Western European countries,

a concern which still remains.

Indeed, it was becoming increasingly evident, as the 1960s dawned, that Britain was

lagging behind its major European competitors in terms of the skills and education of its

workforce, and that this was part of Britain's relative economic failure. Reform was

needed and training was emerging as a political issue. A 1962 White Paper proposed

giving the Ministry of Labour powers to set up tripartite (government, employers and

unions) training boards in industries and a statutory training levy to be paid by employers

to these boards, which would be disbursed in the form of grants where firms provided

approved training. This was a marked shift from the previous voluntarism to financial and

institutional inducement to industry to extend its training. The White Paper saw

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expression in the 1964 Industrial Training Act, with the introduction of a Central

Training Council to advise the Secretary of State for Employment, and the establishment

of 29 Industrial Training Boards (ITBs) and the levy/grant system.

1965-1979

Although the 1964 Act had been broadly welcomed by both sides of industry, by the

early 1970s it was becoming evident that it had major failings. Many industries and about

half the working population were not covered by ITBs, and the levy/grant system was

bureaucratic and needed a small army of clerical employees to monitor it. Moreover, it

was difficult to agree the right criteria on which to judge training, and hence exemption

from levy and eligibility for grant. There was evidence that the system was inequitable,

and weighed against firms that trained more than the industry average. And small firms,

which carried out less training than their larger counterparts, had particular complaints

about the levy/grant system. Furthermore, by the early 70s unemployment had begun to

rise, so there was a pool of trained labour available and little incentive to train. At the

same time, the move from manufacturing to service industries was beginning. Given that

manufacturing had traditionally taken the lead in training (even with all its deficiencies),

this was not an encouraging sign. Whether the 1964 Act was given enough time is

debatable; it did provide a rapid growth in the quality and quantity of training and

arguably changed the intellectual climate in favour of greater training. Nevertheless, its

deficiencies gave rise to the 1973 Employment and Training Act.

The 1972 consultative paper Training for the Future had suggested compromises to the

1964 system, proposing the replacement of levy/grant by a levy/grant/exemption scheme.

To achieve national, rather than partial coverage, it also proposed a national Training

Services Agency (TSA). And a Training Opportunities Programme was introduced in

1972, through which adults would receive accelerated training in key trades. The

Employment and Training Act created a tripartite Manpower Services Commission

(MSC), with the TSA under it, to develop a national strategy for training, an

acknowledgement of a more active role for the state and of training's importance to the

economy. The new legislation also modified the 1964 Act by removing ITBs' statutory

38

duty to raise levy, while the amount of levy that could be raised was limited to one per

cent of payroll.

Unemployment rose rapidly from the mid-70s and the MSC became increasingly

embroiled in schemes to reduce it, blurring the distinction between what was genuine

training and schemes which many argued were designed principally to massage the

unemployment figures - especially youth unemployment - for political purposes. One

such major outcome was the Youth Opportunities Programme (YOP) which began in

1978 and offered unemployed school leavers work experience, training and work

preparation courses.

1979 - 1997

In the post-war years there had been a broad consensus about training policy between the

political parties. This changed in 1979 with the advent of a Conservative government

with a markedly less interventionist and more free market philosophy than its recent

predecessors of either major political party. It inherited a situation in which training was

unsatisfactory and patchy; the inheritance of the 19th century in terms of the emphasis on

voluntarism and apprenticeships still weighed heavily. At the same time, unemployment

(and especially youth unemployment) was continuing to rise and at one point in the 80s

reached three million. Companies, under increasing pressure, were becoming 'leaner and

meaner' and cutting costs. Training was to be cut; while there was a pool of unemployed

labour to draw upon, and times were hard, few employers were inclined to invest in

training; during this period there was a sharp decline in apprenticeships. There was

growing discontent with the bureaucracy of the ITBs. But at the same time as there was

high unemployment, skills shortages were being reported, especially in high technology

areas.

A review was embarked upon which resulted in the 1981 Employment and Training Act.

This empowered the Employment Secretary to set up, abolish or change the scope of

ITBs. The Act  in effect it marked the end of most ITBs. After a few years only two

remained: those for construction and engineering construction, both industries with

39

peripatetic workforces where employers decided that the levy/grant system should

remain. ITBs were replaced by about 170 non-statutory Industry Training Organisations

(ITOs), which were to be supported on a voluntary basis by employers, with some

government support for particular projects. In fact the great majority of these, with

minimal funding and staffed on a shoestring, foundered through lack of employer support

and it was not until the turn of the century that serious efforts were made to revive

industry-based training arrangements.

Meanwhile, the emphasis of the MSC was increasingly to alleviate the adverse effects of

unemployment, and particularly youth unemployment. YOP had been heavily criticised

for the poor quality of training, and many employers used subsidised YOP trainees as

cheap labour without subsequently employing them. In 1983 YOP was replaced by the

Youth Training Scheme (YTS), initially a 12-month work-based programme of basic

vocational training and experience with 13 weeks off-the-job training or further

education. Some 300,000 people participated in YTS in its first year. The training was

somewhat better than YOP and the length of training was extended from one year to two

years in 1986, but it was never regarded as much more than a palliative for

unemployment. Many YTS trainees were trained in areas in which skills were not in short

supply and failed to find work at the end of their training. As the labour market recovered

towards the end of the 1980s YTS was re-branded Youth Training (YT). YT was

replaced in turn in 1998 by New Deal (see below). Despite the billions spent on them, the

successive youth training schemes achieved little for the majority of participants. Nor did

similar schemes for adults such as the Job Training Scheme (1986) and Restart (1986),

other than a reduction in headline unemployment figures.

The recovery of the labour market once again highlighted weaknesses in the UK's

training, with reports from respected academic bodies comparing it unfavourably with the

French and German systems. Skill shortages continued to be reported. Gradually the

government adopted a more interventionist approach, although in ways which sought to

be consistent with its ideology.

40

In 1987 the National Council for Vocational Qualifications (NCVQ) was established to

design and implement a new National Vocational Qualification (NVQ; SVQ in Scotland)

framework to bring order and structure to qualifications, including accreditation for what

had already been accomplished. There were lengthy teething problems and justified

criticisms for over-bureaucratic processes and language; nevertheless, NVQs/SVQs are

now established in many areas.

In 1988 the MSC ceased to be tripartite (the unions had opposed the various training

measures), and eventually became the Training Agency under the direct control of the

Department of Employment. Its major activities were responsibility for vocational

education and training, training for unemployed and employed people, and building a

responsive training infrastructure - the latter tacit recognition that this had not existed

since the winding up of ITBs. One early outcome was the establishment of the National

Council of Industry Training Organisations (NCITO) in 1988, to attempt to develop a

national strategy, although it was not notably successful, not least because of the

weakness of ITOs.

From 1989 Training and Enterprise Councils (TECs) were established in England and

Wales, and Local Enterprise Companies (LECs) in Scotland and Northern Ireland. They

were legally autonomous bodies that controlled the public funds allocated to them, could

raise private funds and were employer-based. Their aim was to make training policy

sensitive to local needs and therefore have a real impact on business growth.

All these initiatives demonstrate that the link was being made by government between

training, business needs, and economic performance. A 1991 White Paper Education and

Training for the 21st Century, sought to improve the UK's skills base and ensure a fuller

contribution to the economy by all individuals. In particular, it sought to increase the

proportion of young people acquiring higher levels of skill, to ensure that people were

more committed to develop their own skills throughout their working lives (lifelong

learning), and to increase employers' commitment to training. In the same year, the

Investors in People scheme was introduced to encourage employers to link training to

business needs and in 1994, in recognition that traditional apprenticeships had virtually

41

died during the 1980s, Modern Apprenticeships were introduced, linked to the NVQ

system.

1997 - 2007

When Labour came to power in 1997, it inherited a situation in which there was growing

evidence that the UK had more poorly qualified employees and fewer young people in

training than most of its European competitors. Two 1998 Green Papers, The Learning

Age and Lifelong Learning, announced the government's commitment to lifelong

learning. The TUC then announced the establishment of a network of learning

representatives, supported by a government-backed Union Learning Fund, to stimulate

individuals to learn and to access new skills. Other initiatives to encourage lifelong

learning were introduced, including Individual Learning Accounts and Learn direct, with

limited success.

Also in 1998, Labour announced its 'welfare-to-work' scheme - New Deal, to get the

long-term unemployed into employment. How successful this was is arguable: many of

those who found jobs might have done so anyway because of the growth in the economy

and, like the YT schemes of a decade or so earlier, there were complaints about the

relevance of the training and the associated bureaucracy.

Meanwhile, the TECs and LECs had never been fully welcomed. Unions had opposed

them because they had no voice on most of them, their mix of private and public funding

had caused disquiet, and they were caught between local needs and national training

priorities. In 2001 they were abolished and replaced by 47 Learning and Skills Councils

(LSCs), overseen by a national Learning and Skills Council with responsibility for

funding, planning, quality assurance and delivery of all post-16 education and training up

to but not including higher education. The weak ITOs were abolished and are replaced by

more broadly-based Sector Skills Councils (SSCs) from 2002.

In the same spirit of greater co-ordination, in 2003 the Government issued its Skills

Strategy White Paper with the aims of ensuring that employers had the skills to support

the success of their business, and that employees had the necessary skills to be both

42

employable and personally fulfilled. The White Paper spoke of building a new skills

alliance where every employer, employee and citizen played their part, by integrating

what already existed and focusing it more effectively.

This was followed by the Leitch Review of Skills1. Published in 2006, it proposed

tackling the continuing problem of low skills by (among other recommendations)

proposals for the UK ultimately getting to a position where 95% of adults would achieve

a Level 2 qualification, and supporting a new ‘pledge’ for employers to voluntarily

commit to train all eligible employees up to Level 2. Progress would be reviewed in

2010, and if improvement was ‘insufficient, introduce a statutory entitlement to

workplace training to Level 2 in consultation with employers and unions’. A Commission

for Employment and Skills was announced in 2007 to help put the Leitch

recommendations into effect and strengthen the employer voice on skills. Also in 2007,

work-related diplomas – described as a blend of academic and vocational learning to help

young people learn the skills demanded by employers - were announced to sit alongside

GCSEs and A-levels.

Writing about recent and current events, historical perspective is lacking. The clash

between voluntarism and interventionism still exists, although the influence of the

European Union, with a broadly more interventionist philosophy, is increasing. Modern

Apprenticeships, despite re-branding, struggle to succeed. There is still no 'training

culture' among many employers, as exists more widely in certain other EU nations, and

the training performance of SMEs in particular remains a real problem. The initial

responses to Leitch’s call for a skills ‘pledge’ are not encouraging, particularly amongst

small firms2, and there is opposition to the idea of intervention in the form of a statutory

right to workplace training. There are concerns that the new work-related diplomas will

be regarded as inferior to GCSEs and A-levels, although vocational qualifications sit

alongside ‘academic’ qualifications easily in most of continental Europe.

Training by employers

43

During the 19th century and indeed well into the 20th, training was seen as being based

around apprenticeships: for most people, training ended when their apprenticeships

ended. Unstructured on-the-job training also existed, in which established operatives in

semi-skilled jobs were assumed to be capable of showing new workmates what to do. It

was not until the 1920s that theories about management (and, by extension, management

education and training) from the USA arrived in the UK. Ever since then, the UK has

been quick to pick up ideas from across the Atlantic.

The first were F W Taylor's principles of scientific management, and sociologists like

Elton Mayo suggested that relationships between workers and between management and

workers were crucial in maintaining interest in work. In the Second World War, training

officers came into being as a distinct category of staff. Training was beginning to develop

a business profile. During the 1950s and 60s, Mayo's work was picked up by other

sociologists and psychologists like Argyris, McGregor and Herzberg, and by the late 50s

it was accepted that there was more to management than Taylor had suggested, although

his legacy lingers on. Work was increasingly complex and dynamic, and there was need

to pay attention to innovation and change.

In larger organisations in particular, this meant that training activities in the shape of

courses began to grow from the 1950s onward. Mostly these involved managers, but

more rapidly changing technology meant that operatives and craftsmen were covered too.

Managers had initially conducted these courses, but their growth meant that specialist

trainers and training departments came into being. After 1964 the ITBs had an impact

too, in seeking to spread best practice. In the late 1960s the first business schools in the

UK opened, rapidly followed by others; management education had become an academic

discipline.

Around the mid-80s, the term human resource development (HRD) arrived in the UK

based on human capital theory which presented people as organisational assets whose

value derived from their skills, knowledge and competence. See our factsheet on human

capital for more information.

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RESEARCH METHODOLOGY

Training has traditionally been defined as the process by which individuals change their

skills, knowledge, attitudes, and/or behavior . In this context, training involves designing

and supporting learning activities that result in a desired level of performance. In

contrast, development typically refers to long-term growth and learning, directing

attention more on what an individual may need to know or do at some future time. While

training focuses more on current job duties or responsibilities, development points to

future job responsibilities. However, sometimes these terms have been used

interchangeably or have been denoted by the single term performance consulting, which

emphasizes either the product of training and development or how individuals perform as

a result of what they have learned .

I have collected the data from Barista by both primary and secondary data

Primary Sources:-

By direct interaction

Secondary Source:-

Books

Internet

Magazine

45

DETAIL STUDY OF BARISTA

History of Barista

Barista traces its roots back to the old coffee houses in Italy - the hotbeds of poetry, love,

music, writing, revolution and of course, fine coffee. Drawing inspiration from them, we

have single-handedly taken on the challenge to open people's eyes to the simple pleasures

of coffee and revolutionize the coffee drinking experience in every city that we invade.

To live up to this promise, we have employed skilled Italian roast masters at our roastery

in Venice. Sourced only the finest quality Arabicas. And have had our espresso bars

designed to reflect a warm, friendly and inviting atmosphere. Add to this, a menu you can

ponder over for hours and you have everything you need to escape the pressures of daily

life.

At last count, the aroma of fine Barista coffee permeated in over 100 espresso bars across

India, Sri Lanka and the Middle East. If you have any trouble finding one, we suggest

you simply follow your nose.

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Learning & Development

Care for our customers, our coffee and the people we work with

Join Barista and you'll go on a Journey. Not just any Journey, but a course of

development that will support you from the day you arrive, wherever your career with us

leads. Your learning and development begins when you do.

Our people are at the heart of what we do. Every Line Manager in Barista, whether

they're based in the Support Center, Wholesale or Stores, works with a training

framework designed for the role that they are in, so whatever your role you will always

be encouraged to develop yourself and your skills.

Even before you join us, during the recruitment stage, we ensure that you are the right

person for Barista and that Barista is also right for you.

If your application is successful, you will have an induction program to ensure you'll be

given the key training you need in order to succeed in your role.

Once you've got off to a good start, we'll support your development and career aspirations

by using development solutions that fit within your role. We'll look at what steps you can

take to make your next move, with the help of your annual review and personal

development plan.

Want to take on more responsibility? We already develop and promote a large percentage

of our people from within Barista? The only thing that comes close to the quality of our

coffee is our people."

Work with Us

Impart the joys of coffee

47

We believe our people best define us: talented, young and passionate. And we've

structured ourselves to help each one of them bring out their best. Barista Coffee has a

set; few are of 1 day, 5days, 21days, and rigorous training procedure for each employee.

With training modules customized to fit the professional needs of each employee. In the

case of our brew masters, the training programmes are drawn up and conducted by our

trainers who have been trained by Italian brew master.

In promoting an 'experiential lifestyle brand', perhaps most important of all is the

customer interface. For this defines the brand. Each Barista must therefore possess the

passion and motivation that expresses the brand. This can only come with a sense of

ownership. All employees are provided with stock options, thus inculcating a sense of

ownership, pride and the motivation to perform at their best. A flat management structure

provides ample stimulus for ideas and growth.

We believe we're in the people business. Or, to put it another way, only excellent people

can make excellent coffee. Which is why we pay particular attention to human resource

development.

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BIBLIOGRAPHY

This is secondary sourced data collected by the means of :-

Internet

www.google.com

Books

Oragational Behaviour

By R K Chopra

Magazine

Business Today

Newspapers

Economic Times

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