A
PROJECT REPORT
ON
TRAINING NEED IDENTIFICATION
FOR
SUDAL INDUSTRIES LTD; AMBAD
NASIK.
IN PARTIAL FULFILLMENT OF
MASTER IN BUSINESS ADMINISTRATION
UNIVERSITY OF PUNE
BY
ASHWIN.B.BANSOD
M.B.A.
(2005 2007)
GUIDED BY
MR. J.K.SHINDE (SUDAL)
MRS. VANDANA GOTE (VIM)
VISHWAKARMA INSTITUTE OF MANAGEMENT, PUNE. 48
ACKNOWLEDGEMENT
I It is my pride and prejudice this morning to write a few words of
Acknowledgement for those who helped me while I worked on the project of
'TRAINING NEED IDENTIFICATION' .I wish to express my gratitude to them whose
help and guidance has been most valuable while working on the Project.
My earnest and hearty thanks to the Director Dr. Sharad Joshi of B.R.A.C.T.
Vishwakarma Institute of management, Pune and Prof V.M GOTE (Project Guide) for
giving me this chance to work on the project.
I am also thankful to the management and staff for their co-operation. I must also
mention many thanks to the HRD Officer J. K. SHINDE of SUDAL INDUSTRIES
L.T.D and Mr. K .N .DULLA (Commercial manager), for permitting me to work in such
a big organization and allowing me to do project work on "TRAINING NEED
IDENTIFICATION". It would have been impossible for me to complete my project
without their help, co-operation and guidance.
The above-mentioned persons are truly outstanding, so once again my warmest
personal regards to them. If by mistake someone is left out, let my gratitude be conveyed
to them all. In short to work on the project was entirely a new phenomenon for me.
Yours faithfully,
ASHWIN .B. BANSOD
PREFACE
The master of business administration on (MBA) syllabus pune university
includes a mandatory requirements, a summer project by the students in organization for
60 days. In pursuance of this requirement this project Training Needs Identification for
managerial staff has been undertaken .
The human force is the primary important force to accelerate and generate
successful operations of an industry or establishment. It is the man who stand behind the
machine and is expected to obtain the desired result therefore human resources is an
important factor which cannot be ignored in the progress of quality and values of human
beings in the success of industrialization.
The constant and need based training and development of human resources are
necessary measures to impart in periodically and systematically to enhance efficiency and
productivity.
Chapter No Title Page No.
I Introduction
1 Executive Summary
2 Introduction
3 Selection Of Topic
4 Objectives & Methodology
II Company Profile
1 Introduction
2 Technology
3 Technical Assisstance
4 Promoters Background
5 Production Capacity
6 Quality Assurance
7 Market & Technology
8 Product Mix & Market
9 Research & Development
10 Future
11 Value
III (Identification Of Training Needs)
1 Training Meaning & Concept
2 Principles Of Training
3 Need & Purpose Of Training
4 Steps In training Programme
5 Types In Training
6 Determining Training Needs
7 Process Of Identifying Training Needs
8 Reasons Of Identifying Training Needs
9 Reasons Of Conducting Training Need
Assessment
10 Conducting Need Assessment
11 Hindrances In Training
12 How To Make Training Effective
13 Benefits Of Employee Training
IV Data Presentation, Analysis & Interpretation Of Data
1 Steps Of Identification Of Training Needs At Sudal
Industries
2 Data Collection & Interpretation
3 Findings
4 Pie Chart Showing Percentages Of Types Of
Training
5 Graph Showing Training Need Identification For
Technical, Informative, Behavioural, Need Based,
Quality Awareness, General Training
V Conclusion
VI Suggestions
VII Bibliography
VIII Annexure
Executive Summary
There are new techniques and methodology of human resource development
adopted by many companies which train the workers and managers to make them able to
cope with these changes. One of the practice among them is training of managerial and
supervisory staff which helps to increase organizational efficiency and effectiveness.
The title of the project is TRAINING NEED IDENTIFICATION for SUDAL
INDUSTRIES LTD.
I have chosen this company because they are fast growing in their respective
sector. They don t have any competitors in the near by areas. From the past few years
balance sheet it is known that there is considerable increase in their net income.
I chose this project because it was known that company did not conduct regular
training sessions for their staff as well as for employees. So it was important to bring this
fact of training need and importance to training to the notice of the company.
The production work of the company is carried out at ambad industrial area in
nashik. Whereas head office is at nariman point Mumbai. They have branch offices at
pune, vadodara and bangalore.
The duration of the project was 60 days. In which I came to know actual woking
of various operations of the company. Practical knowledge was achieved.
The project was carried out by preparing a questionnaire in which the staff had to
identify which training need according to them is not given to them. As well as
discussion programme was also conducted.
2 A-2 Introduction to ISO/TS 16949:2002 requirement 3 N-1 Inspection and testing. 4 N-2 Maintenance of machine 5 N-3 Handling of instrument 6 N-4 Machine operation 7 J Fire fighting 8 L Housingkeeping.(5s)
1) SEMI SKILLED AND NON QUALIFIED OPERATOR
2) SKILL AND QUALIFIED OPERATOR
3) GOOD KNOWLEDGE AND EXPERIENCE PERSON
4) IDEAL PERSON / SUCCESSFUL EXPERIENCE PERSON
SKILL MATRIX
DEPT-DIE SHOP
SR.NO OPERATOR NAME A-1 A-2 N-1 N-2 N-3 N-4 J L 46) R.N. PAWAR 47) B.G. WAGHCHAURE 48) D.B.JADHAV 49) A.R.PATIL 50) P.V.KIRANGE 51) S.N.SINGH 52) V.B.THAKARE 53) JAGDISH SINGH 54) SAMPAT SAHANI 55) B.P. BARADE 56) S.M. JAGTAP 57) B.M.SURYAWANSHI 58) H.N.SINGH YADAV 59) D.D.SHINDI 60) C.S.SHAJI 61) B.D.MORE 62) D.V.PAWAR 63) D.S.AHIRE
INTRODUCTION
In this modern business environment organization are in an increasing day by day
the organization need to optimize their traditional resources for achieving success in
today s competitive environment.
Liberalization, privatization and globalization has brought in considerable change
in market condition as well as change in social, economic and technology spheres which
further enhance the challenges to human resources management.
There are new techniques and methodology of human resources development
adopted by the introduction of multinational companies which train the workers
and managers to make them able to cope with these changes one of the
practices among them is training of the managerial and supervisory staff in the
latest technique this methodology has been widely accepted for increasing
management competence which ultimately increases the organizational efficiency
and effectiveness.
SELECTION OF THE TOPIC
Selection of the topic is one of the important jobs before starting with the project
work. It is difficult to decide which topic should be selected so that it would be beneficial
for both the Organization as well as myself so as to gain maximum practical knowledge.
Human factor is one of the most valuable asset of any organization therefore,
Management has to take initiative to develop employees skills, Knowledge, ability,
attitude, competencies, Efficiencies so as to strengthen its human resource.
Training & Development activities are the main mechanism through which
individual goals & aspirations can be integrated with organizational goals, Such
integration's can be achieved only when training & development is linked with
organizational requirements, which should be carried out in a systematic manner.
Taking into consideration all these points the topic selected is "TRAINING
NEED IDENTIFICATION" as my project title in SUDAL INDUSTRIES L.T.D.
Training is a cardinal tool by means of which the competency of the employees can be
developed to survive in the world of cut-throat competition. In the present scenario, it is
the most important requirement of every organization to have well trained employees and
therefore it is one of the crucial activities of prime importance in the company.
OBJECTIVES
The objectives of the project are as follows:
1. To identify the training needs of staff in SUDAL INDUSTRIES LTD.
2. To understand different training needs and the ratio in which they are divided.
3. To identify technical training and the area in which most of the staff require training.
4. To identify functional training and the area in which most of the staff require training.
5. To identify informative training and the area in which most of the staff require
training.
6.To identify behavioural training and the area in which most of the staff require training.
7.To identify quality awareness training and the area in which most of the staff require
training.
8. To identify general training and the area in which most of the staff require training.
METHODOLOGY
Methodology is the process of collecting the information, which helps to find out the
solution to the topic selected by the researcher. Researcher helps to study and find out
new techniques with the proper process. It is a systematic way of presenting information.
In order to collect the required information for the project, the following methods are
adopted
Questionnaire.
Library works.
Discussions.
Questionnaire:- The officers were given the form to be filled giving the details about the
training needs they want to undergo so as to enhance their competence and meet the
organizations objectives with improved techniques. The 'Identification Of Training
Needs' form is given to the appraise and is asked to indicate-the training needs to be filled
in the form supplied to them. The needs should be such which they consider that they
really lack of that knowledge and it is going to help the employee in improving himself
and would also help in improving the performance thus helping the Organizations to
achieve the objectives. With such method the training needs were identified.
Survey (Data collection) :- The questionnaire survey was conducted for the training
need identification for the staff of SUDAL INDUSTRIES LTD.
Total number of employees in SUDAL INDUSTRIES LTD.
Workers - 64
Casual - 60
Staff - 64
Trainees - 6
The questionnaire survey covered the training need identification for 64 staff employed in
the plant.
Library works: -
For preparing the project report, various books were referred which
were available in both, the college library as well as company's library which proved to
be of great help to me. Many books were referred so as to get the various processes and
methods of identifying the training needs. The books such as Personnel Management by
C.B.Mamoria, Personnel Management & Industrial Relations by S.A.Chunawalla,
R.Shrinivasan, M.D.Patel, Identifying Training Needs by Tom Boydell & Malcolm
Leary, Evaluating Training by Peter Bramley, Training Needs in Public Enterprises by
T.L.Sankar, S.Ravishankar, R.K.Mishra, A.S.Sastry and also Magazines such as Human
Capital helped me a lot to collect the information and use while working with the project.
Discussions:-
There used to be interactive sessions with the HRD officers from time to
time which showed me the way to carry the project successfully. There used to be
interactive sessions also with the project guide. He saw many key aspects of the project
work. He gave me very careful constructive help, which helped me a lot and showed me a
way through all the difficulties and complete the project. Group discussions were also
carried whenever there used to be any difficulty in the project report.
COMPANY PROFILE Of SUDAL IND. LTD.
INTRODUCTION:
Sudal Industries Limited is a Public Limited Company engaged in manufacture of
Aluminium Extrusions since 1980. The company is promoted and professionally
managed by its Chairman & Managing Director - Mr.Shriram C.Chokhani and Joint
Managing Director Mr.Sudarshan S.Chokhani. It is assisted at Corporate Office by Vice
President (Accounts & Finance) & C.F.O. - Mr. Mukesh V.Ashar, Vice President
(Corporate Services) - Mr. Kiran G. Inamdar & Manager (Marketing) - Mr. S.D. Shah
and at Plant, Nashik (Maharashtra), by Vice President (Operations) - Mr.S.Ghosh & Sr.
Manager (Operations) - Mr. G. Varghese and Manager (Central Sales & Mktg.) - Mr.
R.M. Shah, and Commercial Manager - Mr. K.N. Dulla.
TECHNOLOGY
The Company has a team of 36 qualified & experienced Engineers and many of
them have been trained abroad at Reynolds (Europe) Limited, a world renowned
Aluminum Company, as also those are exposed to latest extrusion technology by
attending Extrusion Technology seminars organized by Aluminum Extrusion Council,
USA.
The Company has established a quality management system that is in compliance
with the International Quality System Standard ISO 9001 and QS 9001 - 2000 and ISO /
TS 16949: 2002 certified by The TUV CERT certification Body for QM Systems of
RWTUV Systems, Gmbh as per copy enclosed.
TECHNICAL ASSISTANCE FROM REYNOLDS (EUROPE) LTD:
Sudal has received Technical Assistance from M/s. Reynolds (Europe) Limited, a
part of Reynolds International Inc., a subsidiary of Reynolds Metal Company, U.S.A. and
one of the worlds' largest producers of Aluminum and its varied products.
PROMOTERS BACK-GROUND:
Mr.Shriram C.Chokhani is having 40 years experience in the field of Aluminium,
Non-ferrous Metals, Alloys, and Extrusion. He is the Past President of All India
Extrusion Mfgrs Association, Past President of Engineering Association of India (now
Confederation of Indian Industry CII) and Past Vice President of Nashik Industries &
Mfgrs Association (NIMA). Presently he is on the Managing Committee of Indian
Merchants' Chamber, Member of Confederation of Indian Industry, Nasik one and
Convenor (Taxation & Economic Affairs Panel of CII - Nashik Zone).
Mr.Sudarshan S.Chokhani is also having more than 35 years of experience" in the
Industry. He is Past Vice President of Aluminium Association of India, Past Vice
President of Nashik Industries & Mfgrs' Association (NIMA),
Past President of Aluminium Dealers Association. Presently he is on the
Governing Council of Aluminium Association of India, Member - WR Council of Indo,
German Chamber of Commerce and Managing Committee Member of Indian Merchants
Chamber.
PRODUCTION CAPACITY AND PLANT & EOUIPMENTS:
The present annual capacity of the Plant is 5900 + 3000 Tons per Year and is
equipped with Schloemann Siemag Extrusion Press of 1650 Tons + 900 Tons from SPM
Controls with all other allied equipment as per list enclosed. It also has its own Remelt
Shop, Die Shop and Quality Assurance Lab with Spectrometer of Jarrel Ash, USA and
other Testing Equipment.
QUALITY ASSURANCE:
With backing of such required Machinery, qualified Engineers and R & D wing,
Sudal's supply is of Quality Extrusions which bear testimony to its products due to which
it enjoys the continued patronage of leading and large Industrial Consumers.
Sudal's more than 25 years of dedicated service to the customers has enabled it to earn
the trust as a reliable extruder of Quality Extrusions, timely supply, at economical price.
Right from the inception in 1980, Sudal observes total commitment to exercise rigid
quality control during the entire production stage of Aluminum Extrusions and these meet
the exacting standards of leading Industrial Consumers.
MARKET &. TECHNOLOGY:
Sudal is also approved & registered / certified by the Director General of Quality
Assurance - Ministry of Defence, Govt. of India, Research & Development Unit
recognized by Deptt of Science & Technology, Govt. of India 1, Directorate General of
Supplies & Disposals, Defence, Director General of Ordnance Factory-Ambajhari,
Nagpur, Research & Development Organization, Power Grid Corporation of India Ltd.,
National Thermal Power Corporation of India (NTPC), Central Organization for Railway
Electrification (CORE), Allahabad, Western Railways, RDSO, Lucknow, R & D
Organization (DRDO) Armament R & D Estt. (ARDE) & Ministry of Defence (DGQA,
DGSOD & DRDO), GRID Corporation of Orissa Ltd., BHEL, Ordnance/Vehicle
Factories, Integral Coach Factory, BEML, etc. Sudal is approved and certified by Bhaba
Atomic Research Centre (BARC), Aeronautical Development Agency, Hindustan
Aeronautics and Aeronautical Development Authority, Bharat Heavy Electric Ltd
(BHEL). The Company has indigenized various items for Hindustan Aeronautics
Limited, Indian Oxygen Limited, Hewlett Packard, etc. Sudal have also received an
award for The Competition's first place Industrial winner in the Professional Category, of
the International Aluminum Extrusion Design Competition from Extrusion Technology
for Aluminum Profiles Foundation for end-cap for uranium rod holders used inside
nuclear reactors
PRODUCT MIX & MARKET:
Sudal is already having more than 7112 dies of different shapes and different end
uses which it manufacturers in various alloys similar to 6063, 6061, 6082, 6101, 6351~
6066, 1050, 1100, 2014 etc. and is regularly adding more dies and alloys according to
customer's specifications.
Sudal serves leading Industrial users in various end use such as Architectural,
Transport & Automobile, Electrical, Electronics, Consumer Durables like Refrigerator
Tubes, Typewriters, Luggage, Furniture Systems, Easy to make Homes, Heat Sinks,
Railway Coaches and Track Electrifications, Project Contractors, RDEE / Defence, Heat
Exchanger Tubing, Irrigation Tubing s, Pump Body Extrusions, Airways, Shipping, etc.
Sudal is privileged of serving to sophisticated and esteemed well established and
Multinational Customers in OE Market.
RESEARCH & DEVELOPMENT:
Sudal is registered as a Research & Development Unit recognized by Department
of Science and Technology, Government of India.
Sudal is a member of Aluminium Association of India, Engineering Export
Promotion Council, Confederation of Indian Industry, Indian Non-Ferrous Metal
Manufacturers Association, Indo-German Chamber of Commerce, Indo-American
Chamber of Commerce etc.
FUTURE:
Sudal has already. gone into Downstream and Value Added Products i.e.
Automotive Components, Architectural Systems, Transportation Systems and Anodizing.
,Sudal is also planning to add, value to their Extrusion by going into ready-to-use
Extrusions by supplying the same in cut-to-size and wherever necessary machining and
carrying out further operations thereon, for which wherever necessary, Sudal will add the
balancing equipment and, at opportune time, a larger press as well.
With Sudal's Marketing Strength, dedication for customers' satisfaction and
customer delight, and with its devoted: qualified and experienced Manpower, the
Company looks to the future with confidence to be one of the leading' Extruders out of
Secondary Extruders in India. Sudal is also having offices at Bangalore, pune and
Vadodara (Baroda).
VALUES:-
SUDAL is committed to:-
1. Employ honesty, openness & integrity in all relationship with fellow employees,
customers, suppliers, all business associates and Shareholders and obtain their
involvement.
2. Continuous improvement.
3. Exceed customer expectation.
4. Stock-holders satisfaction.
5. Social responsibility.
TRAINING MEANING & CONCEPT
Training involves learning, but it is rather more than that. Training implies
learning to do something and, when it is successful, it results in things being done
differently.
Much of what people learn during their lives is a result of unplanned experience.
Although this can be powerful, it is not a very efficient way of learning. If what is to be
learned can be described than activities can be planned that will facilitate learning by
making it easier and quicker.
Within organizations, the investment in training is intended to result in increased
effectiveness at work. Training can be defined as: "A process which is planned to
facilitate learning so that people can become more effective in carrying out aspects of
their work".
Training includes activities like- on-the.- job learning, team development, action
learning and performance management as well as courses.
DEFINATION:
According to juices
"The term training is send to indicate the process by which the aptitude, abilities
& skills of the employees to perform specific job are increased"
According to Flippo
"Training is an act of increasing the knowledge & skills of an employee for
doing a particular job"
PRINCIPLES OF TRAINING
Since training is continuous process it consumes time and entails much
expenditure, it is necessary that a training programme should be prepared with great
thought and care, for it should serve the purpose of the establishment as well as the needs
of the employees.
Certain general principles need to be considered while organizing a training
programme. For example,
1. Trainees in a work organization tend to be most responsive to training Programmes
when they feel the need to learn, i.e., the trainee will be more eager to learn training if
training promises answers to problems or needs of an employee. The individuals who
perceives training as the solution to problems will be more willing to enter into a training
programme- than will the individual who is satisfied with his present performance
abilities.
2. Learning is more effective where there is reinforcement in the form of rewards and
punishments i.e., individual do things that give pleasure and avoid things that give pain.
In other words, after an action, if satisfier is received, the action will be repeated. If no
satisfaction is received, the action will not be repeated.
3. In the long run, awards tend to be more effective for changing behavior and increasing
one's learning than punishments.
4. Rewards for the application of learned behavior are most useful when they quickly
follow the desired performance.
5. The larger the reward for good performance following the implementation of learned
behaviour, the greater will be the reinforcement of the new behaviour.
6. Negative reinforcement, through application of penalties and heavy critical following
inadequate performance, may have a disruptive effect upon the learning experience of the
trainee than positive reinforcement.
7. Training that requests the trainee to make changes in his values, attitudes and social
beliefs, usually achieves better results if the trainee is encourage to participate, discuss
and discover new, desirable behaviour norms.
8. The trainee should be provided with 'feedback' on the progress he is making in
utilizing the training he has received is to improve his performance, he must
I) Know what aspect of his performance is not upto par;
2) Know precisely what corrective actions he must take to improve his
performance. The feedback should be fast and frequent, especially for the lower
level jobs, which are often routine and quickly completed.
9. The development of new behaviour norms and skills is facilitated through practiced
and repetition. Skills are practiced often are better learned and less easily forgotten.
10. The training material should be made as meaningful as possible, because if the trainee
understands the general principles underlying what is being taught, he will probably
understand it better than if he were just asked to memorize a series of isolated steps.
The National Industries Conference Board, U.S.A., state some other principles
like the following:
1) The purpose of the training is to help meet company objectives by providing
opportunities for employee's at all organizational levels to acquire the requisite
knowledge, skills and attitude;
2) The first step in training is to determine needs and objectives;
3) The objectives and scope of a training plan should be defined before its
development is begun in order to provide a basis for common agreement and co-
operative action;
4) The techniques and process of a training programme should be related
directly to the needs and objectives of an organization;
5) Training is properly the responsibility of anyone in the management in the
determination of training needs and in the development, administration. conduct
and follow-up of training plans;
6) The purpose behind the training of personnel is to assist line management in
the determination of training needs and in the development, administration,
conduct and follow-up of training plans;
7) To be effective, training must use the tested principles of learning;
8) Training should be conducted in the actual job environment to the maximum
possible extent.
NEED AND PURPOSE OF TRAINING
The need and purpose of training can be explain as under :
To increase productivity and performance
To increase quality of work and output
To help the organization to fulfill its future personnel need.
To improve organizational climate
To reduce the rate of accidents
To improve health and safety
Optimized use of available resources
To reduced manpower obsolescence and absenteeism
Reducing grievances
STEPS IN TRAINING PROGRAMME
Training Programmes are a costly affair, and a time consuming process. Therefore,
they need to be drafted very carefully. Following steps are considered necessary
I. DISCOVERING OR IDENTIFYING TRAINING NEEDS
(THROUGH ORGANIZATIONAL OPERATIONS MANPOWER ANALYSIS, ETC.)
2.GETTING READY FOR THE JOB
3. PREPARATION OF THE LEARNER
(CREATE DESIRE AND PREPARE ACCORDINGLY)
4. PRESENTATION OF OPEKATIONSAND
KNOWLEDGE (APPLICATIONS OF TRAINING
TECHNIQUES)
5.PERFORMANCE TRY-OUT
6.FOLLOW-UP
(REWARDS AND FEEDBACK)
1.Discovering or Identifying Training Needs:
A training programme should be established only when it is felt that it would
assist in the solution of specific operational problems. The most important step, in the
first place, is to make a thorough analysis of the entire organization, its operation and
manpower resources available in order to find out "the trouble spots" where training may
be needed. It should however be noted that training is not a cure-all. For example, if the
efficiency of an employee is low, or he cannot get the job done, it may be due to faulty
raw materials and equipment's or not getting their timely supplies, or a defective
engineering design, or tax supervision. If that is the case, these problems should be
rectified.
Identification of training needs must contain three types of analyses
Organizational analysis, operations analysis centers primarily upon the determination of
the organization s goals. Its resources as they relate to the organizational goals
establishes the framework in which, training needs can be defined more clearly.
Operations analysis focuses on the task or job regardless of the worker must do - the
specific worker behaviour required - if the job is to be performed effectively. Man
analysis reviews the knowledge, attitudes and skills of the incumbent in each position and
determines what knowledge, attitudes or skills he must acquire and what alterations in his
behaviour he must make if he is to contribute satisfactorily to attainment of
organizational objectives.
William Berliner and William McLarney say that discovering training needs
involves five tasks:
a) Task Description Analysis
1. List the duties and responsibilities or tasks of the job under consideration,
using the Job Description as a guide.
2. List the standards of work performance on the job.
b) Determining Training Needs
3. Compare actual performance against the standards.
4. Determine what parts of the job are giving the employee trouble - where is
he falling down in his performance?
5. Determine what kind of training is needed to overcome the specific
difficulty of difficulties.
2. Getting Ready for The Job:
Under this step, it is to be decided who is to be trained - the newcomer or the
older employee, or the supervisory staff, or all of them selected from different
departments. The trainer has to be prepared for the jobs, for he is the key figure in the
entire programme.
3. Preparation Of The Learner:
This steps consists:
1) In putting the learner at ease (so that he does not feel nervous because of the
fact he is on a new job);
2) In stating the importance and ingredients of the job, and its relationship to
work flow;
3) In explaining why he is being taught;
4) In creating interest and encouraging questions, finding out what the learner
already knows about his job or other jobs;
5) In explaining the 'why' of the whole job and relating it to some job the worker already
knows;
6) In placing the learner as close to his normal working position as possible; and
7) In familiarizing him with the equipment, materials, tools and trade terms.
4. Presentations Of Operations and Knowledge
This is the most important step in a training programme. The trainer should
clearly tell, show, illustrate and question in order to put over the new knowledge and
operations. The learner should be told of the sequence of the entire job, and why each
step in its performance is necessary. Instructions should be given clearly, completely and
patiently.There should be on key points and one point should be explained at a time. For
this purpose, the trainer should demonstrate or make use of audio-visual aids and should
ask the the trainee to repeat the operations. He should also be encouraged to ask questions
in order to indicate that he really knows and understands the job.
5.Performance Try Out:-
Under this, the trainee is asked to go through the job several times slowly,
explaining him each step. Mistakes are corrected &if necessary some complicated steps
are done for the trainee first time. Then the trainee is asked to do the job gradually
building up skill and speed. As soon as he does the job in a right way he is put on his
own , but not abandoned.
6.Follow-up :-
This is undertaken with a view to testing the effectiveness of training efforts its consist in
a) Putting a trainee "on his own".
b) Checking frequently to be sure that he has followed instructions and
c) Tapering off extra-up until he is qualified to work with normal supervision.
It is worth remembering that, if the learner hasn't learnt, the teacher hasn't taught.
NOTE:
These steps are being used in training programmes at SUDAL INDUSTRIES LTD.
TYPES OF TRAINING
1. OFF-THE-JOB METHODS :
Off the job training simply mean that training is not a part of every day job
Activity. The actual location may be in the company classrooms or in places, which are
own by the company or in universities, or associations, which have no connections with
the company. These methods consist of:
a) Lectures;
b) Conferences;
c) Group discussions;
d) Case studies;
e) Role playing;
t) Programme instructions;
g )T- group training
h) Business Games
i ) Sensitivity Training
a) LECTURES (CLASS ROOM INSTRUCTIONS):
Lectures are regarded as one of the simplest ways of imparting knowledge to the
trainees, especially when facts, concepts or principles, attitudes, theories and problem
solving abilities are to be taught. Lectures are formal organized talks by the training
specialist, the formal superiors or other individual specific topics.
The lecture method can be used for very large groups, which are to be organized
within a short time, thus reducing the cost per trainee. It can be organized rigorously so
that ideas and principles relate properly. Lectures are essential when it is a question of
imparting technical or special information of a complex nature they are usually enlivened
with discussions, film shows, case studies, role playing and demonstrations. Audio-visual
aids enhance their value." The lecture method is not dead as some would believe." In the
hands of able lecturers, and for certain kind of purposes and participants, it may turn out
to be more interesting and effective than any other methods.
b) CONFERENCES DISCUSSION METHOD :
This method involves a more or less carefully planned meeting with a specific
purpose and goal. Though this method is used for a variety of objectives it has proven
particularly suitable for acquiring and understanding conceptual data and for the
development or modification of attitudes. The conference can be an effective training
device for a person who is either a conference member or the conference leader. As a
participant he learns from others by comparing his opinions with theirs.
He learns to respect others view and realizes that there is more than one workable
approach to a problem. His views are subject to interrogation by others, and he in turn
can question theirs. Conference training requires trainees to contribute something. It is
not therefore, a device for novices.
c) GROUP DISCUSSIONS (SEMINAR) :
This is an established method for training. A seminar is conducted in many ways -
It may be based on a paper prepared by one or more trainees on a subject selected
in consultation with the person in charged of the seminar. It may be a part of
study or related to theoretical studies or practical problems. The trainees read
their papers, and this is followed by a critical discussion. The chairman of the
seminar summaries the contents of the papers and the discussions which follow
their reading.
It may be based on the statement made by the person in charge of the seminar or
on a document prepared by an expert, who is invited to participate in the
discussion.
A person in charge of the seminar- distributes in advance the material to be
analyzed in a form of required readings. The seminar compares reactions of the
trainees, encourages discussions, defines the general trends and guides the
Participants to certain conclusions.
Valuable working material may be provided to the trainees by actual files. The
trainees may consult the files and bring these to the seminars where they may
study in detail the various aspects, ramifications and complexities of a particular
job or work.
d) CASE STUDIES:
The basic principle underlying case study is that managerial understanding and
competence can be best attained through the study, contemplation and discussion of
concrete cases, rather than through other methods of training. This method was developed
in HARVARD BUSINESS SCHOOL and is one of the first deviations from the standard
teaching method in that teacher or trainer is not the source of knowledge. Instead,
learning occurs through participation, discussion and problem analysis.
In the case study method the objectives of finding the correct solution is replaced
by the objective of using facts effectively and of developing a convincing rational for a
decision. A complex situation typical of real life problem is presented to a small group,
which becomes the theme of discussion. This method provides for learning by doing.
Since cases are generally based upon real experiences and problem situations, they create
high interest among trainees. They are excellent for developing analytical thinking and
increasing problem solving ability.
e) ROLE PLAYING:
It is widely used for human relations and leadership training. In this method
trainees are required to place themselves into a simulated situations and play the roles
assigned to them. They are generally provided with either written or oral descriptions of
situations and the role they are to play. Typical role playing situations are manager
conducting an interview, supervisor discussing a grievance with an employee, salesman
making presentation to a purchasing agent, supervisors conducting an appraisal interview
with an employee, etc.
In role-playing, trainees sometimes overdramatise and overact, putting more
emphasis on acting than problem solving. Trainees sometimes recent role playing,
thinking it is childish. Instructor has to tackle the situation carefully by orienting the
players before hand so that they accept role playing as legitimate training experience.
f) PROGRAMMED INSTRUCTION TEACHING BY THE MACHINE
METHOD): -
Programmed Instructions involved a sequence of step, which are often set up
through the central panel of an electronic computer as guides in the performance of a
desired operation or series of operations. It incorporates a pre-arranged, proposed or
desired course of proceedings pertaining to the learning or acquisition of some specific
skills or general knowledge. A Programmed Instruction involves breaking information
down into meaningful its and then arranging these in a proper way to form a logical and
sequential learning programme or package.
In such a programme, knowledge is imparted with that: use of a textbook or
teaching machine. The programme involves: Presenting questions, facts or problems to
the trainee to utilize the information given; and the trainee instantly receive feedback
(and sometime reward or penalties) on the basis of the accuracy of his answers.
g) T-GROUP TRAINlNG:
This usually comprises, association, audio-visual aids, and planned reading
programs. Members of a professional association receive training by it in new technique
and ideas pertaining to their own vocations. Through a regular supply of professional
journals and informal social contacts or gatherings, members are kept informed of the
latest development in their particular field. Audio-visual aids records, tapes and films are
generally used in conjunction with other conventional teaching methods.
Planned and supervised reading programs are conducted. Technical publications
and the latest journals are kept in the library for the use of the trainees.
h) BUSINESS GAMES:
In this method, teams of trainees are formed to meet, discuss and arrive at
decisions concerning such subject as production planning, research and development,
sales forecasting, inventory control and other such activities. These games can be
relatively simple, permitting rapid decision-making to be effected, or extremely
complicated, entailing long and detailed analysis of trends in costs, sales and inventories.
More over, the requirement that decisions be made as a team provides the trainee. the
experience of working in small group.
The business games are used for a variety of reasons, the primary one being the
opportunity to learn from experience without paying the price that would result from
wrong decisions made in real life. Business games are used today for quite serious
purposes, they are exciting and powerful educational tools with numerous applications in
problem solving research managerial decision making and testing and selection.
i) SENSITIVITY TRAINING:
One of the training methods that has caught attention of business people is
something called "Sensitivity Training". As the name. itself suggests, its purpose is to
make people more sensitive to themselves and to others. It attempts to create awareness
how, consciously and unconsciously they influence others and vice versa. The
importance it has gained as one of the management development techniques is because of
the assumption that a manager can perform more effectively in a team if he has greater
sensitivity to others. Some executives are of the opinion that sensitivity training largely
failed to fulfill the real objectives yet there are others who feel such a training could be
highly successful in the overall development of managers. Both the views are partially
correct. The training method is still to gain ground in India. This is mainly because of
lack of awareness on the part of the managers to appreciate its usefulness to them. Most
of the articles written by clinical psychologists and behavioural scientists on this subject
are often found to be highly technical; making it too difficult for layman to understand
what sensitivity training is all about.
In sensitivity training, one deviation from the formal training is that procedure
and method of training is highly "unconventional". The main rationale of sensitivity
training is the belief that "all men are the product of their cultures. From the culture, men
absorb concepts and values concerning themselves and their relationship with others,"
1) ON-THE-JOB TRAINING:
This is a basic system, which must be utilized to some degree by all organizations.
Here, the trainee is put on the job itself and a supervisor corrects his errors as they occur.
The main advantages of this method are:
a) It strongly motivates the trainee to learning;
b) It is a real situation and not at all critical.
The main limitation in this technique is that its success depends upon the
immediate supervisor to a great extent. This means that in case of on-the-job training,
personnel department has a great responsibility for making a good, effective teacher out
of every supervisor.
2) VESTIBULE TRAINING:
Here, the trainees use the same type of equipment, materials and machinery and
follow the same type of procedure, which they would use if they were doing the task on
the actual work place. In other words, in vestibule training an attempt is made to
duplicate as nearly as possible the actual material equipment and conditions found in real
work. But unlike on-the-job training the training area is actually away from work place in
vestibule training.
Vestibule training permits the instructor to arrange other kinds of learning
conditions as may be necessary, such as immediate of reinforce, accurate feed back of
knowledge and results, etc. there is ample opportunity for practice and repetition.
Learning sequence can progressively be arranged in order of difficulty.
The training method is particularly appropriate where a large number of
employees are to be trained at the same time for the same kind of work. Depending upon
the complexity of the job to be learnt, training programme may last for a few days a
several months. The most obvious disadvantage of vestibule training is the high cost of
providing duplicate equipment that is used solely for this training. Such a set up may be
more costly if only a few workers are in the programme at one time.
3) JOB ROTATION:
Job rotation is a frequently used training method in industry. The major objective
of job rotation is to broaden an employee's exposure as well as experience in the
organization. The basic principle underlying job rotation is that, if the trainee is rotated
periodically from one job to another, he will gather more experience concerning skills
and knowledge.
The advantages of a planned job rotation are
a) it provides a general background;
b) it demonstrates the nature and significance of management principle, since the
rotated man will find that he can transfer learning from one job to another;
c) training takes place in practical situation;
d) competition can be stimulated among the rotating trainees; and
e) it stimulates a more co-operative attitude by exposing a man to the other fellow's
problems and viewpoints.
The primary disadvantage of this method is that productive work may suffer
because of sudden disruption caused by the change of job. Secondly, the amount of
knowledge required during such a small period of time is also questioned.
4) DEMONSTRATIONS AND EXAMPLES ( LEARNING BY SEEING):
In the demonstration method, the trainer describes and displays something, as
when he teaches an employee how to do something by actually performing the activity
himself and by going through a step-by-step explanation of "Why" and "What" he is
doing.
Demonstrations are very effective in teaching because it is much easier to show a
person how to do a job than to tell him or ask him to gather instruction from the reading
material. Demonstrations are often used in combination with lectures, pictures, text
material, discussions, etc.
Teachings by example are effective in mechanical operations or inter personal
relationships, for job duties and responsibilities, for informal group standards,
supervisory expectations, and the like.
.Demonstrations are particularly effective in the training for acquisition of skills; but their
usefulness is limited when it is a question of training management personnel. In a
demonstration, the emphasis is primarily on know-how, the principles and theory of a job
must, therefore, be taught by some other method.
5) SIMULATION:
Simulation is a technique, which duplicates, as nearly as possible, the actual
conditions encountered on a job. The vestibule training method or the business game
methods are examples of business simulations. Simulation techniques have been most
widely used in the aeronautical industry.
Trainee interest and employee motivation is both high in simulation exercises
because the actions of a trainee closely duplicate real job conditions. This training is
essential in cases in which actual on-the-job practice might result in a serious inquiry, a
costly error, or the destruction of valuable material or resources. It is for this reason that
the technique is a very expensive one.
6) APPRENTICESHIP:
For training in crafts, trades and in technical areas, apprenticeship training is the
oldest and the most commonly used method, especially when proficiency in a job is the
result of a relatively long training period of 2 years to 3 years for persons of superior
ability and from 4 years to 5 years for others. The field in which apprenticeship training
is offered is numerous and range from the job of a draughtsman machinist, a printer,
carpenters, weavers, fitters, jewellers, diesinkers, engravers and electricians. A major part
of training time is spent on-the-job productive work. Each apprentice is given a
programme of assignments according to a pre-determined schedule, which provides for
efficient training in trade skills.
The merits of this method are:
a) A skilled work force is maintained;
b) Immediate returns can be expected from training;
c) The workman ship is good;
d) The hiring cost is lower because of reduced turnover and lower production costs; The
loyalty of employees is increased and opportunities for growth are frequent.
DETERMINING TRAINING NEEDS
In order to determine the training needs of an organisation the HRD manager should seek
information on the following points:
(a) Whether training is needed?
(b) Where training is needed?
(c) Which training is needed?
(a) Whether training is needed? Early hints that training is necessary probably result from
problems such as:
Standards of work performance not being met
accidents
excessive scrap
frequent need for equipment repair
high rate of transfer and turnover
too many low ratings on employee evaluation reports
many people using different methods to do the same job
excessive fatigue. fumbling. struggling with the job
bottlenecks and deadlines not being met.
Various sources from which evidence of training needs may be gathered are as follows:
1. Informal observation
2. Performance Appraisals
S. Suggestion system
4. Group discussion
6. Questionnaire to trainees or to supervisors
6. Morale surveys
7. Tests
8. Interviews with union officials
9. Selection or exit interviews
10. Analysis of reports relating to costs. Turn over, grievances etc.
11. Employee counselling.
In many organisations the determination of training needs is predominantly done through
observations. One common method for recording observations s the check-list oftraln1ng
needs. It provides for indicating by a "yes" or "no" check whether or not each check-list
statement has been observed by the employee whose training needs are being determined.
(b) Where Training is needed? Once the need for training has been established in terms
of the gap between the current and desired level of proficiency of each Individual the
second step lies in stating the areas needing training. Areas needing training are generally
broken down Into:
Knowledge for the person who does not know.
Skill for the person who knows but cannot do.
Attitude for the person who does not care (for Instance. the attitude
toward safety. authority, etc)
Habits for the person who knows, can do, cares but Just has not
made the desired behaviour part of his daily routine.
Understanding for the person who Is not properly motivated to accept what
he is told. The result hoped for Is the removal of the
person's tendency to block, delay or fall to co-operate with
certain people.
The three major skills which the employees of any organisation need to
successfully discharge their duties are: the conceptual skill, the human relations skill and
the technical skill. Conceptual skill deals with ideas, technical skill with things and
human skill with people.
The conceptual skill refers to the ability of an employee to take a broad and
farsighted view of the organisation and its future, his ability to do abstract thinking, his
ability to analyse the forces working in a situation, his creative and innovative ability. and
his ability to assess the environment and change taking place in it. The technical skill is
the employee's understanding of the nature of Job he has to perform. It refers to his
knowledge and proficiency in any type of process or technique. Human relations skills
the ability to Interact effectively with people, and to build team work at all levels.
The relative need of an employee for conceptual skill increases and for technical
skill decreases as he moves to higher levels In the organisational hierarchy, His need for
human skills, however, remains consistently the same at all levels.
(c) Which training is needed: After determining the need for and the area of training
manager must finally decide the method of training. Generally the methods which are
used for training operatives are different from those used for managers.These have been
discussed in one of the following sections
THE PROCESS OF IDENTIFYING TRAINING NEEDS
The effectiveness of the training function is heavily dependent upon effectiveness
of processes used to identify training needs. This is the first critical step on the road to
competence development and performance enhancement.
First we assess the performance of the person, then based on the performance
gaps we identify the training needs.
It is no surprise that when an organization is in trouble, the training budget is the
first one to get eliminated. Training does not seem to be fulfilling any significant purpose.
Faulty training needs identification is at the core of this' problem.
The organizational game plan is a rich source of training needs. Training is the
medium through which the power of technology shifts can be harnessed.
Training needs evolved not only out of competence gaps, but also competence
strengths. Training has to be focused not only on filling competency gaps but also on
enhancing competency strengths. Training departments generally focus all their efforts on
filling competency gaps rather than enhancing already existing competency strengths.
REASONS OF IDENTIFYING TRAINING NEEDS
In most of the organizations today resources are scarce and have to be used
carefully time is of the essence, and trainers of all kinds are required to justify their
position and account for their activities. Whether you are involved in training as a full
time professional or as a practicing manager with responsibility for training and
developing your staff, the same disciplines apply.
Training that is ill directed and inadequately focused does not serve the purposes
of the trainers, the learner, or the organization. It aims to provide trainers with the frame
work, tools, techniques, processes, and skills to take appropriate first steps in designing
and implementing efficient, effective, timely and productive training for those who need
it most. It emphasizes the importance of building a good foundation by clearly and
precisely identifying and analyzing the needs that the training will address.
Identification of Training Needs (ITN), if done properly, provides the basis on
which all other training activities can be considered. Although requiring careful thoughts
and analysis, it is a process that needs to be carried out with sensitivity: people's learning
is important to them, and the success of the organization may be at stake.
It is important to know exactly what you are doing, and why, when understanding
ITN. The return on the investment you make in fully understanding what ITN is all about
will make it well with worthwhile.
A Needs Assessment is a systematic exploration of the way things are and the
way they should be. These "things" are usually associated with organizational and/or
individual performance.
REASONS FOR CONDUCTlNG TRAINING NEED ASSESSMENT
The need assessment serves to identify the gaps, & considers if training can solve
the problem. The assessment is part of a planning process focusing on identifying &
solving performance problems.
> To determine what training is relevant to your employees' jobs.
> To determine what training will improve performance,
> To distinguish training needs from organizational problems, and
> To link improved job performance with the organization goals & bottom line.
The term need assessment & need analysis are interchangeable, but they have the
same meaning & purpose, to assess & analyze. The primary purpose of the training need
assessment analysis process is to ensure that there is a need for training & to identify the
nature of the content of the training program. Conducting an assessment is a way to
collect information that can be used to decide that type of development will be perceived
as relevant & useful. Assessment enables conservation to take place that questions what
skills & knowledge is required to be more effective. It is important that we view training
or performance improvement efforts as a "system" not a "silo". Our efforts to improve
one part of the organizational system will affect other jobs in the workplace environment.
The need assessment process is an important first step I the development of training
programme to performance improvement initiatives.
A need assessment provides an opportunity to consult with a variety of people in
the organization. The information collected, ideas generated, & the conversations that
take place when people discuss their work lives lend enthusiasm to the process. The data
collected-whether obtained through interviews, observations, focus groups, and
performance data, questionnaires or tests- can clarify issues & provide a focus on
performance.
CONDUCTING NEEDS ASSESSMENT
"GAP" ANALYSIS.
The first step is to check the actual performance of our organizations & our
people against existing standards, or to set new standards.
There are two parts to this:
Present competencies:-
We must determine the current state of skills, knowledge, and
abilities of our current &/or future employees. This analysis also should examine our
organizational goals, climate, & internal & external constraints.
Desired competencies:-
We must identify the desired or necessary conditions for
organizational arid personal success. This analysis focuses on the necessary job
tasks/standards, as well as the skills, knowledge & abilities needs to accomplish these
successfully. It is important that we identify the critical task necessary, & not just observe
our current practices. We also must distinguish our actual needs from our perceived
needs, our wants. The difference the "gap" between the current & the necessary will
identify our needs purposes, & objectives.
What are we looking for? Here are some questions to ask, to determine where HRD may
be useful in providing solutions:
Gaps:- Is their problem in the organization, which might be solved by training or other
HRD activities?
Impending change. Are there problems which do not currently exist but are foreseen due
to changes, such as new processes & equipment, outside competition, &/or changes in
staffing?
Opportunities-
Could we gain a competitive edge by taking advantage of new
technologies, training programs, consultants or suppliers?
Strengths:- How can we take advantage of our organizational strengths, as opposed to
reacting to our weakness? Is their opportunity apply HRD these areas?
New directions:-
Could we take a proactive approach, applying HRD to move our
organizations to new levels of performance? For example, could team building & related
activities help improve our productivity?
Mandated training:-
Are there internal or external focuses dictating that training &/or
organization development will take place? Are there policies or management decisions,
which might dictate the implementation of some program? Are there governmental
mandates to which we must comply?
IDENTIFY PRIORITIES
The first step should have produced a large list of needs for training &
development, career development, organisation development, &/or other interventions.
Now we must examine these in view of their importance to our organisational goals,
realities, & constraints. We must determine if the identified needs are real, if they are
worth addressing, and specify their importance & urgency in .view of our organisational
needs & requirements. For example
Cost-effectiveness:- how does the cost of the problem as compares to the cost
of implement a solution? In other words, we perform a cost- benefit analysis.
Lega1 mandates:- Are there laws requiring a solution? (For example, safety or
regulating compliance.)
Executive pressure:- does top management expect a solution?
Population:- are many people or key people involved?
Customers:- What influence customer specifications & expectations generate? If some of
dour needier of relatively low importance, we would do better t devote our energies to
addressing other human performance problems with greater impact and greater value.
IDENTIFYING CAUSES OF UNDER PERFORMANCE
Now that we have prioritized & focused on critical organizational & personal
needs we will next identify specific problem areas & opportunities I our organization. We
must know what our performance requirements are, if appropriate solutions are to be
applied. We should ask two questions do every identified need. Are our people doing
their jobs effectively? So they know how to do their jobs, & our organizations both for
the current situation & in preparation for the future.
IDENTIFY POSSIBBLE SOLUTIONS
If people are doing their jobs effectively, perhaps we should leave well enough
alone (" If it can't broke don't fit it."). However, some training and/or other interventions
might be called for if sufficient importance is attached to moving our people & their
performance into new directions. But of our people are not doing their jobs effectively:
Training may be the solution: If there is a knowledge problem. Organization
development activities may provide solutions when the problems not based on a lack of
knowledge & is primarily associated with systematic change. These interventions might
include strategic planning, organization restructuring, performance management & / or
effective team building.
We will look at these solutions including training and development and
organization development, in future training and development and organizational
development, in future articles in this series.
HINDRANCES IN TRAINING
1) Different Learning Styles and Preferences:
Different people have different learning styles. They have their own styles of learning.
They learn in different ways and generally they also have some idea of what work is best
for them and therefore what are the areas in which they need learning. This should be
taken be taken into account for identifying their training needs which becomes a big
barrier in identifying the training needs as considering each and every individuals
learning styles and preferences is very difficult and would also not help in making the
training programme successful.
2) Attitudes to Training:
The attitude towards training vary according to peoples, precious experience and perhaps
the training culture of the organization.
3) Training is Punishment:
Training is given to those persons who are lacking behind in some of the areas i.e.,
Training is seen as remedial activity for those whose performance is seen as 'below par'
or 'not up to the stretch'. If this is a predominant attitude in the organization than people
will be reluctant to admit to a need for training, because this implies there is something
wrong with them and due to this it may also affect their work which would make more
problems for the organization and it would be difficult for the organization to cope with
such a situation.
4) Training is a Price:
Some of the people see training reward reserved for them due to some wrong
impressions. If the reward is an offer for the training, people will be over anxious to have
their need for this training Identified. In such a case even if they do not need any
training in the particular area they will ask for it just for the sake of reward and which
becomes one of the barrier in identifying the training needs.
5) ITN is a job for Experts (Normally Training or HR Professional):
Some of the peoples assumption is that Identification of Training needs is done only for
the experts or for the HR professionals and here is that only they should be involved. Due
to such type of assumptions it becomes very difficult to brush up the mind of such
people. So it becomes obstacle in ITN.
6) Only managers know what is going on in the organization similarly, here the
assumption is that only they know their staff, so attracting and HR experts should be kept
out.
7) Sincere management sees training as necessary for others but not for them. Suggesting
that they too may need training might not be acceptable, and has to be handled
differently. That is, with great tact and care.
8) Only sincere management knows enough about what is going to be appropriate what
the organization needs? If this really were true, now -come many people in the
organization (and outside) it to have a more accurate picture of what is actually
happening? Indeed there is a rule of thumb that says that the 'lower' you go in the
organization, the greater the understanding of what is needed!
HOW TO MAKE TRAINING EFFECTIVE?
Action on the following lines need to be initiated to make training
practice effective:
1. Ensure that the management commits itself to allocate major resources and
adequate time to training. This is what high-performing organisations do. For
example, Xerox Corporation, in the US invests about $ 300 million annually, or
about 2.5 per cent of its revenue on training. Similarly, Hewlett-Packard spends
about five per cent of its annual revenue to train its 87,000 workers.
2. Ensure that training contributes to competitive strategies of the firm. Different
strategies need different HR skills for implementation. Let training help
employees at all levels acquire the needed skills.
3. Ensure that a comprehensive and systematic approach to training exists. and
training and retraining are done at all levels on a continuous and ongoing basis.
4. Make learning one of the fundamental values of the company. Let this
philosophy percolate down to all employees in the organisation.
5. Ensure that there is proper linkage among organisational, operational and
individual training needs.
6. Create a system to evaluate the effectiveness of training.
THE BENEFITS OF EMPLOYEE TRAINING
How Training Benefits The Organisation
Leads to improved profitability and/or more positive attitudes towards profit
orientation
Improves the job knowledge and skill at all levels of the organization
Improves the morale of the workforce
Helps people identify with organizational goals
Helps create a better corporate image
Fosters authenticity, openness and trust
Improves relationship between boss and subordinate
Aids in organizational development
Learn from the trainee
Helps prepare guidelines for work
Aids in understanding and carrying out organizational policies
Provides information for future needs in all areas of the organization
Organization gets more effective decision-making and problem-solving skills
Aids in development for promotion from within
Aids in developing leadership skills, motivation, loyality, better attitudes, and
other aspects that successful workers and manager usually display
Aids in increasing productivity and/or quality of work
Helps keep costs down in many areas, e.g. production, personnel, administration,
etc.
Develops a sense of responsibility to the organization for being competent and
knowledgeable
Improves labour-management relations
Reduce outside consulting costs by utilizing competent internal consulation
Stimulates preventive management as opposed to putting out fires
Eliminates suboptional behaviour (such as hiding tools)
Creates an appropriate climate for growth, communication
Aids in improving organizational communication
Helps employees adjust to change
Aids in handling conflict, thereby helping to prevent stress and tension
Benefits to the individual which in turn ultimately should benefit the organization
Helps the individual in making better decisions and effective problem solving
Through training and development, motivation variables of recognition,
achievement, growth, responsibility and advancement and internalized and
operationalised
Aids in encouraging and achieving self-development and self-confidence
Helps a person handle stress, tension, frustration and conflict
Provides information for improving leadership, knowledge, communication skills
and attitudes
Increases job satisfaction and recognition
Moves a person towards personal goals while improving interactive skills
Satisfies personal needs of the trainer and trainee
Provides the trainee an avenue for growth and a say in his/her own future
Develops a sense of growth in learning
Helps a person develop speaking and listening skills; also writing skills when
exercise are required
Helps eliminate fear in attempting new tasks
Benefits in personal and human relations intragroup and intergroup relations and
policy implementation
Improves communication between groups and individuals
Aids in orientations for new employee and those taking new jobs through transfer
or promotion
Provides information on equal opportunity and affirmative action
Provides information on other government laws and administrative policies
Improves interpersonal skills.
Makes organizational policies, rules and regulations viable.
Improves morale
Builds cohesiveness in groups
Provides a good climate for learning, growth, and co-ordination
Makes the organization a better place to work and live.
Designing Training and Development Programme
Every training and development programme must address certain vital issues-
(i) who participates in the programme?
(ii) Who are the trainers?
(iii) what methods and techniques are to be used for training?
(iv) what should be the level of training?
(v) what learning principles are needed?
(vi) where is the programme conducted?
Steps in training programme
Who are the trainees?
Who are the trainers?
What methods and techniques?
What should be the level of
training?
What principles of
learning?
Where to conduct the programme?
IDENTIFICATION OF TRAINING NEEDS IN SUDAL INDUSTRIES
LTD
After going through all the theoretical part about training and Identifying Training Needs,
we came to know about the various methods of, Identifying Training Needs. We adopted
one method for this which follows the under given steps. These Steps are as follows:
Steps in Identifying: Training Needs
FILLING APPRAISAL FORMS
IDENTIFYING TRAINING NEEDS
CATEGORlSATION OF TRAINING NEEDS
PREPARATION OF TRAINING PROGRAMME
IMPLEMENTING TRAINING PROGRAMME
FEEDBACK
Step 1: Filling Appraisal Forms
The employees are supplied the Identifying Training Needs form in the format
shown below. The employees are supposed to fill up this form and is required to submit
the form to the HRD officer within the prescribed time. The employee is required to
function the top five needs in which he feels the training is necessary. The employee is
also required to mention the name, department as well as the token no. so that while
designing the tari11ing programme it would be easy to frame the programme department
wise.
Step 2: Identifying Training Needs
The needs can be identified very easily as the employees are directly asked to
mention the training needs in the form given to them. So the training needs can easily get
identified and then can also be sorted and categorized.
Step 3: Categorization of Training Needs
Once the training needs are identified they need to be sorted of. So the identified
training needs are sorted first. Then after sorting the needs they are categorized into
different types for example- technical, computer, quality, materials etc. Finally when the
categorization is over them the data gathered is now ready to form the training
programme.
Step 4: Preparation of Training Programme
After the training needs are properly categorized they need to be properly
programmed. Taking into consideration all the categories of the training needs the
programmes are funned accordingly. They programmes are framed in such a manner so
that the employees would be comfortable with that programme as well as the there is no
waste of time and money which would ultimately result in loss to the organization or
effect the productivity. So taking into consideration all these things the programme is
funned. Finally when the training programme is ready, it now needs to be implemented.
step 5: Implementation Of Training Programme
The training programme is prepared in a proper way. Now, after the preparation
of the training programme it is very necessary they it should be implemented
successfully. For implementation of the training programme it is necessary that it should
be implemented at the proper times so that the time set up for the training programmes
would be suitable for the trainer as well as the trainee. The conditions set during the
training should favorable and proper so that the trainee would feels more interested while
receiving the training. All these factors needs to be considered while implementing the
training programme.
Step 6: Feedback
Last but not the least is the feedback. Without feedback none of the programme
would be said to be performed successfully. It is very necessary to take the feedback from
the employees who have received training at regular intervals. Once training is given to
the employees it should be examined at regular intervals whether the employees are able
to use the techniques and knowledge which was given during the training and is the
employee really able to improve himself Therefore for examining whether the training
programmes were implemented properly or not and how far the training programmes are
successful, it is necessary to take the feedback. Feedback is taken from those employees
to make the forthcoming training programmes more effective.
The concerned body takes these steps at regular intervals so as to fulfill the training needs
and thus organizational goal can be achieved.
DATA COLLECTION AND INTERPRETATION
Questionnaire survey was conducted for the staff in Sudal Industries Ltd. The staff were
given the form to be filled in giving the details about the training needs they want to
undergo so has to enhance there competence and meet the organization objectives with
improved techniques.
Total no. of employees
Workers 64
Casual 60
Staff 64
Trainees 6
The survey covered the training need identification of staff members. The need
identification revealed mainly the following areas of training.
1. Technical training
2. Informative training
3. Behavioural training
4. Functional training
5. Quality awareness training
6. General training
FINDINGS OF TRAINING NEED IDENTIFICATION
Training for development of staff in SUDAL Industries is as follows
1. TECHNICAL
Agin furnace operation
Manufacturing process
Automation, dies
Advance tool correction
Market research & segmentation
2. INFORMATIVE
I.S.O. 9001-2000
Seminar on energy conservation
Market knowledge
Product introduction
3. BEHAVIOURAL
Communication
Time management
Leadership
Personality development
Stress management
Presentation skills
Performance checking
4. FUNCTIONAL
Internal/External auditor training
Maintenance of machines
Inspection & Testing
Machine operation
Accounts department
Planning
C.R.M.
5. QUALITY AWARENESS
Productivity quality system
Quality assurance
M.S.A.
S.P.C. / F.M.E.A.
P.P.A.P. / A.P.Q.A.
T.P.M. / T.Q.M.
Six sigma
6 GENERAL
First aid and safety training
House keeping & 5s training
Fire extinguisher
Industrial progress
DATA COLLECTION AND INTERPRETATION
Questionnaire survey was conducted for the staff in Sudal industries. The staff were
given the form to be filled in giving the details about the training needs they want to
undergo so has to enhance there competence and meet the organization objectives with
improved techniques.
Total no. of employees
Workers 64
Casual 60
Staff 64
Trainees 6
The survey covered the training need identification of staff members. The need
identification revealed mainly the following areas of training.
7. Technical training
8. Informative training
9. Behavioural training
10. Functional training
11. Quality awareness training
12. General training
FINDINGS OF TRAINING NEED IDENTIFICATION
Training for development of staff in SUDAL Industries is as follows
6. TECHNICAL
Agin furnace operation
Manufacturing process
Automation, dies
Advance tool correction
Market research & segmentation
7. INFORMATIVE
I.S.O. 9001-2000
Seminar on energy conservation
Market knowledge
Product introduction
8. BEHAVIOURAL
Communication
Time management
Leadership
Personality development
Stress management
Presentation skills
Performance checking
9. FUNCTIONAL
Internal/External auditor training
Maintenance of machines
Inspection & Testing
Machine operation
Accounts department
Planning
C.R.M.
10. QUALITY AWARENESS
Productivity quality system
Quality assurance
M.S.A.
S.P.C. / F.M.E.A.
P.P.A.P. / A.P.Q.A.
T.P.M. / T.Q.M.
Six sigma
7 GENERAL
First aid and safety training
House keeping & 5s training
Fire extinguisher
Industrial progress
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