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SUMMER TRAINING REPORT

ON

WORKMAN TRANING

AT

ESCORTS CONSTRUCTION EQUIPMENT LIMITED

Submitted in partial fulfillment of the requirements for the award of degree of

Master of Business Administration

Batch: 2008-2010

Submitted to: Submitted by:

CONTROLLER OF EXAMINATION (satvir)

MDU, ROHTAK


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TO WHOM SO EVER IT MAY CONCERN:

This is to certify that Mr. Avinash, bonafied student of

M.B.A., II sem of our college has successfully completed the

project titled WORKMEN TRAINING at Escort Ltd. under my

supervision for the partial fulfillment of Masters Degree in

Business Administration from M.D. University, Rohtak during

the academic year 2008-09.

Project Guide Programme coordinator (MBA)

Deptt. Of Business Studies


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ACKNOWLEDGEMENT

Any accomplishment requires the effort of many people and this work is nodifferent. It has been my proud privilege to be attached to ESCORTS Ltd.

I would like to record my gratitude to the management of ESCORTS

LIMITED, AGRI MACHINERY GROUP, PLANT-3 who has given me

this wonderful opportunity to be associated with this esteemed org. and be

privileged part of this great and wonderful HR FAMILY without whose

help I could not have embarked on this journey of knowledge.

I take this opportunity to thank Chief Manager (Personnel & IR) for

providing me the opportunity to do training in the org. during Jun Jul

2008.

I am also desirous of placing on special words of thanks and indebtedness to

Mr. Kartar Singh, who acted as my project guide and supported me with

his invaluable knowledge , experience, suggestions and insights.

I would also like to thanks all the respondents for giving me their precious

time and relevant information and experience that I required from time to

time.


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PREFACE

MBA is stepping stone to management career .In order to achieve practical,

positive and concrete results the classroom learning need to be effectively needed

to the realities of the situation existing outsides the classroom. This is particularly

true of Management.

To develop healthy managerial and administration skill in potential managers, it isnecessary that theoretical knowledge must be supplemented with exposure to the

real environment. Actually, it is life for a management itself is realized. It removes

hesitation.

The objective of the research is to make the student to go into the deep of a

particular situation and to realize hoe difficult the scenario is. It gives the practical

understanding to the researcher about such situation. Research is always very

important in every field.


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TABLE OF CONTENT

INTRODUCTION 1

1.1 TRAINING AND DEVELOPMENT 21.2 OBJECTIVE OF THE STUDY 3

1.3 PURPOSE 31. 4 SCOPE OF THE STUDY 4

1.5 RESEARCH METHODOLOGY 41.6 LIMITATION OF THE RESEARCH 5

TRAINING AND DEVELOPMENT: THEORETICAL

PERSPECTIVE

6

2.1 PLANNING AND TRAINING ACTIVITIES 62.2 TRAINING INPUTS 6

2.3 AREAS OF TRAINING 82.4 LEARNING AND TRAINING 10

2.5 TRAINING POLICY 1

2.6 POSITIVE OUTCOMES OF TRAINING 122.7 TRAINING METHODS 13

2.8 OBJECTIVES OF TRAINING METHODS 132.9 CLASSIFICATION OF METHODS 15

2.10 TRAINING ORGANIZATION 182.11 EVALUATION OF TRAINING 19

2.12 IS TRAINING THE BEST MEDICINE? 202.13 NEW TRENDS IN TRAINING 23

2.14 TRAIN, DON'T TELL 242.15 TRAINING: MANTRA OF THE NEW MILLENNIUM 26

THE ORGANIZATION: PGCIL 32

SURVEY RESULTS 57

DATA ANALYSIS 7

CONCLUSIONS AND RECOMMENDATIONS 83


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BIBLIOGRAPHY 8

ANNEXURE 8

QUESTIONNAIRE FOR TRAINEESQUESTIONNAIRE FOR T&D STAFF


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MISSION

For an enterprise, the mission embodies the spirit of its Endeavour, which

acts as a guiding light for constant development and growth

1WE WILL ACHIEVE LEADERSHIP IN MARKET SHARE &

PROFITABILITY IN THE DOMESTIC TRACTOR MARKET BY

THE YEAR 2007-2008 AND SHALL BE THE WORLDS

LARGEST SUPPLIER OF SUB 100 hp TRACTORS.

2WE SHALL PROACTIVELY CONTRIBUTE TO THE

PROSPERITY OF THE RURAL ECONOMY BY DEFINING A

LARGER ROLE FOR OURSELVES IN THE FOOD &

AGRICULTURE SECTOR.

3WE SHALL MAKE LASTING DIFFERENCE TO OUR

SHAREHOLDERS, CUSTOMERS, BUSINESS ASSOCIATES, &

EMPLOYEES.


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ABOUT THE ORGANIZATION

For five decades, Escorts has been in the forefront of the countrys

development, working in the core sectors like agriculture, transportation,

construction and telecommunication. It has emerged as a critical resource for

engineering change through optimum product performances.

Today with its twenty manufacturing plants spread over various locations, a

large networks of dealers and distributors and a group turnover exceeding

Rs.14000 million, Escorts group ranks among Indias leading engineering

conglomerates.

From its inception, Escorts has firmly believed that success impinges on

being close to the customers. As early as in 1944, while others were

concentrating on selling their goods, Escorts sought to escort its

merchandise right up to the customer, understanding his needs, giving him a

product that met his needs and ensuring that it also worked smoothly

thereafter. To make sure that the finished product delivers on its promise, the

company has created an extraordinary distribution and network that stays

with the customer and helps him to get maximum out of the product.

In the national context, Escorts principle objective has been to acquire, adopt

and develop technology that is appropriate to Escorts needs. It believes that

while on one hand, national enterprise must aim at improving quality of life

in the less privileged areas of society, on the other hand, it must also achieve


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technological competence to international business with the sole objective of

giving the customer world class value as well as widening marketing

horizons for economies of scale.

An escort has thus built its leadership in the innovations it has created in

every field of its activity. These innovations offer greater value for money

and are in every way relevantto the customers needs and environment, for

India and the world.

THE ESCORTS LOGO

LOGO RATIONALE

A hexagonal nut (in red) representing a geometric perfection. The nut has

been a functional device that has stayed at the core of mankinds engineering

adventures. In spite of modern technologies coming in, it still remains

unarguably a symbol of technology and all that holds it together.


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Locked into the nut is a spanner (in which), the turning force for the symbol

of technology. The two pictorial elements are configured to form an E, a

pneumonic for ESCORTS.

A doctrine of corporate and engineering openness, for Escorts logo allows

an aisle, a pathway through which new ideas can walk in any time freely ,

giving Escorts the

Character to listen and absorb new and fresh thoughts.

The symbol with its three meanings makes a rebus or visual pun and is red,

the color of energy and dynamism. Every time it is used, it represents seal of

quality and excellence.

JOURNEY OF ESCORTS

The genesis of Escorts goes back to 1944 when two brothers, Mr. H.P.Nanda

and Mr. Yudi Nanda , launched a small agency house , Escorts Agents Ltd.

in Lahore. Over the years , Escorts has surged ahead and evolved into one of

Indias largest conglomerates. In this journey of six decades, Escorts has had

the privilege of being associated with some of the world leaders in the

engineering manufacturing space like Minneapolis Moline, Massey

Ferguson, Goetze, Mahle, URSUS, CEKOP, Ford Motor Company, JC

Bamford Excavators, Yamaha, Claas, Carraro, Lucky Goldstar, First Pacific

Company, Hughes Communications, Jeumont Schneider, Dynapac.


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HISTORY

at Faridabad by developing its own Engines for E-27 and E-37.

1979: Turnover crossed the Rs.50 crore mark. In plant facility for machining

center housing and case transmission, on built-in line Stated below is

Escorts corporate history:

1948: Pioneered farm mechanization in the country by launching

Escorts Agriculture Machines Ltd, with a franchise from the U.S.

based Minneapolis Moline, Wisconsin for marketing tractors,

implements, engines and other farm equipments.

1958: Started importing MF tractor from Yugoslavia for marketing the

same in India.

1960: A manufacturing plant was set up in Faridabad.

1965: Got industrial license to manufacture URSUS/ESCORT tractors.

1969: Escorts signed a contract with FORD MOTOR COMPANY to

manufacture Ford 3000 model tractors. Escorts Institute of FarmMechanization (EIFM) was establishe at Bangalore.

1973: Escorts Tractors Limited (E T L) declared a healthy Profit

Before Tax of Rs.4.725 million.


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1974: Export of 400 tractors to Afghanistan perhaps the worlds

largest ever airlift of such equipment.

1977: Escorts Scientific Research Center marked its beginning

concept, Installed.

1983: Escorts Tractor Limited (ETL) established a state-of-the-art research

and development center to spearhead newer breakthroughs in Farm

Mechanization and to maintain industry leadership.

1984: 75000th tractor rolled out. A great occasion for the large family

that worked for ETL. Newer challenges and frontiers were out.

1985: In keeping with the stupendous financial success, ETL offered

its first Bonus Issue (1:1).

1987: 50hp FORD 3610 was launched, another leap for the Indian

Farm Mechanization Industry, the farmers and the people of the land.

1988: ETLS annualized turnover crossed Rs.100 crores. Dividend:

45% for 15 months.

1989: A MOU with CLAAS was signed for manufacturing.


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1991-92: Escorts Claas Ltd launched The Crop Tiger range of

Combine Harvesters.

1993: FORD 3260 tractor launched.

1996: Disengagement of joint venture collaboration with New Holland

and launch of FARMTRAC tractor.

1997: A joint venture with Italian company CARRARO was finalized

to establish a company in India for manufacturing and marketing of

transmission and axles.

1998: POWERTRAC series of tractors were launched. A MOU was

signed with Long Manufacturing Company, USA for setting up a joint

venture in USA.

1999 and Ahead: A MOU was signed with a Polish Company POL-

MOT was signed for assembly, manufacturing and marketing of Farm

Machinery. The mission is globalization and the emphasis will be on

core sector investments.

2004: Divested Escotel Mobile Telecommunications to Idea Cellular.TS16949 certification for Agri Machinery Group.

2005: Divested Escorts Heart Institute and Research Centre (EHIRC)

to Fortis Healthcare.


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2006 : Divested Carraro India Ltd. Set up new manufacturing facility

in Rudrapur for manufacture of new range of railway equipment.


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MANAGEMENT OF THE COMPANY

Mr. Rajan Nanda

Chairman

Mr. Nikhil Nanda

Executive Director & Group Chief Operating Officer

Mr. A. K. Chadha

CEO- Agri Machinery Group

Mr. K. S. Havaldar

Business Head Engineering Division

Mr. G. B. Mathur

Vice President Law & Company Secretary

Mr. Shaiendra Tondon

Group CFO

Mr. Yash Yadav

Group Vice President HR & IR

Mr. Kamal Bali

CEO- Escorts Construction Equipment Ltd.

Mr.Amod Thakur

HR Manager


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ESCORTS TODAY

Escorts today ranks among the top ten industrial giants in the country. A

persistent annual growth of 18% of past decide bears testimony to this fact.

It is the 5th largest Engineering Company amongst both Public and Private

Companies.

Escorts phenomenal growth and success stems from the fact that all its

products are geared to meet the care needs of the people , agricultural

industry. The group operations includes 14 manufacturing plants, 8

specialized marketing divisions ,an export house, a scientific research

center , farm institutes, and a vast network of sales service outlets in the

country and representations in some overseas markets as well as they

satisfy demands which by their very nature are prudent and vital to the

nations continual progress.

Throughout the evolution of Escorts , technology has always been its

greatest ally for growth. In the oversix decades of our inception , Escorts

has been much more than just being one of Indias largest engineering

companies. It has been a harbinger of new technology, a prime mover on

the industrial front at every stage introducing products and technologies that

helped take the country forward in key growth areas.

Over a million tractors and over 16,000 construction and material handling

equipment that have rolled out from the facilities of Escorts complemented

by a highly satisfied customer base , are testimony to the manufacturing


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excellence of Escorts. Following the globally accepted best manufacturing

practices with relentless focus on R & D , Escorts is today in the league of

premier corporate entities in India.

Technological and business collaboration with world leaders over the years ,

globally competitive indigenious engineering capabilities , over 1600 sales

and service outlets and footprints in over 40 countries have been

instrumental in making Escorts the Indian multinational. At a time when the

world is looking at India as an outsourcing destination, Escorts is rightly

placed to be the dependable outsourcing partner of worlds leading

engineering corporations looking at outsourcing manufacturer of

Engines, Transmissions, Gears, Hydraulics, Implements and

Attachments to Tractors, and Shock Absorbers for heavy trailers and

armored tanks.

In todays Global Market Place, Escorts is fast on the path of an internal

transformation , which will help it to be a key driver of manufacturing

excellencein the global arena. For this we are going beyond just adhering to

prevailing norms & standards and relentlessly pursuing them to achieve our

desired benchmarks of excellence.


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GROUP INFRASTRUCTURE

The flagship of Escorts Group is Escorts Ltd. in words of Mr. Rajan Nanda(Chairman, Escorts Ltd.).

In the last 50 years, escorts has been more than merely one of Indias

largest Engineering Companies. It has been a prime mover on the, industrial

front, at every stage introducing products and technologies that helped take

the country forward in key areas. Today as the nation engages in its most

momentous economic transformations ever, we are once again adapting

ourselves towards being catalysts for qualitative growth by engineering

change with a Global Perspective.

THE GROUP INFRASTRUCTURE COMPRISES:

123 main Associates/ Subsidiary Companies,

212 Manufacturing Locations,

3A full-fledged R&D Facility,

4Nearly 10,000 Employees,

524 Regional Marketing Offices,

6Nearly 500 Sales & Service Outlets,

7Over 500 Ancilliaries forming the Vendor Base,

84 Financial Service Companies,

9Assias Best Training Institute of Farm Machanization with 100 acre

Demonstration Farm ,


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THE ESCORTS AGRI MACHINERY GROUP

Escorts Agri Machinery Group is one of the six strategic business units ofthe largest units of the Escorts Group and largest contributor to the group

turnover. Escorts initiated its venture into tractors with an assembly plant in

1961. The first agricultural tractor brand name of ESCORT was produced

in 1961.

Following the collaboration with the FORD Motor Company, Escort added

another brand name in its portfolio the Ford series of tractors in 1969.

Escorts get the credit for establishing the brand name in Indian Tractor

Market a name that was to Tractor what Mercedes is to cars. Following the

disengagement agreement with Ford New Holland, Ford was renamed as

FARMTRAC in 1996 and relaunched in the Indian Tractor Market.

Escorts Agri Machinery Group enjoys nearly 20% market share. While the

share varies from state to state, its share in UP is as high as 30%. The Escort

AMG sells through the nation wide network of 500 dealers and 21 major

area offices spread over 13 major parts of the country.

Now, the AMG has emerged as fraternity of above 50,000 shareholders,

10,000 employees, and 4000 ancilliary suppliers, and stockists engaged in

large scale investment and sustained efforts to meet the ever widening

horizons of technological competence appropriate to Indias unique

changing needs.


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OVERSEAS OPERATIONS

In line with the objective of becoming a force to reckon with international

arena in 21st century, the Company took Farmtrac tractors across the seas to

USA and Europe. In order to underline its market presence, it has acquired a

stake in long agri business LLC, a tractor distributing company in USA. This

new venture has been named as Farmtrac North America LLC. Over 8000

tractors in 35- 75 HP segment have been exported to USA in last few years.

.

Besides USA and Poland, Escorts have strong presence in Malaysia,

Thailand, Turkey, Australia, Bangladesh, Sri Lanka, Nepal, Tanzania,

Chile, and Ghana through its dealers network in these countries.

Escorts have ambitious plans to expand the dealers network in other

potential customers in the coming years. The company is commited to world

class quality and total customer satisfaction.

Exported to the most advanced markets in the world, they are sophisticated

machines designed for the world demanding requirements of the progressive

farmers. This range is very well accepted at abroad. The Farmtrac range is

ultimate icon in the tractor technology with advanced features for scientific

farming and other applications.


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THE FARMTRAC RANGE PRODUCT RANGE

A Tradition Of Trust

Economy Range 27 35 HP

The first very range of Tractors introduced by Escort range of Tractors has a

tradition of service and trust behind them.

MODELS :-

Escort 325 and Escort 335

THE SUPPLIER DIESEL SAVER

Value range 30-47 HP

The POWERTRAC range of tractors is designed to give spectacular diesel

economy. The act as ambrosia during their trying times of rising diesel

costs.

THE POWERTRAC RANGE

Escort 430 Powertrac 30 HP


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THE WORLD CHAMPIONS

Premium range 30 75

Farmtrac 30 35 HP

Farmtrac 35 35 HP

Farmtrac 45 42 HP

Farmtrac 50 45 HP

Farmtrac 60 50 HP

Farmtrac 70 60 HP

Farmtrac 80 75 HP

THE HARVESTER COMBINE RANGE

Crop Tiger

Track Version 58 HP

Wheel Version 59 HP


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COLLABORATIONS

COLLABORATIONS with international organizations of technological

excellence, constant research to adopt the emerging technology to the

specific requirement of the markets and belief in the philosophy of industrial

has made Escort today one of the leading trend setters in Indias New

Industrial culture.

Escort believe in incorporating the finest existing technology to meet Indian

consumers demands by collaborating with internationally renowned

companies. Prominent among these are:

In Germany

1. GOETZE AG - Piston Rings & Cylinder

Liner

2MAHLE GMBH - Piston

3KNORR BREMES GMBH - Railway Break System

4FAUN GMBH - Hydraulic Cranes

In Japan

1KAYEBA INDUSTRY CO. LTD. - Telescope Front Forks


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In USA

2HUGHES NETWORK SYSTEM - VSAT Satellite

Communication


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INTRODUCTION

William James of Harvard University estimated that employees could retain their

jobs by working a mere 20-30 percent of their potential. His research led him to

believe that if these same employees were properly motivated they could work at

80-90 percent of their capabilities. Behavioral sciences concepts like motivation

and enhanced productivity could well be used for such improvements in

employee output. Training could be one of the means to achieve such

improvements through the effective and efficient use of learning resources.

Training is a long-term investment in human resource using the equation given

below:

Performance = productivity and morale, if properly used.

WHY IS THERE A NEED FOR TRAINING AND WHY HAVE WE CHOSEN TO

STUDY THIS TOPIC?

Organization viability and the ability x motivation

Training can have an impact on both these factors. It can heighten the skillsand abilities of the employees and their motivation by increasing their sense

of commitment and encouraging them to develop and use new skills. It is a

powerful tool that can have a major impact on both employee

transformation process

The primary concern of an organization is its viability and hence its efficiency.

There is continuous environmental pressure for efficiency, and if an organization

does not respond to this pressure, it may find itself rapidly losing whatever share

of the market it has. Employee training, therefore, imparts specific skills and

knowledge to employees in order that they contribute to the organizations

efficiency, and be able to cope with the pressures of the changing environment.


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Technological advances

There has been tremendous development in industrial technology.

Mechanization and automation of the plant is necessary for the organizations

survival; hence, it has to train its employees for more skilled positions. New skills

are required to operate new machinery, or familiarity with new processes and

production techniques has to be introduced.

Organizational Complexity

With increasing mechanization, automation and development in technology,

many organizations have emerged as complex organizations that produce a wide

range of products or offer a wide range of services. This had led to complexproblems of coordination and integration of activities. Eventually the need for

training and retraining is felt at the all levels in such organizations, from shop

floor to top executives.

Human Relations

The growing complexity of organizations has led to various human problems, like

alienation, inter-personal and inter-group problems. Hence, training in human

relations is becoming extremely important for tackling these problems.

Due to its great relevance in the current automated, mechanized and extremely

competitive business environment, where skills are becoming obsolete faster

than ever, we have chosen to study in detail the training and development needs

of employees.

1.1 TRAINING AND DEVELOPMENT:

Training is the process of assisting a person in enhancing his efficiency and

effectiveness at work by improving and updating his professional knowledge

developing his personal skills relevant to his work and cultivating in him

appropriate behavior and attitude towards his work and people he is working


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with. Development takes place as a result of training and essentially implies

growth plus change. Thus, training and development go hand in hand. My

endeavor will be to gain an in-depth insight into the process of discovering,

harnessing and developing of the human capital to the benefit of both the

individual and the organization into days highly dynamic and competitive

business world through a comprehensive study and analysis of the latest training

and development techniques used by Power Grid Corporation of India Ltd.

(PGCIL).

1.2 OBJECTIVE OF THE STUDY

1To study the Training and development function at PGCIL

2To evaluate the effectiveness of training and development programs

conducted at PGCIL

3To suggest measures for improvement for Training and Development

programs at PGCIL

1.3 PURPOSE

Never before has the rapid increase in new knowledge and technology and in the

base of change and itself demanded a learning response as great as what is now

required to remain competitive. Today individuals and organizations must

become continuous learners to survive and hence it is not surprising to find that

most successful organisations operate in a continuous learning mode.

The challenge of globalization, technological innovation increasing competition

and growth through expansion, diversification and acquisition has had a wide-ranging and far reaching impact on HRD. There is a need for a continuous

process that aims at providing fresh knowledge and skill inputs to the employees

so as to ensure the development of their competencies, dynamism, motivation

and effectiveness in a systematic and planned way, thereby improving the

productivity and overall organizational effectiveness. As a result, training and


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development activities have acquired great significance and are now firmly

centre-stage in most of the organizations. Hence it can be said that with the

advent of free market economy rapid change in the environment, training and

development activities have assumed an importance never before witnessed in

Indian corporate history.

1. 4 SCOPE OF THE STUDY

The study was limited to the Training and Development Programs for Seniors

Managers and Officers at PGCIL.

1.5 RESEARCH METHODOLOGY

The base on which a study rests is the information that is embedded in it. The

data for this study was obtained as a blend of both Secondary and Primary

sources.

Sources and Methods of Data Collection

Primary Sources

A sample size of 50 employees of PGCIL was taken, which consisted of 15

Senior Managers and 35 employees in the Officer Level.

Primary

Questionnaire-A questionnaire was designed and administered to the Training

In-charge and employees drawn from various levels and various departments in

the organization.

Internal Information regarding the training policies and procedures was also be

obtained through personal discussions with Trainers, Senior Managers and

Officers.


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Secondary Sources

Secondary data was collected from following sources.

1Internal Sources

2Books

3Training / HRD Manuals, Company reports, House Journals records etc.

2External Sources

-This mainly refers to Internet.


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Data Analysis:

The results of the survey has been tabulated and presented in the final report in

form of bars and pie charts. Finally the results have been analyzed and used to

draw conclusions.

1.6 LIMITATION OF THE RESEARCH

For every research there are restrictions and limitations. The following are some

limitations, which I faced in the making of this research.

The study was restricted to the office of PGCIL in Delhi and NCR

Time was the biggest constraint. It was difficult to get the questionnaires

filled personally from the employees.

There may be some people who have different views of Training and

Development and so they might give false information in the Questionnaire.


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CHAPTER-2

TRAINING AND DEVELOPMENT: THEORETICAL

PERSPECTIVE

The effective functioning of any organization requires that employees learn to

perform their jobs at a satisfactory level of proficiency. An effective organization

wishes to have amongst its ranks individuals who are qualified to accept

increasing responsibilities. So much so that organizations need to provide

opportunities for the continuous development of employees not only in their

present jobs, but also to develop their capabilities for other jobs for which they

might later be considered.

Training refers to the teaching/learning activities carried on for the primary

purpose of helping members of an organization to acquire and apply the

knowledge, skills, abilities and attitudes needed by that organization. Broadly

speaking, training is the act of increasing the knowledge and skill of an employee

for doing a particular job.

Though it is true that unplanned learning through job experience helps

development, the experience of most organizations is that it is advantageous to

plan systematic training programmes of various types as a regular part of an

adequate personnel development programme. Such programmes are definite

assets in helping managers to learn correct job methods, to achieve a

satisfactory level of job performance, and to acquire capabilities that would be

valuable in possible future jobs.

2.1 PLANNING AND TRAINING ACTIVITIES

The following steps must form the basis of any training activity:

1. Determine the training needs and objectives.


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2. Translate them into programmes that meet the needs of the selected

trainees.

3. Evaluate the results.

2.2 TRAINING INPUTS

There are three basic types of inputs: skills, attitudes, and knowledge.

The primary purpose of training is to establish a sound relationship between the

worker and his job- the optimum man-task relationship. Such a relationship is at

its best when the workers attitude to the job is right, when the workers

knowledge of the job is adequate, and he has developed the necessary skills.

Training activities in an industrial organization are aimed at making desired

modifications in skills, attitudes and knowledge of employees so that they

perform their jobs most efficiently and effectively.

SKILLS

Training activities nowadays encompass activities ranging from the acquisitions

of a simple motor skill to a complex administrative one. Training an employee fora particular skill is undertaken to enable him to be more effective on the job. For

instance, new workers can be trained to achieve levels of output attained by

experienced older workers. Similarly existing workers whose levels of output are

below par can be retrained.

ATTITUDE

Through orientation (induction) programmes, organization develops attitudes in

new employees, which are favorable toward the achievement of organizational

goals. Training programmes in industry are aimed at moulding employee

attitudes to achieve support for company activities, and to obtain better

cooperation and greater loyalty.


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KNOWLEDGE

Training aimed at imparting knowledge to employees in the organizations

provides for understanding of all the problems of modern industry. This

knowledge for a worker is specific to his job, and related broadly to plant,

machinery, material product, and quality and standard of product. Knowledge for

managerial personnel may be related to complexity of problems in organizing,

planning, staffing, directing and controlling.

In general, training initiated for imparting knowledge to employees should

consider three aspects:

1. Knowledge in general about factory and work environment- job context

2. Specific knowledge related to job- job content

3. Knowledge related to quality and standards of product or quality of work.

2.3 AREAS OF TRAINING

Areas of training can be classified into the following categories:

1. Training in company policies and procedures (induction training)

2. Training in particular skills.

3. Training in human relations.

4. Managerial and supervisory training.

5. Apprentice training.

Training in company policies and procedures

This is a part of the induction of a new employee. The objective is to orient new

employees with the set of rules, procedures, management, organization

structure, environment and products, which the firm has and/or deals with.


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Orientation is a continuous process aimed at the adjustment of all employees to

new and changing situations. It aims to impart the facts of company rules and

policy, to create attitudes of confidence in the company, prides in the products,

respect for company personnel, and to provide information about needs and

skills, development, quality of production and work organization.

It also enables employees to get the first impression of the culture of the firm

and the kind of people he will have to deal with. At no time does it allow for

questioning or change of system. It, therefore, in no way contributes to the

organizations growth, nor does it enhance an employees ability to contribute to

the organizations growth. Induction programs are also used for in-company

promotees, who have to be oriented to the demands of their requirements.

Induction programs are based on the philosophy that the process of initial

adjustment and entry to the organization is a difficult process. Unless a

conducive and supportive atmosphere facilitates it, it would leave the new entrant

with several uncertainties in his mind and make his assimilation in organizational

life more complex and difficult. Many organizations are conscious of this and

devote considerable effort to make the initial entry phase a pleasant and cordial

one.

Training In Particular Skills

Training of employees for particular skills is undertaken to enable the employee

to be more effective on the job. It is a here-and-now proposition, somewhat like

induction training, which does not have a very significant development aspect to

it. Its aim is narrow-to guarantee a certain contribution to the job, for instance

sales training and machine skills.

Human Relation Training

This is a broad category embracing many different aspects.

Self-learning and inter-personnel competence can be included in this category-all


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concerned with generally the same theme. It stresses a concern for individual

relationships, for feeling and treating people as human beings, rather than as

machines. Not only is this concern and awareness in ones attitudes and

behavior conducive to better work-place relations, but also to enhanced

productivity. This category of training is oriented towards the development of the

individual and consequently the organizations efficiency in terms of better

teamwork.

Problems Solving Training

Many in-company programmes also revolve around organizational units, like

divisions of branches, which generally handle a product line. The practice is to

hold together all managerial personnel in a particular division/ branch from the

both the headquarter and the field of offices and discuss common problems and

solutions across the table. This not only helps solve problems, but also serves as

a forum for the exchange of ideas and information, which could be utilized in

other situations.

Managerial and Supervisory Training

The managerial job combines both techniques and conceptual knowledge. If it is

that of a specialist, it would emphasize some techniques and knowledge like

operations, research, finance, production, and personnel management. If on the

other hand it is a general management job, then the emphasis would be on the

principles of scientific management: organizing, planning, staffing, directing and

controlling.

Apprentice Training

The apprentice act 1961 was based on the philosophy of providing some

technical training for unskilled people in order that their employment opportunity

is enhanced, or alternatively to help them be self-employed. Industrial

organizations in specified industries are required to train apprentice in proportion

to their workforce in designated trades. The duration of training is one to four


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years.

2.4 LEARNING AND TRAINING

Irrespective of the type or method of training, trainer has to keep in mind some ofthe principles of learning or motivation, which would enhance internalization of

what is taught.

Motivation

A trainee needs to have a desire to learn and benefit from the programme. If he

is not interested, or is demotivated, then the learning outcome is going to be

insignificant and the company will have spent its money badly. On the other

hand, being too intense about learning and outcome may result in setting over-

ambitious goals for the individual.

Reinforcement

Following on the concept of motivation is that of reinforcement. For learning to

take place and be internalized to the desired extent, a trainee is rewarded or

given some encouragement. This reinforcement, or the acknowledgement that

what has been acquired is desirable, can be either an extrinsic or intrinsic

reward- external praise or some tangible reward, or the individuals feeling of a

sense of progress. Current stress is on positive support and helpful behavior,

even when mistakes are made.

Feedback

During the training process, it is useful for the trainee to be told how he is

progressing. The knowledge of results is, several researchers have confirmed,

an effective motivator. Constant and periodic feedback has positive effects on the

trainees learning. Unless the trainee knows how close his performance comes to

the desired standard, he will not have an opportunity to improve. Feedback,

therefore, provides a basis for correcting oneself. Secondly, feedback helps to


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sustain the trainees interest in the task, or in the learning that is taking place, by

bringing greater involvement with the learning process. If feedback is to be

meaningful, it should follow a learning segment as quickly as possible.

Transfer of Training

The maximum use of training can be made if the trainee is able to transfer his

learning to his actual work role. This is possible if elements are incorporated in

the training situation from the job role, either existing or proposed. The more

similar the learning situation is to the job situation, the higher the degree of

transfer the trainee can expect, and hence the greater the relevance of the

training programme.

Repetition

Repetition etches a pattern into our memory, e.g., when one studies for an

examination, it is necessary to repeatedly go over ideas so that they can be

recalled later.

Relevance

Relevance relates to the meaningful use of material, which aids learning, e.g.,

trainers usually explain in the overall purpose of a job to trainees before

assigning them a particular task.

2.5 TRAINING POLICY

A company's training policy represents the commitment of its top management to

training, and is expressed in the rules and procedures that govern or influence

the standard and scope of training the organization. Training policies are

necessary for the following reasons.

1.To highlight the firm's approach to the training function, provide guidance for

design and execution, and to provide information regarding programmes to all

employees.


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2.Formulation of policy helps in identification of priority areas in training, and

since resources are scarce, they are prioritized according to felt needs.

3.A training policy document helps to communicate the firm's intent regarding

an employee's career development, and also gives the employee the

opportunity to better his prospects through training.

2.6 POSITIVE OUTCOMES OF TRAINING

The continued effectiveness and efficiency of an organization is to some extent

dependent on the ability of its employees to produce at high levels of efficiency,

and keep abreast with their changing job-role demands. Training will provide for

an output in this direction. The several positive benefits of training are that:

Training helps employees to learn their jobs and attain desired levels of

performance speedily thus cutting costs and contributing to better utilization of

machines and materials, for example in workers' categories.

Training helps to reduce the cost of raw materials and products-reducing

losses due to waste, poor quality products and damage to machinery-which

would result if an untrained employee were to learn on his own.

Employee motivation is enhanced when employees known that the firm

would provide them training opportunities to increase their skills and

knowledge, thus enabling them to develop and qualify for higher posts. Such

practices create favorable attitudes towards the organization, which could

result in better adjustment and commitment to one's work and the

organization. Thus cooperation could help reduce employee turnover,

absenteeism, accidents, dissatisfactions and grievances.

Finally, training aids in the development of individual skills, better methods,

new equipment, and sometimes new work place relationships. Such a

process would also facilitate technological change by updating the versatility

of employees.


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2.7 TRAINING METHODS

Training methods are a means of attaining the desired objective in a learning

situation. Given background work such as identification of training needs, a

programme design and its duration (based on these needs), it then becomes

pertinent to analyze and select the best method or combination of methods,

given the several constraints, to attain the programme objective. The choice of a

method several constraints, to attain the programme objective. The choice of a

method would depend on a wide variety of factors, such as competence of

instructors, relevance to the participants, the programme design, i.e., is a

particular method the best vehicle to put across the contents, and finally its cost

implications.

Numerous training methodologies and techniques have been developed over the

years to meet certain specific needs. Each method has structured procedures for

conduct that offer certain advantages in developing certain limited facets of a

trainee, and suffer from some limitations.

In using a particular method, one should know its strengths and weaknesses,

given the situation, and analyze its relevance, its purpose, and if it is useful, how

to get the most out of it. This would provide the rationale of the various training

methods. The trainer should know the rationale of each of the methods before

attempting to use any of them.

2.8 OBJECTIVES OF TRAINING METHODS

Training methods have a number of overlapping objectives. As stated earlier,

they have to be chosen in relation to the programme design requirements. The

main objectives of individual training methods could be: demonstration value,

developing interest and finally, appeal to senses. However, more than one, or

even all three objectives may be found in one method.


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Demonstration value

Complete demonstration of job requirements is training of a kind that enables the

trainee to grasp the meaning of ideas, concepts, or procedures visually. Such a

method can be used effectively as an aid to overcome the "breakdown of

communication". People remember things that they see and hear, much longer

than they do information they receive through talks or reading, alone.

Developing interest

One of the factors to be kept in mind in choosing a method is its ability to hold

and arouse the interest of the trainee in the learning situation. Much research has

been done in the field to test the effectiveness of various methods. A trainer hasto consider alternative methods of presenting training material to participants in

order to stimulate their interest and facilitate retention of the matter. For instance,

if traditionally the matter has been presented through lectures, perhaps

audiovisual methods could be used, or instead project work be assigned which

would mean learning by doing or researching the subject oneself.

Appeal to many senses

The statement that "to see a thing once is better than to hear it a hundred times

emphasizes the inadequacy of words as a means of communication. Experience

indicates that almost 75 per cent of what we imbibe is through the sense of sight

and the rest is through the sense of hearing, touch, smell and taste. From the

trainer's point of view it would be beneficial to utilize as many of the trainee's

senses as possible, in order to improve retention of learning.

Application of these basic objectives or guidelines alone would not be enough.For the appropriate use of a method, problem analysis and needs identification

are also necessary.

The trainer has to understand and identify the problem area; what is wrong, and

where is the correction needed? He has to examine whether there is a problem


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with the manner in which the task is done, i.e., an operational problem, or

whether there is a problem with an individual or individuals, i.e., a human-

relations problem.

Secondly, selecting the appropriate method would be dependent on the level of

the trainee in an organizations' hierarchy-is he a shop floor worker, supervisor or

a manager?

Finally, before selecting a training method, the trainer should keep the mind cost

effectiveness.

2.9 CLASSIFICATION OF METHODS

Depending on the learning outcome, and the process by which it is attained, it is

possible to categorize the various methods into several groups.

On-the-job-oriented training methods

In this cluster are included methods whose main objective is centered around the

job, more specifically, learning on the job itself by a variety of methods. They

embrace development through performance on the job, where organizational

strength and constraints, human behavior and technological systems have full

and free play. Methods, which fall into this category, are:

1.On-the-job training.

2.Job rotation.

3.Guidance and counseling.

4.Brainstorming sessions.

5.Syndicate method (working in small groups).


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Simulation methods

Real-life situations are simulated for imparting training. The methods falling in

this category are:

1.Role-play.

2.Case method.

3.Management games.

4.In-basket exercise.

Role Play

The role-play method requires participants to enact roles on the basis of a written

script or an oral description of a particular situation. The enactment process

provides an insight and understanding of the demands and situations of the

assigned role, thereby facilitating empathy with another's (actual) role. The main

emphasis in management training is in facilitating better understanding of

interpersonal problems, and attitude change. If not handled well, however, it

could degenerate a childish exercise, where, instead of focusing on the problem

to be understood, the situation might be over-dramatized.

Case method

The case is an actual situation, which is written for discussion purposes. Analysis

would need problem identification, analysis of the situation and of its causes.

There could be several solutions to the problem, and each of these alternatives

and their implications needs to be examined. In the real world, on manyoccasions, a manager may not have all the relevant information with him before

taking a decision. Similarly, the case method approximates this reality and in

many situations decisions are taken with limited data, or what is termed decision-

making under uncertainty. The managerial response in such a situation is

explored and understood and learning consists of developing problem-solving


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skills.


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Management games

The game is built around the model of a business situation and trainees are

divided into teams representing the management of competing companies. They

simulate the real-life process of taking operation decisions. Decisions taken are

analyzed by a computer, or manually, and a series of the implications of these

decisions are fed back. The game is played in several rounds to take the time

dimensions into account.

In-basket exercise

This is a simulation training technique designed around the "incoming mail" of a

manager. A variety of situations are presented which would usually be dealt with

by an executive in his working day. His reactions and responses are taken down

in writing and then analyzed. Feedback on his decisions forces him to re-

consider not only his administrative actions but also his behavioral style.

Knowledge-based methods

In this method of training, an effort is made to expose participants to concepts

and theories, basic principles, and pure and applied knowledge in any subjectarea. Basically, it is aimed at creating an awareness of the knowledge of

fundamentals. The focus is essentially transmission of knowledge which has to

be imbibed by the participants. The methods in this category are:

1. Lectures.

2. Seminars, workshops.

3. Educational training programmers at academic institutes.

4. Programmed instruction in which knowledge is disseminated in book form to

be learnt at the individual's pace, and where feedback on the learning is a

given aspect of the method.


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5. Films and TV.

6. Group discussion, especially in have to be taken into account before

launching in-house training programme, or combination with some of the

above, for assimilation and integration.

2.10 TRAINING ORGANIZATION

There are several administrative aspects that nominating participants to external

programmes.

In-Company/External Programmes

The company needs to formulate its thinking regarding participation in

programmes offered by external agencies like educational management

institutes, government institutions and consultant programmes, vis--vis

conducting its own in-house programmes. Where employee numbers are small, it

may not be worthwhile to set up a training establishment and conduct in-house

programmes, but as the numbers increase, this options may offer a distinct

possibility. There is the cost aspect to be considered: for the cost of sending a

participant to an external programme, several employees could be trained withinan organization. Yet, the advantage of an external programme would be a breath

of fresh air through discussions with other participants and a fresh approach

could be brought into the organization and its problems. The skills and

techniques learnt might also be different from those offered by one's own in-

house programmes.

Training Budgets

A training budget for each internal programme has to be prepared, which would

include cost of facilities like training room, food, transport, guest faculty, if any,

and cost of teaching materials. In fact, the cost to the organization should also

include the wages and salaries of employee participants who would be

temporarily pulled out of their regular jobs and sent for training. Yet,


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organizational requirements would necessitate their jobs being done by someone

else. The reason for costing the trainee employee's salary would be that they

would not be making any contribution to the company during the training period,

and that this is an additional burden on the company's finances.


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2.11 EVALUATION OF TRAINING

Evaluation of any activity is important, since in evaluating one tries to judge the

"value or worth of the activity, using the information available".

What is the purpose of evaluation? Evaluation, by bringing to the fore

"weaknesses and failuresstrengths and successes," helps to improve training

methods. Evaluation helps management to answer the following questions

The relevance of the programmes to the organization's needs-what changes

if any should be made in existing programmes to realign to the organization's

needs.

Feedback on the choice of areas of training will also need to be examined in

the context of its contributions to the organization's effectiveness.

Should the money continue to be spent on this activity, or another more

relevant activity that will improve attainment of the organization's objectives?

Reactions from trainees about the training programme can help identify its

strengths and weaknesses. These reactions can be used as a base for theimprovement of programmes, but those evaluating must first be definite about the

aspects they are interested in investigating.

An evaluation of a training method or system must also take into account the

suitability of objectives. "If the objectives were inadequately formulated in the first

place, even a 'good' training programme has really no chance to be effective."

Objectives have to be clear-cut, must relate to needs, and make way for

changes. Objectives cannot be static and need to be re-appraised frequently so

that training may result in improved overall organizational efficiency. Evaluation

of objectives helps to bridge the gap between needs and objectives.


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THE EVALUATION PROCESS

The most useful means of evaluating training are observations, ratings, trainee

surveys and trainee interviews. Observation is concerned with observing the

behavior of people in a certain situation. To be useful, it must be specific,

systematic, quantitative, recorded and expert. Needless to say, observers, must

be trained and have specific ideas about what they are looking for. This is the

most direct method of "assessing the quality of formal training and of identifying

deficiencies".

The second method of evaluation is that of ratings. "Various elements of the

training system should be rated independently by several qualified raters. These

elements include trainees, instructors, equipment, materials, training aids and

facilities." The use of rating scales requires supervised practice, as it is easy to

commit errors.

The third method is trainee surveys where opinions of the trainees are used for

evaluation. These opinions should not be used independently, since they cannot

always be relied on to be objective.

The fourth method is trainee interviews, whereby ideas and views that trainees

might not put down on paper can be determined by "skilful questioning". This

method allows for more precise information and details to be obtained and

prevents ambiguity, especially in interpretation.

The final method is that of collecting the observations and recommendations of

instructors through surveys and interviews "to ensure that the system is

consistent with the needs of the implementers of the training". Interviews with

instructors will bring to the surface characteristics that instructors may feel

reluctant to put down on paper.

2.12 IS TRAINING THE BEST MEDICINE?

Imagine this: A man is having chest pains. He rush as to his doctor, tells him he


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is having a heart attack, and demands that he perform open-heart surgery. He

obligingly agrees. It is not until after a great deal of pain and expense that he

discovers it was only in digestion.

When it comes to training, a similar situation happens all the time. If scrap rates

are too high, productivity is too low, and employees neglect to follow standard

quality procedures, they must need more training. Before rushing into the pain

and expense of interrupting production to send them off to a seminar it is

necessary to make sure that training is the proper solution.

Just as a doctor must understand the cause of a patients symptoms before he

can attempt a cure, one needs to know why employees are not meeting the

companys expectations before taking action. Thats where a training-needs

analysis will help. It tells how well employees are doing their jobs, where they

could use some improvement and how that improvement can best he achieved.

Done correctly, it can save the company from wasting a lot of time and money on

inappropriate training programs.

Gathering the information

To do a valid training-needs analysis, one needs to gather as much objective

data about employee performance as possible. There are many ways to collect

this information, including:

Casual conversations

Formal interviews

Direct observation

Work samples

Written records

Surveys


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Tests

Focus groups

A professional trainer can be hired to perform an analysis but its not just atechnique for trainers. Everybody should be trained in this simple process. Its a

supervisors or a managers job to make sure people can do their jobs. To do

training needs analysis the following steps should be followed:

Study current performance: Before tying to change anything, its essential to

know what is already happening. What skills and knowledge do employees

already have? What tasks are they performing on their daily jobs?

Define ideal performance: what standard of performance is necessary for the

business and the employees to be a success? What tasks must they do? What

level of accuracy or productivity should they achieve? What skills and knowledge

must they have?

Find the gap: What is the difference between the definition of ideal performance

and what the employees are currently doing? Are there any areas that arent

functioning as well as they should? Where are there opportunities forimprovement? This is the performance gap that the company is trying to fill.

One must look for problems or opportunities that may occur in future as well as

ones that already exist.

Identify the cause: Why are workers not working up to standard? Have they

ever performed the job correctly? Where and when do the problems occur? Has

anything changed recently that might have instigated the problem? Compare

best and worst performers to find the differences in what they do.

When these steps have been completed one should be ready to make diagnosis,

but it must be remembered that training is not the only medicine for ailing

performance. Although it is often mistakenly applied as a cure- all, the only

problem that training can solve is a lack of skills and knowledge. Do employees


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know how to do the job? Could they do it if their lives depended on it? If so,

probably there is no training problem. There are many reasons why a worker

might not be doing his job correctly, including unclear expectations, insufficient

feedback, lack of incentive and adverse working conditions. These are all

management problems that can only be improved by management changes.

Too often, people see the gap and they want to just leap right in and fix it. The

key is not to jump to the solution, which is assumed to be training. Understanding

the situation is the first step. Then, once one understands the situation one can

think about why (The problem exists). Only if its because (employees) lack skills

and knowledge should training be considered as a solution.

2.13 NEW TRENDS IN TRAINING

SELF DIRECTED LEARNING

Organizational support enhances self -directed learning programs. The term "self

-directed learning" describes training in which the learners essentially guides

himself through the learning process using workbooks, manuals, or computer

based training programs. Many companies are switching to this type of training

because it allows for more flexible scheduling, as well as reduced training time

and expenses. If we look at the life cycle of classroom type training, 90% of that

life cycle cost is in the delivery, not in the development. Plus, as people get up

there and start to talk, it takes longer than it does to deliver the training in some

other ways. Well-designed self-directed learning will probably take half the time

of classroom instruction. But even well -designed programs won't achieve

optimum results without proper support. "People [switch to self-directed learning

programs] for cost issues, and a lot of them don't recognize that there areorganizational issues that they have to deal with, "If they don't deal with them, the

theyre not going to get as big a return on their training investment as they could.

The following are tips for supporting set directed learning in a company.

1.Learning is work. Many organizations don't recognize training as real


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work. Unlike classroom training, which must have a scheduled time and

place, self-directed learning is often just squeezed in here and there, or the

employee may be forced to take it home.

2.Keep sessions short.All days are much more fragmented than they used

to be "So when self directed modules are developed, there is no space for

two hour or three hour modules. The training needs to be made into shorter

chunks, so that it can fit into the shorter periods of time. "Training should be

long enough to get a concept across, but not so long that it involves too many

once.

3.People need people. Many managers forget about the learners need for

contact with others. Seeing and being seen are very important in the political

environments of today's companies and the classroom is where that often

went on. If we take that away from the classroom, we have to provide some

other way for it to happen, because they learn form each other as well as

learning from the class. Meetings, e-mail, and electronic forums are some

ways to compensate for the isolation that self-directed learners may feel.

4.Combine delivery methods. Self directed learning has many advantages-

but it is not the best choice for every situation. Self directed learning is much

better for knowledge based learning. It can work for some skill based

learning, but there are times when one wants to have hands on. A lot of your

best programs are a combination. For example, a well-rounded program

might start with an introductory session delivered by satellite. Self directed,

computer based training could then get everybody up to speed on the basic

information. Classroom sessions could then build on that knowledge by

teaching hands on skills. The most important thing is to plan ahead in the

initial training needs analysis for ways to support the unique needs of your

self directed learners. That is a very important part of the needs analysis that

is often neglected. We look at what are the learning objectives, but we don't

look at what has to be taken care of in the organization and culture in order to


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achieve to those learning objectives.

2.14 TRAIN, DON'T TELL

Many companies' so-called training programs are little more than one-wayinformation dumps. Information is transmitted, but the trainees get little guidance

on exactly what to do with it or why. As a result, the words float by in isolation,

seemingly detached from the employees' real world of paperwork and production

quotas. Because the information is never used, it is quickly forgotten.

This problem is compounded, because the human brain processes procedural

knowledge differently from the way it process declarative (telling) knowledge. The

people who are selected [to do training] are often people who have expertise indoing something. They usually got that expertise through trial and error, but they

try to teach through telling. In other words, they use declarative methods to teach

procedural knowledge. Afterward, they except trainees to perform the task and

they become frustrated when it doesn't work that way.

Real training is a two way street. It helps the trainee process and practice new

skills, rather than simply dumping information on him. By actively engaging the

trainee's participation, real training converts lifeless information into meaningful

knowledge. The employee understands why the new knowledge is relevant and

has a clear idea of how to apply it. Transforming telling into training isn't hard, if

one includes these six key elements:

Incentives: Employees need to understand what's in it for them. Why should

they do it this way? Demonstrate how the new knowledge or skill will solve a

problem or make them better, faster, and more effective in their jobs.

Objectives: Make sure trainees understand what the companies wants from

them. One of the biggest inhibitors of employee performance is unclear

expectations.

Organization: Organize information to make it easier to remember. Show


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how it relates to things they already know. Use analogies, examples, and

mnemonics. Dont confuse beginners with a lot of unnecessary details.

Instead, focus on the basic steps to gain performance.

Participation: Encourage them to ask and answer questions. Get them to

try the skills or apply the knowledge for themselves rather than just

memorizing what you say or do. The more they participate, the more they will

learn.

Feedback: Let them know how they're doing. This allows them to correct

mistakes before they become habits. It also helps them gain confidence,

which will encourage them to feel comfortable applying new skills.

Rewards: If they're right, tell them they did well. If they're wrong, praise

them for trying.

Even if there techniques are applied in small, informal ways, employees will

understand what the company wants a lot better, once one stops telling and

starts training.

2.15 TRAINING: MANTRA OF THE NEW MILLENNIUM

In today's scenario, change is the order of the day and the only way to deal with it

is to learn and grow. Knowledge is the potent symbol of the new millennium and

the only way an organization can strive to excel is to realize that success today is

not a function of financial muscle or physical assets but of competent workforce.

It is the workforce with high caliber, knowledge and skills that is hard to duplicate.

Employees have become central to the success or failure of an organization;

they are the cornucopia of ideas.

Katz and Kahn (1978) have posited that organizations must have three

behavioral features.

PEOPLE MUST BE ATTRACTED NOT ONLY TO JOIN THE ORGANIZATION


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BUT ALSO TO REMAIN IN IT.

People must perform tasks for which they are hired and must do so in a

dependable manner.

People must go beyond this dependable role performance and engage in some

form of creative, spontaneous and innovative behavior at work.

The most important aspect that guides competitiveness in current turbulent

markets in how companies gather, analyze and use information to their

advantage. Thus IT capability that processes and manages information in a

corporate will be the single most effective weapon in the era of information

technology. As organizations shift from being product based to knowledge basedthere has been a shift, with accent on knowledge. Employees today need to

adopt skill sets with ease. The knowledge worker of today is in a constant

pressure to compete with redundancy, as knowledge and information is no longer

a prerogative of a few. IT is affecting the people, process, structure and strategy

of organizations. IT acts as an enabler to capture and disseminate information

so that individuals can become knowledge workers. Keeping this in mind

,organizations need to realign their thought process and give training a fresh

look. Things will never be the same in the e-era.

With the world becoming a global workforce, organizations today have to

compete at the international level. This has redefined job requirements in terms

of skills, competencies and qualifications. Today development of the employee is

a prerequisite to make the employees work for the company rather than in the

company.

Today it is not the aptitude that guarantees success but the attitude. Employees

are being encouraged to learn that it is essential not to control one's emotions but

to manage them and channelize them for their effective use. Workshops on

emotional intelligence are quiet common in the corporate arena. One offshoot of

EQ training is team building. Teamwork is highlighted in most companies and


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various outdoor training programs are conducted, even at the induction training

stage, to nurture the team spirit. Other topics on which training is being

encouraged in the new millennium are communications, computer skills,

customer service, ethics and quality initiatives.

TRAINING IS EVERYBODY'S BUSINESS

Training is not the panacea for all the friction resulting due to change. Yet efforts

in the right direction are definitely worth it, as organizations need to achieve their

goals, maintain them internally and at the same time adapt to the ever changing

environment.

Hay Groups annual survey of the world's most admired companies identifiedtraining as one of the best ways to attract, motivate and retain talent. Innovation

in training methods seems to be a result of that. Traditional methods of "chalk

and talk" are giving way to virtual learning. Global giant Motorola is reaping

benefits of virtual learning. Motorola University is the most widely benchmarked

corporate university in the world. IBM also has a university for its employees and

they are encouraged to learn under the guidance of "dispersed mentors". Usually

companies are turned to the WIN FM-whats in it for me. Companies like GE,

General Motors have their training department independent of HR. It operates as

a separate business center contributing to the company's profit.

COMPANY PRACTICE IN TRAINING

HCL Comnet Every employee receives training for 8 days on an

average.

HR policy is built around Employee Development Growth

& Empowerment (EDGE). It is a consciously developed

program aimed at making Comnet a learning organization.

An exhaustive training module is there to create globalmanagers where freshly inducted employee follows astructured path going up with the certification levels frombase line to advanced base line to silver club to finally


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become a gold club member -with global level expertise.

Hughes

Software

Service

New recruits go through 8 weeklong induction programs

which consist of both technical & non-technical training.

Skill inventories are maintained by line managers and not

HR.

Line managers are responsible for identifying training

needs and ensuring attendance, role of HR is to facilitate

choices.

IBM Has virtual university. IBM Global Campus provides

employees across the globe self-driven learning via the

corporate intranet.

Extensive Lotus Training modules complete with tutorials

and multimedia courseware are available online.

Employees are encouraged to develop relationships with

dispersed mentors.

Infosys Every Infoscion receives an average of 47 hours of

training.

2.65% of turnover is spent on education and research.

Motorola Every employee receives training for 40 hours annually.

Motorola University is the most widely benchmarked

university in the world. It is a $ 100 million global service

business operating through 99 sites across 21 countries

employing 400 staff members.

University is run as an independent business operation, a

profit center.

NIIT 80% of the training is delivered in-house.


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No. of training days per employee is 13 days. "Back to

School is followed where partial course fee is reimbursed

for completion of part time professional courses.

In-house tutorials and training procedures are distributed

on the network without having to print huge documents.

Sat yam Training is conducted to familiarize employee with

different cultures and business practices.

Tata

Consultancy

Services

It has a training center in Trivandrum where training for

new entrants focuses on team building, presentation skills

and grooming.

It has a 72 days long training program.

One way to minimize the danger of a company losing its financial investment in

training is to share the cost with the employee. By asking an employee to invest

partially, one does increase the intrinsic value of the training to the employee

since it is instrumental in career planning and succession planning.

BENEFITS OF TRAINING ARE EXPANSIVE

Employees and organizations need to realize the importance of contribution and

learning for mutual growth and development. An organization with a myopic view

cannot realize the importance of training. Organizations that lack vision undergo

stagnation, decline and crisis after success. Training is the answer to deal with

the stagnation stage by constantly updating it in every field. Other benefits of

training include.

Hiring appeal: companies that provide training attract a better quality

workforce.

Assessing and addressing any performance deficiency.

Increasing productivity.


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Enhancing workforce flexibility. For example, in the IT industry, employees

are sent to different countries for diverse projects and assignments. Cross-

cultural training is essential for them for better adjustment in the new

environment.

Increasing commitment: Training acts as a loyalty booster. Employee

motivation is also enhanced when the employee knows that the organization

would provide them opportunities to increase their skills and knowledge.

Business is not just about transactions but is about relationships.

It gives the organization a competitive edge by keeping abreast of the latest

changes; it acts as a catalyst for change.

Higher customer satisfaction and lower support cost result through improved

service, increased productivity and greater sufficiency.

Training acts as a benchmark for hiring, promoting and career planning.

It acts as a retention tool by motivating employees to the vast opportunities

for growth available in an organization.

In certain cases training can also act as a tool for reward and recognition.

Candidates showing high potential can be trained for advanced training in

their field. Thus one can trace the link of training with performance appraisal

and potential evaluation.

We have moved a long way from the Machine Age. Today what is required is

strategic acumen and cross-functional expertise. Today the workflow is milestone

led. Command and control have given way to facilitation. The employer-

employee relationship in the networked age is a skill contract and the work is

largely cerebral. The benefits resulting due to training prove that it is time for

organizations to discard their parochial view and work towards developing their

human assets. The people factor is the pivot for organizational growth. Aligning


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organizational vision to the development of employee is only possible way to

become a success story in an environment which seems to be reverberating with

two words: 'perform or perish'.


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DATA ANALYSIS

Here, we will analyze and interpret the data and try to reach some final

conclusion in the next chapter.

We first begin with the analysis of the data collected from the t&d staff. We will

analyze the responses to each of the questions in sequence.

Methods used for training needs analysis:

From the data gathered, we can observe the following:

The training needs analysis is done generally by discussion with superiors

and departmental heads.

However, the participants themselves also play a vital role in identifying their

own training needs.

Also, performance appraisal sessions and customer feedback are two

important ways through which training needs can be analyzed.

Areas in which training is imparted:

Powergrid provides training in all the areas mentioned. However, the kind of

training imparted to the employees is also dependent on their level in the

organization. For example, training on company policies and procedures is

provided at the executive trainee (entry) level. It may be provided at other levels

as well, but only when there are any changes in policies or procedures.

Training methods employed:

From the data collected, we see that lectures/classroom sessions are the most

used methods for training. Again, the method used would be dependent on


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various other factors as seen in the next question. Also, on the job training is

generally used at induction level.


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Basis on which training methods are selected:

The choice of training methods at powergridis largely dictated by availability

of resources.

Also, training methods are selected on the basis of depending on the type of

training to be imparted. For example, they generally use lectures for sessions

on company policies and procedures. Also, for training on problem solving,

more of case studies are used.

Basis for conducting training externally:

Training is outsourced very rarely. The only times when it is outsourced is whenresources are not available or the workload at PowerGrid is more. Also, in areas

where PowerGrid does not have the expertise (for e.g., computers), training is

outsourced to reputed organizations like NIIT, Aptech, etc.

Advantages of conducting training externally:

Most of the staff at powergrid feels that conducting training externally has its

advantages. They think that by attending training sessions outside theorganization, the trainees acquire a broader perspective of looking at

situations, since they get an opportunity to interact with others outside the

closed walls of the organization.

Frequency of the training program:

Training programs are conducted at powergrid throughout the year. However, the

frequency of training programs depends on the type of training being imparted

and also the level of employees to which it is being imparted.

For example, capsule course for managers is conducted around 9 times in a

year. Training sessions on computer basics are conducted weekly. Also,

executive trainee programs are conducted once a year.


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Duration of a training program:

Again the duration of a training program would depend on the type of training

being imparted. Training sessions on computer basics last for around 3-5 days.

Training of executive trainees lasts for a year.

Changing trends in t&d today:

From the data, it is clearly seen that the focus of training today has the right

attitude. Even in a company like powergrid, where training was largely

concentrated on imparting technical knowledge, the focus today is on overall

development of the employee, so that he is ready to face challenges posed

by the fast changing environment.

Also, sophistication of technology has made t&d easier, effective and also

faster than before. The aids used for training today are such that keep up the

interest of the trainees and involve them in the process by appealing to as

many senses as possible.

Roles and responsibilities of trainer and trainee to make a training

successful:

The trainer and the trainee have to work in co-operation in order to make a

training program successful. A good trainer must understand the needs of his

trainees and listen to his problems and queries patiently. But, this can happen

only if the trainee takes interest in the program and wants to gain something

substantial from the program. He should look upon the trainer as somebody who

can guide him and help him with his problems, and not as someone who is there

to lecture him on a subject.

Thus, the right attitude is required-both on the part of the trainer and the trainee.

Elements that go into making a training program successful:

The data tabulated in the previous chapter is reproduced here for convenience:


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Ranks 1 2 3 4 5 6 7 Final

RanksClear

objectives 1

Good faculty 2

Right

training

method

4

Physical

arrangement 6

Duration of

training

program

5

Contents of

TP 3

Rewards/inc

entives after

the TP

7

The tally bars represent the number of respondents who have given specific

ranks to each of the parameters.

The above table can be used to obtain rankings of the elements in the order

of importance.

From the above table, we can clearly see that a clear objective is the most

important element that goes into making a training program successful.

Also, the least important element, according to the t&d staff is


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rewards/incentives after the training program.

From the table, we can see that there is a tie between good faculty and

contents of the program for the second rank. However, as two respondents

have ranked good faculty as the most important element, whereas, contents

of the program has not been ranked first by any respondent, we have

assigned

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