HUMAN RESOURCE MANAGEMENT Businesses rely on effective Human Resource Management (HRM) to ensure that they hire and

keep good employees and that they are able to respond to conflicts between workers and management. HRM specialists initially determine the number and type of employees that a business will need over its first few years of operation. They are then responsible for recruiting new employees to replace those who leave and for filling newly created positions. A businesss HRM division also trains or arranges for the training of its staff to encourage worker productivity, efficiency, and satisfaction, and to promote the overall success of the business. Finally, Human Resource Managers create workers compensation plans and benefit packages for employees.

HUMAN RESOURCES MANAGEMENT

MEANING & DEFINITION: Simply put, Human Resources Management (HRM) is management functions that helps managers recruit, select, train & develop members for an organization. Obviously, HRM is concerned with the peoples dimension in organizations. We quote three definitions of HRM. But before quoting the definitions, it is useful to point out the essentials which must find their place in any definition. The core points are: 1. Organizations are not mere bricks, mortar, machineries or inventories. They are people. It is the people who staff & manage organizations. 2. HRM involves the application of management functions & principles. The functions & principles are applied to acquisitioning, developing, maintaining & remunerating employees in organizations. 3. Decisions relating to employee must be integrated. Decisions on different aspects of employees must be consistent with other human resource (HR) decisions. 4. Decision made must influence the effectiveness of an organization. Effectiveness of an organization must result in betterment of services to customers in form of high quality products supplied at reasonable costs. 5. HRM functions are not confined to business establishment only. They are applicable to non-business organizations, too, such as education, health care, recreation & the like. 1|Page

The following three definitions collectively cover all the five core point: 1. A series of integrated decisions that form the employment relationship; their quality contributes to the ability of the organizations & the employees to achieve their objectives. 2. Its concerned with the people dimension in the management. science every organization is made up of people, acquiring their services, developing their skills, motivating them to higher level of performance & ensuring that they continue to maintain their commitment to the organization are essential to achieving organizational objectives. This is true regardless of the type of organization government, education, business, health, recreation or social action. 3. management is the planning, organizing, directing & controlling of the procurement, development, compensation, integration, maintenance & separation of human resource to the end that individual, organizational & social objectives are accomplished. Thus, HRM refers to set of programmes, functions & activity designed & carried out in order to maximize both employee as well as organizational effectiveness. EVALUATION OF HRM IN INDIA

Period 1920s1930s 1940s1960s 1970s1980s 1990s

Development Status Beginning Struggling recognition Achieving sophistication Promising

Outlook Pragmatism capitalists for Technical, legalistic Professional, legalistic, impersonal Philosophical

Emphasis of Statutory,

Status welfare, Clerical Administrative

paternalism Introduction of Techniques Regulatory,

conforming, Managerial

imposition of standards on other functions Human values, productivity Executive through people

HRM MODEL

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We follow the model for discussing the subject HRM in this project. As seen in the figure, the model contains all HR activities. When these activities are discharged effectively, they will result in a competent & willing workforce who will help realize organization goals. There is another variable in the model environment. It may be state that the HR function does not operate in vacuum. It is influenced by several external & internal forces like economical, technological, political, legal, organizational & professional conditions as will be explained in the next chapter.

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Nature of HRM Human Resource Planning Job Analysis Recruitment Selection Placement Training & Development Remunaration Motivation Participative Management Communication Safety & health Welfare Promotions, etc. Industrial Relations Trade Unionism Disputes & their Settlement Future of HRM Ethical issues in HRM International HRM Compet ent & Willing Work force

Organizat ional Goals

E nv ir on m en t
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TRAINING AN INTRODUCTION

MEANING & DEFINATIONS Successful candidates placed on the jobs need training to perform their duties effectively. Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only workers who need training. Supervisors, managers and executives also need to be developed in order to enable them to grow and acquire maturity of thought and action. Training constitutes on going process in any organization. Training plays an important role in man-power development even at the level of industrial unit. Training comes next to recruitment and selection. It is necessary, useful and productive for all categories of workers and supervisory staff. Training is practical in nature and is useful in order to create sense of confidence in the minds of the newly recruited workers. It is for developing skills among workers. Training is necessary due to technological changes rapidly taking place in the industrial field. Expenditure on training is a profitable investment to the employer. Training is, now, common in all industrial units. It is an internal aspect of personality development. Every organization needs to have well trained and experienced people to perform the activities that have to be done. If the current or potential job occupant can meet this requirement, training is not important. But when this is not the case, it is necessary to raise the skill levels and increase the versatility and adaptability of employees. As the jobs become more complex, the importance of employee training also increases. In a rapidly changing environment, employee training is not only an activity that is desirable but also an activity that an organization must commit resources to if; it is to maintain a viable and knowledgeable work force. EVALUATION OF TRAINING Labor, Department of, executive department of the United States government, created by an act of Congress in 1913to foster, promotes, and develops the welfare of the wage earners of the United States, to improve their working conditions and to advance their opportunities for profitable employment. The department is administered by a secretary, who is appointed by the president

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with the approval of the Senate. Predecessor agencies were the Bureau of Labor in the Department of the Interior (1884) and the Department of Commerce and Labor (1903). The Department of Labor is made up of offices, bureaus, and administrations. The following are among the major operating units. Under the office of the deputy secretary are included the Employees' Compensation Appeals Board, Office of Small Business and Minority Affairs, Office of Administrative Law Judges, and Wage Appeals Board. The Employment and Training Administration (ETA) oversees programs to furnish job training and placement services; supervises payment of unemployment compensation under federal and state laws; and conducts national employment and training programs for Native Americans, migrant workers, and other disadvantaged citizens. The ETA includes the U.S. Employment Service, Unemployment Insurance Service, Office of Job Training Programs, Bureau of Apprenticeship and Training, and Office of Strategic Planning and Policy Development. The Employment Standards Administration enforces laws regulating wages and hours and prohibiting sex and age discrimination in employment; administers workers' compensation for work-connected disabilities among federal and certain private employees; and supervises equal opportunity requirements for federal contractors. It includes the Wage and Hour Division, Office of Workers' Compensation Programs, and Office of Labor-Management Standards. The Occupational Safety and Health Administration enforce the Occupational Safety and Health Act of 1970. It issues regulations, conducts inspections, and issues citations for noncompliance with safety and health standards established by the act. The Mine Safety and Health Administration develops mandatory standards of health and safety, issues penalties for violations, investigates accidents, and provides training programs in cooperation with the mining industry. It works with the states to reduce mine accidents and occupational diseases. Income Security Act (ERISA) of 1974. The Bureau of Labor Statistics is the government's main fact-gathering agency in the field of economics. It publishes statistics on employment, wages, hours of work, work stoppages, prices, and occupational health and safety. The Veteran's Employment and Training Service protects reemployment rights of veterans and provides them with maximum employment opportunities. The Women's Bureau formulates policies to promote the welfare of wage-earning women by improving their working conditions 6|Page

and their opportunities for professional employment. The Bureau of International Labor Affairs helps to formulate international economic policies that affect American workers, represents the U.S. in international trade negotiations, and carries out technical assistance projects abroad. INDIAN SCENARIO Employee education has become an integral part of todays corporate philosophy (read strategy). Underwriting tuition fees (partly or fully), for both technical and managerial courses, is common in most companies which take great pride in being called learning organizations. This is a necessary appellation if an organization wants to attract and retain the best talent pool. It is however imperative to link the money spent on employee education with career growth and other business needs. A recent study done in the US by Adventuress, a Boston based research and consulting company, revealed that corporate America spent $10 billion in tuition reimbursement. Interestingly, a leading high-tech company acknowledged that it spent $20 million per annum on tuition reimbursement, but a subsequent audit revealed that the actual amount was $50 million. The pertinent question is can an organization calculate the RoI on employee education? The answer is more complicated than it appears. Realization of RoI comes to the fore because of the attrition level, agrees Satyen Parekh, managing director, Borland India. The RoI calculated for technical skills training is much easier than managerial or functional responsibility. For the latter a long-term perspective has to be considered. Parekh, in fact, believes that an organization should be able to judge on whom to invest and whom not to at the recruitment level itself. Knowledge can be implemented by training, but inner capabilities are ingrainedthen if you take in a person, no matter what the training, attrition will remain, asserts Parekh. Whom to sponsor? It is significant for an organization to analyze which employee should be selected for continuous training. Furthermore, the company should be discerning about the amount of reimbursement. For instance, if someone wants to do an MBA, then 50 percent of the fees should be supplemented, adds Parekh.

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Types of initiatives The main areas of employee education are technical and managerial streams. An organization like HCL Comnet trains its employees worldwide on technical and transition management modules. The organization has a technical skills certification reimbursement policy. SM Arif, vice president HR, HCL Comnet, says, Our culture of learning is built around the popular programme EDGE (Employee Development, Growth and Empowerment) which aims at making the company a knowledge driven organizationan organization where growth is measured not just by profits but also from the synergetic growth of each employee. The Top Gun Technology School and the Star-Tech School are two skill-up gradation initiatives under this programme. Efunds International introduced a formal programme to sponsor employee education, earlier this year. Dr Pradnya Parasher, senior director, human resources, eFunds International India, informs, The FaCE (Facilitating Continuous Education) scheme was launched to encourage, support and facilitate associates who are enrolled in advance or specialized courses to complete their course and to motivate those interested to take up courses relevant to their work area. While eFunds employees are entitled to a reimbursement of Rs 50,000 per course, HCL Comnet has committed a minimum of 14 man-days per employee, instead of limiting the amount of money spent. Intangible returns Most experts agree that the RoI on employee education is intangible. Says Dr Parasher, A happy, satisfied and motivated associate is the most valuable assetso that would be the best return on this investment for us. Asserting that the benefits of this investment are difficult to calculate, she adds: We are talking of long-term and intangible benefits or returns. So, from direct and tangible benefits like longer and more stable tenures, to intangible (and immeasurable) benefits like employee satisfaction, the impact of an initiative like this is truly immense. She acknowledges that while the actual returns cannot be fully measured, the RoI could perhaps be estimated in terms of indicators such as longer tenure; promotions to higher levels of responsibility and cross transfers, and also the success of employees at these higher levels of responsibility. Arif

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adds that the intangible benefits also include high motivation and commitment levels of employees, improved customer service and value additions in services. Win-win scenario Sponsoring of employee education is a win-win situation for both the employee and the employer. Dr Parasher explains how:

The employee gains by the sponsorship, which is not just in monetary terms. In most cases the education that the employee has opted for is in a field related to the work. Mentoring by some of the best in the industry is an added bonus.

The organization also gains significantly. Benefits include a longer tenure for the employee; promotions to higher levels of responsibility and cross transfersboth vertical and lateral movement, and also the success of the employees at these higher levels of responsibility. Overall development of associates and increased productivity are the benefits. A motivated employee more often than not sets off a positive ripple effect in the organization. The key takeaway for any organization is the contribution towards building human assets and building credibility for the company.

Focus of training The focus of education should be a clear and progressive career map. This is not always easy when hiring is in large numbers. Parekh concedes that IT organizations hiring people in hundreds or thousands might find it difficult to form career graphs for each employee, compared to companies that are hiring fewer people and can offer a more structured career path. The perspective has to be in terms of enhancing abilities and creating a passion in employees that they should not look elsewhere rather than reducing attrition per se. More than just creating loyalty, education should create a fire in their belly, says Parekh with conviction. A bad investment In an era of constant attrition, does the company consider it a bad investment when a sponsored employee leaves soon after completing a course? Answers Parekh, No company can be sure that 9|Page

all people being sent for training will continue to serve the organisation. He adds that if one out of 10 employees leaves it is understandable, if three leave then there is a problem, however if four or more leave there is something wrong with the training programme. At HCL Comnet while there are no clauses binding the sponsored employee to the organization, the former is expected to share his or her knowledge with other employees. Arif believes that the company can protect its interest by tying the employee education programmes with growth opportunities. Educational opportunities as a standalone make no sense; they have to be packaged with a promised growth graph, so that the employee does not look at short-term gratification but at a longer run, he insists. Similarly, eFunds does not have a binding clause, but there is a qualifying criterion for the FACE scheme. Apparently, the only way an organization can ensure that reimbursing the tuition fee is not a dead investment, is to be selective in its choice of its employee and the training being sponsored. TYPES OF TRAINING There are different kinds of training in relation to different types of classification. Such as behavioral or technical training, on the job of the job training, etc. Behavioral training are those in which there are needs to change the attitude of the employee, develop their personality, etc. technical ones are those where a kind of proper knowledge & skills to be developed. Managers' Course: The Manager-as-Mediator Seminar: How to mediate conflict between employees Employees' Course: The Self-as-Mediator Seminar: How to resolve conflict with others TODAYS NEED Every morning when she came into the office and opened her drawer, she would find a condom lying under it. She complained and started to have the door of her office locked. But that somebody was one step ahead the condom was slipped under the office door. Outraged, afraid and fed up by the eerie situation, the woman government employee was forced to seek a transfer to

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another station. No, this is not a fictionalized tale; it is the story of an IAS officer in the Capital, retold by a woman activist. And if someone as educated as that can be sexually harassed and be forced to flee the situation, imagine how much more difficult it must have been for a junior bank employee who was repeatedly asked to stay back by the vice-president of the establishment. While she would work, he would play golf and come back to office, sit himself on the table in shorts and dictate his presentation. Then he'd insist on dropping her back home. The two examples are only to illustrate how subtle and ambiguous this harassment to women can be. While the Infosys incident, where the company's high profile executive had to resign due to a case of sexual harassment and wrongful termination of service filed against him and the company, has brought sexual harassment back into the news, the problem in India goes far beyond the organized corporate sector and impacts the lives of the 92 per cent of women in the country who work in the unorganized sector. But first for the corporate environment, where the so-called cream of society works. Harassment experts say that there is harassment of two kinds in this environ: the `hostile' atmosphere, where rude, sexist or offensive jokes are cracked, prolonged staring; off-the-cuff remarks of a sexual nature, etc are made. The other is called Quid Pro Quo (this for that) harassment, in which a boss threatens to fire an employee or withhold a promotion unless the employee agrees to sexual favors. Harassment can also involve the promise of a raise or promotion in exchange for sex, in formal terms, called sexual blackmail or sexual bribery. Though in India there may be hundreds of cases such as the Infosys one, there are fewer women likely to file a complaint. Why is this so? "In Western society, the awareness is much more," says C. Mahalingam, Group Vice-President - HR, Scandent Group. But this could be because in India, women are used to lewd comments and leering stares even outside of workplace and they do not think it's serious enough to rake up an issue. But after the Supreme Court judgment on sexual harassment and a few cases coming to light, things have changed somewhat. Indian companies too are waking up to the matter. Besides, MNCs

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that are operating from India and are used to US laws, have very clear guidelines on what constitutes sexual harassment. Sexual harassment, in fact, can take many forms such as unwelcome sexual advances, requests for sexual favors, or display of derogatory pictures and other verbal or physical conduct of a sexual nature. This is especially when submission to such conduct is made a condition of an individual's employment and when submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting the individual. It also constitutes sexual harassment when such conduct has the purpose or effect of interfering with an individual's work performance or creating an intimidating hostile or offensive work environment. In India, it was the Supreme Court landmark judgment on `Sexual Harassment of Women at Workplace in Vishakha & others Vs. State of Rajasthan & others' that gave the issue its muchneeded recognition. With a lack of legislation in place on the subject, in 1997, the Supreme Court referred to the international conventions and norms that had been ratified by India and interpreted gender equality of women, in relation to work and held that sexual harassment of women at the workplace, which is against their dignity, is volatile of Articles 14, 15(1) and 21 of the Constitution. It is also volatile of the fundamental rights under Article 19(1) (g) `to practice any profession or to carry out any occupation, trade or business'. It felt that the right to life means a life with dignity and that gender equality itself includes protection from sexual harassment and the right to work with dignity. The court also stated that these norms and guidelines were to be treated as the law of the land until appropriate legal provisions were enacted. Taking the cue from here and in an effort to promote the well being of women employees at the workplace, the National Commission for Women charted a Code of Conduct for the Workplace, which included a list of dos and don'ts in accordance to the Supreme Court guidelines. It also initiated meetings with PSUs, banks, educational institutions and other organizations. A Bill on the issue was also formulated in 2000 and has been pending since. However, the Sexual Harassment of Women at their Workplace (Prevention) Bill, 2000 does not have widespread acceptance. Women's groups find it inadequate and would like a nation wide 12 | P a g e

debate on the subject before the law is enacted. They point out that the pending Bill concentrates more on the organized sectors, while 92 per cent of women workers in India are in the unorganized sector. Besides, peculiar to India are practices that force women from socially disadvantaged sections to compromise sexually. Known by different names such as Jogin, Basavi, Kalavat, Mathangi and devadasi, these practices have religious sanction but constitute sexual harassment. There are many aspects to sexual harassment, some are not physical in nature but makes a woman's life a living hell. All these need to be taken into account in the Bill. The Bill also does not adequately address the unorganized sector and contract labor, the most rampant and exploited form of labor in India," says Ranjana Kumari, Director of the Centre for Social Research and coordinator of the Joint Action Front for Women. Organizational front However, the fact that the Bill is pending should not make any difference to organizations that want to put in place what was specified by the Supreme Court as that itself constitutes the law today. The Court directed that the head of the organization should constitute a Complaints Committee for the purpose of sexual harassment headed by a woman and with not less than half its members of the second sex. Further, to prevent the possibility of any undue pressure or influence from senior levels, the Committee is required to involve a third party either a non-government organization or someone else who is familiar with the issue of sexual harassment. Detailed rules and regulations on conducting enquiries and handling complaints have also been provided. Indian corporate Though women's groups recently noted that many organizations have not acted upon the directions of the Supreme Court yet and no such committee exists in several companies, R. Vidyasagar, VicePresident, HR, i-flex Solutions, feels Indian companies are finally waking up to the issue. He says the Indian Government too has come out very strongly against sexual harassment. And multinational companies have very stringent rules on the matter. Indian companies have no option but to lay down the guidelines and educate their employees on office etiquette. At Wipro, the Complaints Committee with three women employees looks into the matter. According to Joydeep Bose, General Manager, Corporate HR, Wipro Ltd., new recruits are given a 13 | P a g e

complete rundown on how `to behave or not behave with women employees'. Even sending unsavory e-mail messages as been censured by companies. "We have taken steps against employees who have indulged in such activities," reveals Bose. Mahalingam strongly feels all employees need to go through a training programme that will educate them on the company's diversity policy and harassment policies. Diversity policy helps an organization to become more acceptable to people of both sexes, all races, communities, religion and sexual orientation. This even includes employing the physically challenged. "The only way to reduce these sorts of problems is by communicating constantly with employees and building a confidence in them about approaching the Council or the superior," says Mahalingam. In fact, developments in the corporate world have shown that sexual harassment is one of the most pressing concerns facing companies today. When an employee claims harassment, the company is faced with decisions that could make or mar it. In the US, most employers have approached this issue with the utmost seriousness and adopted comprehensive policies to minimize the risk of a lawsuit. In India, both employers and employees are yet to feel the pain of litigation. But women are waking up slowly and in the not too distant future leave alone corporate women employees, one hopes even farm hands and contract labor may stand up for exploitation and sexual harassment. Now - more than ever - employees must understand that there's far more to workplace harassment and discrimination than just sex. Is your organization prepared for this changing world? It seems as if, every day, the EEO and the courts expand the definition of harassment and discrimination. In this changing environment it's difficult to know - or understand what's allowed and what's not allowed at work. This brand new video training program breaks ground by dramatically illustrating:

The ever expanding range of behaviors that create a hostile work environment The differences between free speech at work and protected speech in public The consequences for individuals who exhibit unacceptable behavior The legal threats that companies or organizations can encounter

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Harassment and discrimination hurt everyone Which behaviors now contribute to a hostile work environment The areas in which people and organizations cannot discriminate When harassment can become discrimination, or "tangible employment action" and the implications of those Using dramatic examples in white and blue collar, hospitality, health care, and retail settings, this video will protect your organization by communicating everyone's legal responsibilities and is for training on diversity as well.

METHODS OF TRAINING There are many different training and development methods used in an organization. On-the-job training, informal training, classroom training, internal training courses, external training courses, on-the-job coaching, life-coaching, mentoring, training assignments and tasks, skills training, product training, technical training, behavioral development training, attitudinal training and development, accredited training and learning, distance learning - all part of the training menu, available to use and apply according to individual training needs and organizational training needs. ON-THE-JOB TRAINING It is delivered to employees while they perform their regular jobs. In this way, they do not lose time while they are learning. After a plan is developed for what should be taught, employees should be informed of the details. A timetable should be established with periodic evaluations to inform employees about their progress. On-the-job techniques include orientations, job instruction training, apprenticeships, internships and assistantships, job rotation and coaching. OFF-THE-JOB TECHNIQUES It include lectures, special study, films, television conferences or discussions, case studies, role playing, simulation, programmed instruction and laboratory training. Most of these techniques can be used by small businesses although, some may be too costly.

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ORIENTATIONS They are for new employees. The first several days on the job are crucial in the success of new employees. This point is illustrated by the fact that 60 percent of all employees who quit do so in the first ten days. Orientation training should emphasize the following topics:

The company's history and mission. The key members in the organization. The key members in the department, and how the department helps fulfill the mission of the company. Personnel rules and regulations.

Some companies use verbal presentations while others have written presentations. Many small businesses convey these topics in one-on-one orientations. No matter what method is used, it is important that the newcomer understand his or her new place of employment. LECTURES The present training material verbally and are used when the goal is to present a great deal of material to many people. It is more cost effective to lecture to a group than to train people individually. Lecturing is one-way communication and as such may not be the most effective way to train. Also, it is hard to ensure that the entire audience understands a topic on the same level; by targeting the average attendee you may under train some and lose others. Despite these drawbacks, lecturing is the most cost-effective way of reaching large audiences. ROLE PLAYING AND SIMULATION They are training techniques that attempt to bring realistic decision making situations to the trainee. Likely problems and alternative solutions are presented for discussion. The adage there is no better trainer than experience is exemplified with this type of training. Experienced employees can describe real world experiences, and can help in and learn from developing the solutions to these simulations. This method is cost effective and is used in marketing and management training.

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AUDIOVISUAL METHODS Such as television, videotapes and films are the most effective means of providing real world conditions and situations in a short time. One advantage is that the presentation is the same no matter how many times it's played. This is not true with lectures, which can change as the speaker is changed or can be influenced by outside constraints. The major flaw with the audiovisual method is that it does not allow for questions and interactions with the speaker, nor does it allow for changes in the presentation for different audiences. JOB ROTATION It involves moving an employee through a series of jobs so he or she can get a good feel for the tasks that are associated with different jobs. It is usually used in training for supervisory positions. The employee learns a little about everything. This is a good strategy for small businesses because of the many jobs an employee may be asked to do. APPRENTICESHIPS It develops employees who can do many different tasks. They usually involve several related groups of skills that allow the apprentice to practice a particular trade, and they take place over a long period of time in which the apprentice works for, and with, the senior skilled worker. Apprenticeships are especially appropriate for jobs requiring production skills. Internships and assistantships are usually a combination of classroom and on-the-job training. They are often used to train prospective managers or marketing personnel. PROGRAMMED LEARNING, Computer-aided instruction and interactive video all have one thing in common: they allow the trainee to learn at his or her own pace. Also, they allow material already learned to be bypassed in favor of material with which a trainee is having difficulty. After the introductory period, the instructor need not be present, and the trainee can learn as his or her time allows. These methods sound good, but may be beyond the resources of some small businesses.

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LABORATORY TRAINING It is conducted for groups by skilled trainers. It usually is conducted at a neutral site and is used by upper- and middle management trainees to develop a spirit of teamwork and an increased ability to deal with management and peers. It can be costly and usually is offered by larger small businesses. All supervisors and managers need to able to provide training and development for their people training develops people, it improves performance, raises morale and increases the health of the business. The leader's ethics and behavior set the standard for their people's, which determines how productively they use their skills and knowledge. Training is nothing without the motivation to apply it effectively. A strong capability to plan and manage skills training, the acquisition of knowledge, and the development of motivation and attitude, largely determines how well people perform in their jobs. It's important that as a manager you understand yourself well before you train others - your own skills (do you need training in any important areas necessary to train others?) - Your own style (how you communicate, how you approach tasks, your motives - they all affect the way you see the role and the person you are training). And it's vital you understand the other person's style and personality too - how they prefer to learn - do they like to read and absorb a lot of detail, do they prefer to be shown, to experience themselves by trial and error? Knowing the other person's preferred learning style helps you deliver the training in the most relevant and helpful way. It helps you design activities and tasks that the other person will be more be more comfortable doing, which ensures a better result, quicker. Various models and tests are available to help understand learning styles - look at the Kolb model below:

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ACTIVITY-MENTORING TRAINING 'Activity-mentoring' training is a highly productive and effective new method of training people in organizations - especially in teams and departments. The activity-mentoring approach uses several new integrated techniques which produce more reliable and relevant training outputs, in terms of individual skills, attitudinal development, and direct job and organizational performance improvement. The approach is facilitative rather than prescriptive, and broadly features:

strategic assessment of organizational and department priorities and 'high-yield' training needs interpreted discussion with line-managers of training delegates and strategic managers of the organization pre-training skills/behavioral needs-analysis - all training delegates - and pre-training preparatory work

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small groups - practical workshops - short sessions - highly participative and situation/solution-based - focused on practical job issues, individual personality/learning style and organizational priorities

individually agreed tasks and assignments - focused on practical priorities and individual needs (SMART and WIIFM factors) follow-up coaching and mentoring one-to-one support - giving high accountability and reliable deliverables ongoing feedback and review with line-managers and strategic managers - coaching/task notes for line managers

The process works on several different levels: individual, team, task, organizational and strategic. Activity mentoring also gives strong outputs in skills, behavior and job priority areas, as well as being strongly motivational and where necessary resolving conflict and attitudinal issues. For advice about activity-mentoring training please get in touch. MENTORING COST ANALYSIS AND JUSTIFICATION Mentoring can be provided in various ways and programmes take a variety of shapes. Mentoring can be external, where the mentoring is essentially provided by external people, or an internal activity, using mentors within the organization. Due to the newness of mentoring as an organized process, and because mentoring programs are so varied, statistics as to general costs and returns across industry are not easy to find. Here however are general cost indicators for a program essentially delivered by internally appointed mentors. The main elements of a mentoring program that carry quantifiable cost would be:

Training of mentor(s) - comfortably achievable for 1,000/head - it's not rocket science, but selection of suitable mentor is absolutely critical - good ones need little training; poor ones are beyond any amount of training.

Mentor time away from normal activities - needs to be a minimum of an hour a month one-to-one or nothing can usefully be achieved, up to at most a couple of hours a week one-to-one, which would be intensive almost to the point of overloading the mentoree. That said, there may be occasions when the one-to-one would necessarily

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involve a whole day out for the mentor, for instance client or supplier visits. Say on average a day a month including the associated administration work.

Overseeing the program, evaluating and monitoring activity, progress and outputs - depends on the size of the program, i.e. number of mentors an number of mentorees - if the mentoring is limited to just a single one-to-one relationship then it's largely self-managing - if it's a program involving several mentors an mentorees then I'd estimate an hour per quarter (3 months) per one-to-one mentoring relationship - probably the responsibility of an HR or training manager. If this person with the overview/monitoring responsibility needs external advice you'd need to add on two or three days consultancy costs.

(Mentoree time away from normal activities - effective mentoring should ideally integrate with the mentoree's normal activities, and enhance productivity, effectiveness, etc., so this is arguably a credit not a debit.)

Having said all this, unless the training aim is simply to impart knowledge, for which conventional classroom training and course work are very appropriate, I'd go for mentoring every time, especially if the aim is to truly develop people and organizational effectiveness. If you'd like help establishing a mentoring program, internal or external, or assessing feasibility and providing justification please contact us for advice. E-LEARNING Culture: Will corporate culture support e-Learning? How does a company view employee development, and who is responsible for human resource development? The traditional training model--in which the manager identifies employee development needs, the training director identifies a solution, and the employee attends some type of classroom-based program--will not work with e-learning Strategies because some control shifts to the individual learner. Indeed, the opportunity for employees to self-identify. Development needs is touted as one of e-Learnings major benefits. Employees dont have to wait for a training director to identify a learning need; they can assess individual skill gaps and access information as they need it. Some questions to consider when assessing corporate culture and readiness include 21 | P a g e

 What is the business case for e-Learning? How does e-Learning support business goals and objectives? What value does the company place on learning? What is the companys definition of learning? Are learning and training viewed as synonymous terms? Where and how does the company believe learning should occur? Who determines when learning should occur? Does the company support employees who seek out non-traditional development programs or experiences? Content: Is the instructional content appropriate for e-Learning? Technology has made huge advancements enabling e-Learning to mimic a traditional classroom-based learning experience. Online videos can provide dramatic representations of key content areas; audio files can reinforce displayed information, and online discussions and collaborative whiteboards facilitate interactive experiences among geographically dispersed groups. However, there are still some instructional content areas that may not be suitable for e-Learning. Psychomotor skills, in particular, require hands-on practice and interactive demonstrations for learners to achieve mastery. Key questions to consider when evaluating e-Learning programs for a specific content area include What are the learning objectives that the company is trying to achieve? What are the skills the company is trying to teach? Are the skills cognitive, attitudinal, or motor skills? Is the problem well-defined? What instructional methods are required to deliver the content? What type of follow-up, practice, or support is required to achieve mastery? What degree of learning interactivity or collaboration is required? Capability: Capability involves the wide spectrum of computer hardware, infrastructure, IT support, and instructional design. Organizations infrastructure support e-Learning programs? Computer access, in addition to multimedia capability, is required to capture the full advantage of many e-Learning programs. The Internet provides commercial e-Learning programs but may not be available to all learners. Intranets can distribute e-Learning, but what happens if a company doesnt have an internal intranet? 22 | P a g e

Some questions to consider when evaluating internal capability for e-Learning initiatives include: Do employees have access to computers? Do computers support multimedia applications? What system factors may limit access to all or parts of e-Learning programs? Does the company have the capability to design programs or identify appropriate suppliers? Does the company have the capability to develop and implement e-Learning follow-up support? Cost: Can the companies afford an e-Learning initiative? The truth is that e-Learning can be expensive. What are the key cost factors of an e-Learning initiative and how do they compare with existing programs? Critical questions to consider when evaluating the cost of an e-Learning initiative include How extensive is the e-Learning initiative: company-wide, single program, or somewhere inbetween? Is this a new offering or replacement of an existing program? What are the advantages and disadvantages of using electronic delivery for this program? Are internal resources available for tracking and reporting learners? What internal system capabilities are required for the e-Learning initiative? What internal system capabilities does the company have? Are programs commercially available or do they need to be custom designed? Clients: Will clients (employees) use e-Learning? E-Learning availability doesnt guarantee that employees will seek out or access resources. Employee acceptance is critical, but how do you get employees to embrace e-Learning? The key is to address such factors as awareness, attitude, and access to e-Learning programs. Some key questions to ask clients or employees when evaluating e-Learning include Do employees take responsibility for their own learning? How will employees be informed of e-Learning opportunities and benefits? How will e-Learning be integrated into current work responsibilities? Do computers have the hardware capability to support multimedia instructional delivery? Do employees have the required skills to navigate e-learning programs?

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 Will employees accept e-Learning as an instructional strategy or as an alternative to traditional classroom-based programs? Who will be eligible for e-Learning programs? E-Learning-ready: Each success factor--each of the five Cs--requires individual consideration, as well as an evaluation of the interplay between factors .Initially, issues should be discussed separately to provide training professionals and business leaders with a starting point to evaluate eLearning initiatives. Next, its important to take a close look at complex interrelationships between the factors to evaluate the merits and feasibility of the whole initiative. For example, a corporate culture thats supportive of e-Learning will need to have internal IT capability and budget support or, clients that dont have computer access or skills will require resources to support e-Learning efforts, affecting the initiatives bottom

LEARNING PRINCIPLES The Learning Principles are of Short-Term and Long-Term Memory. This principle of long-term memory may well be at work when you recite or write the ideas and facts that you read. As you recite or write you are holding each idea in mind for the four or five seconds that are needed for the temporary memory to be converted into a permanent one. In other words, the few minutes that it takes for you to review and think about what you are trying to learn is the minimum length of time that neuroscientists believe is necessary to allow thought to go into a lasting, more easily retrievable memory? PRINCIPLE ONE-THE BRAIN IS A COMPLEX ADAPTIVE SYSTEM. Perhaps the most potent feature of the brain is its capacity to function on many levels and in many ways simultaneously. That is one reason why we have here subsumed two former principles ("The brain is a parallel processor" and "Learning engages the entire physiology".) Thoughts, emotions, imagination, predispositions and physiology operate concurrently and interactively as the entire system interacts with and exchanges information with its environment. Moreover, there are emergent properties of the brain as a whole system that can not be recognized nor understood when the parts alone are explored. 24 | P a g e

Education MUST come to terms with the complex, multifaceted nature of the human learner PRINCIPLE TWO-THE BRAIN IS A SOCIAL BRAIN: "For the first year or two of life outside the womb, our brains are in the most pliable, impressionable, and receptive state they will ever be in" (Zen Physics, P.18). We begin to be shaped as our immensely receptive brain/minds interact with our early environment and interpersonal relationships. Vygotsky was partially responsible for bringing the social construction of knowledge to our awareness. It is through this dynamic interaction with others that therapy works, for instance. It is now clear that throughout our lives, our brain/minds change in response to their engagement with others - so much so that individuals must always be seen to be integral parts of larger social systems. Indeed, part of our identity depends on establishing community and finding ways to belong. Learning, therefore, is profoundly influenced by the nature of the social relationships within which people find themselves. PRINCIPLE THREE-THE SEARCH FOR MEANING IS INNATE: In general terms the search for meaning refers to making sense of our experiences. This is survival-oriented and basic to the human brain/mind. While the ways in which we make sense of our experience change over time, the central drive to do so is life long. At its core the search for meaning is purpose and value driven. Something of the extent of human purposes was expressed by Maslow. Included are such basic questions as "who am I?" and "why am I here?" Thus, the search for meaning ranges from the need to eat and find safety, through the development of relationships and a sense of identity, to an exploration of our potential and the quest for transcendence. PRINCIPLE FOUR-THE SEARCH FOR MEANING OCCURS THROUGH"

PATTERNING": In patterning we include schematic maps and categories, both acquired and innate. The brain/mind needs and automatically registers the familiar while simultaneously searching for and responding to novel stimuli. In a way, therefore, the brain/mind is both scientist and 25 | P a g e

artist, attempting to discern and understand patterns as they occur and giving expression to unique and creative patterns of its own. It resists having meaninglessness imposed on it. By meaninglessness we mean isolated pieces of information unrelated to what makes sense to a particular learner. Really effective education must give learners an opportunity to formulate their own patterns of understanding. PRINCIPLE FIVE-EMOTIONS ARE CRITICAL TO PATTERNING: What we learn is influenced and organized by emotions and mindsets involving expectancy, personal biases and prejudices, self-esteem and the need for social interaction. Emotions and thoughts literally shape each other and cannot be separated. Emotions color meaning. Metaphors are an example as Lakov so aptly describes. Moreover, the emotional impact of any lesson or life experience may continue to reverberate long after the specific event that triggers it. Hence an appropriate emotional climate is indispensable to sound education. PRINCIPLE SIX-EVERY BRAIN SIMULTANEOUSLY PERCEIVES AND CREATES PARTS AND WHOLES: Although there is some truth to the "left-brain right-brain" distinction, that is not the whole story. In a healthy person, both hemispheres interact in every activity, from art and computing to sales and accounting. The "two brain" doctrine is most useful for reminding us that the brain reduces information into parts and perceives holistically at the same time. Good training and education recognize this, for instance, by introducing natural "global" projects and ideas from the very beginning PRINCIPLE SEVEN-LEARNING INVOLVES BOTH FOCUSED ATTENTION AND PERIPHERAL PERCEPTION: The brain absorbs information of which it is directly aware, but it also directly absorbs information that lies beyond the immediate focus of attention. In fact it responds to the larger sensory context in which teaching and communication occur. "Peripheral signals" are extremely potent. Even the unconscious signals that reveal our own inner attitudes and

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beliefs have a powerful impact on students. Educators, therefore, can and should pay extensive attention to all facets of the educational environment. PRINCIPLE EIGHT-LEARNING ALWAYS INVOLVES CONSCIOUS AND

UNCONSCIOUS PROCESSES: One aspect of consciousness is awareness. Much of our learning is unconscious in that experience and sensory input is processed below the level of awareness. That means that much understanding may NOT occur during a class, but may occur hours, weeks or months later. It also means that educators must organize what they do so as to facilitate that subsequent unconscious processing of experience by students. In practice this includes proper design of the context, the incorporation of reflection and met cognitive activities and ways to help learners creatively elaborate on the ideas, skills and experiences. Teaching largely becomes a matter of helping learners make visible what is invisible. PRINCIPLE NINE-WE HAVE AT LEAST TWO WAYS OF ORGANIZING MEMORY: Although there are many models of memory, one that provides an excellent platform for educators is the distinction made by O'Keefe and Nadel between taxon and locale memories. They suggest that we have a set of systems for recalling relatively unrelated information (taxon systems, from "taxonomies"). These systems are motivated by reward and punishment. O'Keefe and Nadel also suggest that we have a spatial/ autobiographical memory which does not need rehearsal and allows for "instant" recall of experiences. This is the system that registers the details of your meal last night. It is always engaged, is inexhaustible and is motivated by novelty. Thus we are biologically supplied with the capacity to register complete experiences. It is through a combination of both approaches to memory that meaningful learning occurs. Thus meaningful and meaningless information are organized and stored differently. PRINCIPLE TEN-LEARNING IS DEVELOPMENTAL: Development occurs in several ways. In part, the brain is "plastic". That means that much of its hard wiring is shaped by the experiences that people have. In part, there are predetermined sequences of development in childhood, including windows of opportunity 27 | P a g e

for laying down the basic hardware necessary for later learning. That is why new languages as well as the arts ought to be introduced to children very early in life. And finally, in many respects there is no limit to growth and to the capacities of humans to learn more. Neurons continue to be capable of making new connections throughout life. PRINCIPLE ELEVEN-COMPLEX LEARNING IS ENHANCED BY CHALLENGE AND INHIBITED BY THREAT: The brain/mind learns optimally - it makes maximum connections - when appropriately challenged in an environment which encourages taking risks. However, the brain/mind "downshifts" under perceived threat. It then becomes less flexible, and reverts to primitive attitudes and procedures. That is why we must create and maintain an atmosphere of relaxed alertness, involving low threat and high challenge. However, low threat is NOT synonymous with simply "feeling good". The essential element of perceived threat is a feeling of helplessness or fatigue. Occasional stress and anxiety are inevitable and are to be expected in genuine learning. The reason is that genuine learning involves changes that lead to a reorganization of the self. Such learning can be intrinsically stressful, irrespective of the skill of, and support offered by, a teacher. PRINCIPLE TWELVE-EVERY BRAIN IS UNIQUELY ORGANIZED: We all have the same set of systems, and yet are all different. Some of this difference is a consequence of our genetic endowment. Some of it is a consequence of differing experiences and differing environments. The differences express themselves in terms of learning styles, differing talents and intelligences and so on. An important corollary is both to appreciate that learners are different and need choice, while ensuring that they are exposed to a multiplicity of inputs. Multiple intelligences and vast ranges in diversity are, therefore, characteristic of what it means to be human. NEED FOR BASIC PURPOSE OF TRAINING Reasons for emphasizing the growth and development of personnel include

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Creating a pool of readily available and adequate replacements for personnel who may leave or move up in the organization. Enhancing the company's ability to adopt and use advances in technology because of a sufficiently knowledgeable staff. Building a more efficient, effective and highly motivated team, which enhances the company's competitive position and improves employee morale. Ensuring adequate human resources for expansion into new programs.

Employees frequently develop a greater sense of self-worth, dignity and well-being as they become more valuable to the firm and to society. Generally they will receive a greater share of the material gains that result from their increased productivity. These factors give them a sense of satisfaction through the achievement of personal and company goals. The need for training of employees would be clear from the observations made by the different authorities. 1. TO INCREASE PRODUCTIVITY: Instruction can help employees increase their level of performance on their present assignment. Increased human performance often directly leads to increased operational productivity, & increased company profit. Again, increased performance & productivity, because of training, are most evident on the part of new employees who are not yet fully aware of the most efficient & effective ways of performing their jobs. 2. TO IMPROVEMENT QUALITY: Better informed workers are less likely to make operational mistakes. Quality increase may be in relationship to a company product or service, or in reference to the intangible organizational employment atmosphere. 3. TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS: organizations that have a good internal educational programme will have to make less drastic manpower changes & adjustments in the event of sudden personnel alterations. When the need arises, organizational vacancies can more easily be staffed from internal sources if a company initiates & maintains an adequate instructional programme for both its non-supervisory & managerial employees. 4. TO IMPROVE ORGANIZATIONAL CLIMATE: An endless chain of positive reactions results from a well-planned training programme. Production & product quality may 29 | P a g e

improve; financial incentives may then be increased, internal promotions become stressed, less supervisory pressure ensure & base pay rate increases result. Increased morale may be due to many factors, but one of the most important of these is the current state of an organizations educational endeavor. 5. TO IMPROVE HEALTH & SAFETY: Proper training can help prevent industrial accidents. A safer work environment leads to more stable mental attitudes on the part of employees. Managerial mental state would also improve if supervisors know that they can better themselves through company-designed development programmes. 6. OBSOLESCENCE PREVENTION: Training & development programmes foster the initiative & creativity of employees and help to manpower obsolescence, which may be due to age, temperament or motivation, or the inability of a person to adapt him to technological changes. 7. PERSONAL GROWTH: Employees on a personal basis gain individually from their exposure to educational experiences. Again management development programmes seems to give participants a wider awareness, an enlarged skill, & enlightened altruistic philosophy, & make enhanced personal growth possible. It may be observed that the need for training arises from more than one reason. I. An increased use of technology in production; II. Labor turnover arising from normal separations due to death or physical incapacity, for accidents, disease, superannuation, voluntary retirement, promotion within the organization & change of occupation or job. III. Need for additional hand to cope with an increased production of goods & service; IV. Old employees need refresher training to enable them to keep abreast of the changing methods, techniques & use of sophisticated tools & equipment. V. Need for enabling employees to the work in more effective way, to reduce learning time, reduce supervision time, and reduce waste & spoilage of raw material. VI. Need for reducing grievances & minimizing accidents rates; VII. Need for maintaining the validity of an organization as a whole and raising the morale of its employees.

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A programme of training becomes essential for the purpose of meeting the specific problems of a particular organization arising out of the introduction of new lines of production, changes in design, the demand of competition & economy, quality of material processed, individual adjustments, promotions, career development job & personal changes & changes in the volume of business. Collectively, these purpose directly relate to & comprise the ultimate purpose of organizational training programmes to enhance overall organizational effectiveness. THE BENEFITS OF EMPLOYEE TRAINING HOW TRAINING BENEFITS THE ORGANIZATION Leads to improved profitability &/or more positive attitude towards profit orientation Improve the job knowledge & skills at 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 & trust Improves relationship between the boss & subordinate Aids in organizational development Learns from the trainee Helps prepare guidelines for work Aids in understanding & carrying out organizational policies Provides information for future needs in all areas of organization Organization get more effective decision making & problem solving skills Aids in development for promotion from within Aids in developing leadership skills, motivation, loyalty, better attitude & other aspects that successful workers & manager usually display Aids in increasing productivity &/or quality of work Helps keep cost down in many areas, e.g. production, personal, administration, etc.

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Develops a sense of responsibility to the organization for being competent & knowledgeable Improves labor management relations Reduces outside consulting cost by utilizing competent internal consultation Stimulates preventive management as opposed to putting out fires Eliminates suboptimal behavior (such as hiding tools) Creates an appropriate climate for growth, communication Aids in improving organizational communication Helps employees adjust to change Aids in handling conflicts, there by helping to prevent stress & tension

BENEFITS TO THE INDIVIDUAL WHICH IN TURN ULTIMATELY SHOULD BENEFIT THE ORGANIZATION Helps the individual in making better decision & effective problem solving Through training & development, motivational variables of recognition, achievement, growth, responsibility & advancement are internalized and operationalised Aids in encouraging & achieving self development & self confidence Helps a person handle stress, tension, frustration & conflict Provides information for improving leadership, knowledge, communication skills& attitude Increase job satisfaction & recognition Move a person towards personal goals while improving interactive skills Satisfies personal needs of trainers (and trainee) Provides the trainee an avenue for growth & a say his/her own future Develop a sense of growth in learning Helps a person develop speaking & listening skills; also writing skills when exercise are required Helps eliminate fear in attempting new task

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BENEFITS IN PERSONNEL & HUMAN RELATIONS, INTRAGROUP & INTERGROUP RELATIONS & POLICY IMPLEMENTATION Improve communication between groups & individuals Aids in orientation for new employee & those taking new jobs through transfer or promotion Provides information on equal opportunity & affirmative action Provides information on other government laws & administrative policies Improves interpersonal skills. Makes organizational policies, rules & regulation viable. Improves morale Builds cohesiveness in groups Provides a good climate for learning, growth & co-ordination Makes the organization a better place to work & live.

THE TRAINING PROCESS/ STEPS IN TRAINING PROGRAMME Your business should have a clearly defined strategy and set of objectives that direct and drive all the decisions made especially for training decisions. Firms that plan their training process are more successful than those that do not. Most business owners want to succeed, but do not engage in training designs that promise to improve their chances of success. Why? The five reasons most often identified are: TIME - Small businesses managers find that time demands do not allow them to train employees. GETTING STARTED - Most small business managers have not practiced training employees. The training process is unfamiliar. BROAD EXPERTISE - Managers tend to have broad expertise rather than the specialized skills needed for training and development activities.

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LACK OF TRUST AND OPENNESS - Many managers prefer to keep information to themselves. By doing so they keep information from subordinates and others who could be useful in the training and development process. SKEPTICISM AS TO THE VALUE OF THE TRAINING - Some small business owners believe the future cannot be predicted or controlled and their efforts, therefore, are best centered on current activities i.e., making money today. A well-conceived training program can help your firm succeed. A program structured with the company's strategy and objectives in mind has a high probability of improving productivity and other goals that are set in the training mission. Training programmes are a costly affair, & a time consuming process. Therefore they need to be drafted very care fully. Usually in the organization of training programmes,

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Identify Training Needs (Phase 1)

Map the Approach (Phase 2)

Track Ongoing FollowThrough (Phase 6)

Produce Learning Tools (Phase 3)

Calulate Measurable Results (Phase 5)

Apply Training Techniques (Phase 4)

High Impact training Model Above mentioned is a high impact training model contains six phase process. This focuses on providing effective, targeting training. We follow this model, to make our training efforts have positive impact on our organization. Each step of this model move our training project forward. To

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make the model effectively done, we should complete each phase order. The product of each phase is the raw material for the next phase. The Following Table Illustrate Our Activities In Each Phase. 1. Phase Action Identify Gather & analyze appropriate information Product A description of the specific training needed to improve job for the

Training Needs 2. Map

performance the Define What needs to be learned to Detailed objective

Approach 3.

improve job performance. choose the training program. A design plan appropriate training approach Produce Create the actual training material for the training program Training manuals, Facilitators guide, Audiovisual aids, Job training,

Learning Tools

Aids, etc. 4. Apply Training Deliver the training as designed to ensure Instructor-led Techniques 5. successful result

Computer-based training, OneA

on-One coaching, etc. Calculate Assess whether your training/coaching An evaluation report. accomplished actual performance redesigned course, if needed

Measurable

Results improvement; the result & redesign 6. Track Ongoing Ensure that the impact of training does not Ongoing suggestions& ideas that Follow-Through diminish support the training.

Phase 1: Identify Training Needs Needs assessment diagnoses present problems and future challenges to be met through training and development. Organizations spend vast sums of money on training and development. Organizational objective are also to be judge before opting for any assessments of Human Resources. We should opt for the assessment of organizational goals. This phase uncovers the specific training needed to improve job performance. You investigate the reasons the training is needed & describe the training you must develop to answer the need. Phase 2: Map the Training Approach

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After identifying the training needed, you are ready to develop measurable objective for the training & map out a design plan. The objective defines exactly what the training should accomplish & provide a means of measuring its success. To develop the design plan, you use the objective for guidance and prepare an outline for the training that will meet the objectives. The questions arising here would be: Who are the trainees? Who are the trainers? What methods and techniques? What should be the level of training? What principals of learning? Where to conduct the program?

Phase 3: Produce Effective Learning Tool This phase involves the actual development of the specific training approach you have chosen. It might include a training manual or material to support on-the-job training, or it might be an instructor led course, or it might be something completely different. You may develop the needed materials yourself or work with others to develop them. This step consists of: In putting the learner at ease Instating the importance and ingredients of the job, and its relationship to workflow In explaining why he is being taught In creating interest and encouraging questions, finding out what the learner already knows about his job or other jobs In explaining the why of the whole job and relating it to some job the worker already knows In placing the learner as close to his normal working procedure as possible In familiarizing him with equipment, material, tools and trade terms.

Phase 4: Apply successful Training Techniques This is the most important step in training program. The trainer should clearly tell show, illustrate and questions in order to put over the new knowledge and operations. The learner should be told of 37 | P a g e

the sequence of the entire job, and why each step in its performance is necessary. In this phase you deliver the training to those who need it. If it is an instructor led course, you actually run the course with students. If you develop job aid to use on the job then in this phase you try then out with those who will use them. Phase 5: Calculate Measurable Results Under this, the trainee is asked to go through the job several times slowly, explaining him each step. Mistakes are corrected, and if necessary, some complicated steps are done for the trainee for the first time. The trainee is asked to do the job, gradually building up speed and skills. In this phase, you review the objective developed in phase 2 & determine weather the training is achieving them. Now you see why measurable objective are so important. You can now look at specific measure for success that you identified in phase 2 & see if they have been achieved. Phase 6: Track Ongoing Follow-Through If phase 5 confirms that you have created a successful training effort, dont rest on your laurels. You have a responsibility to ensure that the training continues to be effective. Change is constant in organizations, & you must respond to changes that affect your training efforts by continuing to implement suggestions & ideas that support the existing training material & programs. This step is undertaken with a view to testing the effectiveness of training efforts. This consists in: Putting the trainee on his own Checking frequently to be sure that he has followed instructions Tapering off extra supervision and close follow-up until he is qualified to work with normal supervision. It is worth remembering that if the learner hasnt learnt, the teacher hasnt taught. Training should be evaluated several times during the process. Determine these milestones when you develop the training. Employees should be evaluated by comparing their newly acquired skills with the skills defined by the goals of the training program. Any discrepancies should be noted and adjustments made to the training program to enable it to meet specified goals. Many training programs fall short of their expectations simply because the administrator failed to evaluate its progress until it was too late. Timely evaluation will prevent the training from straying from its goals. 38 | P a g e

IMPEDIMENTS TO EFFECTIVE TRAINING There are many impediments which can make a training program ineffective. Following are the major hindrance: MANAGEMENT COMMITMENTS ARE LACKING AND UNEVEN Most companies do not spend money on training. Those that tend to concentrate on managers, technicians, and professionals. The rank-and-file workers are ignored. This must change, for, as a result of rapid technology change, combined with new approaches to organizational design and production management, worker are required to learn three types of new skills: 1. the ability to use technology, 2. the ability to maintain it, and 3. The ability to diagnose system problems. In an increasingly competitive environment, the ability to implement rapid change in products and technology is often essential for economic viability. AGGREGATE SPENDING ON TRAINING IS INADEQUATE Companies spend minuscule proportions of their revenues on training. Worse still, budget allocation on training is the first item to be cut when a company faces a financial crunch. EDUCATIONAL INSTITUTIONS AWARDS DEGREES BUT GRADUATES LACK SKILLS This is the reason why business must spend vast sum of money to train workers in basic skills. Organizations also need to train employees in multiple skills. Managers, particularly at middle level, need to be retained in team playing skills, entrepreneurship skill, leadership skills, and customer orientation skills. LARGE-SCALE POACHING OF TRAINED WORKERS Trained workforce is in great demand. Unlike Germany, where local business groups pressure companies not to poach on another companys employees, there is no such system in our country. Companies in our country, however, insist on employees to sign bonds of tenure before sending them for training, particularly before deputing them to undergo training in foreign countries. Such 39 | P a g e

bonds are not effective as the employees or the poachers are prepared to pay the stipulate amounts as compensation when the bonds are breached. NO HELP TO WORKERS DISPLACED BECAUSE OF DOWNSIZING Organizations are downsizing and de-layering in order to trim their work forces. The government should set apart certain funds from the National Renewal Fund for the purpose of retaining and rehabilitating displaced workers. EMPLOYERS AND B-SCHOOLS MUST DEVELOP CLOSER TIES B-Schools are often seen as not responding to labor market demands. Business is seen as not communicating its demands to B-Schools. This must change. Businessmen must sit with Deans and structure the courses that would serve the purpose of business better. ORGANIZED LABOR CAN HELP Organized labor can play positive role in imparting training to workers. Major trade unions in our country seem to be busy in attending to mundane issues such as bonus, wage revision, settlement of disputes, and the like. They have little time in imparting training to their members. Some highlighting points would be: The benefits of training are not clear to the top management. Top management hardly rewards supervisors for carrying out effective training. Top management rarely plans and budgets systematically for training. The middle management, without proper incentive from top management, does not account for training in production scheduling. Without proper scheduling from above, first line supervisor have difficulty in production norms if employees are attending training programs. Behavior objectives are often imprecise. Training external to employing unit sometime teaches techniques on methods contrary to practices of the participants organization. Timely information about external programs may be difficult to obtain.

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Trainers provide limited counseling and consulting service to the rest of the organization.

IMPROVINT EFFECTIVNESS OF TRAINING The training programs can be made effective and successful if the following hints are considered:
1)

Ensure that the management commits itself to allocate major resources and adequate time to training. This is what high performing organizations do. Ensure that training contributes to competitive strategy of the firm. Different strategies need different HR skills for implementation. Let training help employees at all levels acquire the needed skills.

2)

3)

Ensure that a comprehensive and a systematic approach to training exist, and training and retaining are done at all level on a continuous and on going basis. Make learning one of the fundamental values of the company. let this philosophy percolate down to all employees in the organization. Ensure that there is proper linkage among organizational, operational and individual training needs. Create a system to evaluate the effectiveness of training. Specific training should be outlined on the basis of the type of performance required to achieve organizational goals and objectives. An audit of personal needs compared with operational requirements will help to determine specific training needs of individual employees. This evaluation should form a well defined set of performance standards towards which each trainee should be directed.

4)

5)

6) 7)

8)

Attempt should be made to determine if the trainee has the intelligence, maturity and motivation to successively complete the training programs. If deficiencies or noted in these respects, the training must be postponed or cancelled till improvements are visible.

9)

The trainee should be helped to see the need for training by making him aware of the personal benefits he can achieve through better performance. He should be helped to discover the rewards and satisfactions that might be available to him through in behavior.

10)

The training program should be planned so that it is related to the trainees previous experiences and background. This background should be used as a foundation for new development and new behavior.

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11)

Attempts should be made to create organizational conditions that are conducive to a good learning environment. It should be made clear why changes are needed. Any distractions, in the way of training environment, should be removed. The support of the upper level of management should be obtained before applying training at lower levels.

12)

If necessary, combination of training methods should be selected so that variety is permitted and as many of the senses as possible are utilized. It should be recognized that all the trainees do not progress at the same rate. Therefore, flexibility should be allowed in judging the rates of progress in the training program. If possible, the personal involvement or active participation of the trainee should be got in the raining program. He should be provided with opportunities to practice the newly needed behavior norms.

13)

14)

15)

As the trainee acquire new knowledge, skills or attitude are applies them in job situation, he should be significantly rewarded for his efforts. The trainee should be provided with regular, constructive feedback concerning his progress in training and implementation of newly acquired ability. The trainee should be provided with personal assistance when he encounters learning obstacles.

16)

17)

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IDENTIFY TRAINING NEEDS

Training needs can be assessed by analyzing three major human resource areas: the organization as a whole, the job characteristics and the needs of the individuals. This analysis will provide answers to the following questions:

Where is training needed? What specifically must an employee learn in order to be more productive? Who needs to be trained?

Begin by assessing the current status of the company how it does what it does best and the abilities of your employees to do these tasks. This analysis will provide some benchmarks against which the effectiveness of a training program can be evaluated. Your firm should know where it wants to be in five years from its long-range strategic plan. What you need is a training program to take your firm from here to there. Second, consider whether the organization is financially committed to supporting the training efforts. If not, any attempt to develop a solid training program will fail. Next, determine exactly where training is needed. It is foolish to implement a companywide training effort without concentrating resources where they are needed most. An internal audit will help point out areas that may benefit from training. Also, a skills inventory can help determine the skills possessed by the employees in general. This inventory will help the organization determine what skills are available now and what skills are needed for future development. Also, in today's market-driven economy, you would be remiss not to ask your customers what they like about your business and what areas they think should be improved. In summary, the analysis should focus on the total organization and should tell you (1) where training is needed and (2) where it will work within the organization. Once you have determined where training is needed, concentrate on the content of the program. Analyze the characteristics of the job based on its description, the written narrative of what the employee actually does. Training based on job descriptions should go into detail about how the job 43 | P a g e

is performed on a task-by-task basis. Actually doing the job will enable you to get a better feel for what is done. Individual employees can be evaluated by comparing their current skill levels or performance to the organization's performance standards or anticipated needs. Any discrepancies between actual and anticipated skill levels identify a training need. WHAT IS TRAINING NEEDS ASSESSMENT? A tool utilized to identify what educational courses or activities should be provided to employees to improve their work productivity. Focus should be placed on needs as opposed to desires. For example, training dollars would be better spent on a new employee in the accounting department who needs to learn Microsoft Excel for their job duties as opposed to learning Microsoft Publisher which the employees wants but does not need. IT TELLS YOU WHERE THE TARGET IS: you may suspect that the problem exists within your area, but a needs analysis might indicate that the problem extends beyond your group. For example, if you are having difficulty improving your cycle-time for a product, the issue might include your manufacture process; but it might also include the engineering or packaging & shipping department as well. Needs analysis expands your view & helps you pinpoint all targets. IT TELLS YOU HOW LARGE THE TARGET IS: Maybe the process improvement challenges are the result of people not knowing how to properly run a new machine, or maybe the challenge is an organization wide quality issue. It will tell you how big the solution needs to be. IT TELLS YOU HOW FAR AWAY THE TARGET IS: Perhaps theres only need to teach the group better telephone skills to address the problem or maybe theres need a more sophisticated telephone system to handle the increased demand. Your needs analysis will give you these answers. IT TELLS YOU WHAT KIND OF ARROWS TO USE: Training comes in several different shapes & sizes. needs analysis will help you determine whether you need to do coaching, small 44 | P a g e

group training, large group training, computer based training, or any combination of these & other options. IT TELLS YOU WHO SHOULD SHOOT THE ARROWS: Once you determine the training need, you consider the best way to meet it. For instance, if you need to do team-building, it might be best to use internal line managers as trainers because they are part of the team. You might also want to consider using the training departments instructors. In some cases, an external resource would best suit your needs. The information you gather for needs analysis helps you make this decision. IT TELLS YOU WHEN TO SHOOT: Timing is everything. Some training is best given immediately, such as new employee safety procedures. Other training, such as learning a new computer system, may best be given just before the new system is installed or perhaps immediately after it is installed so training participants can practice as they learn. Training linked to company initiative may best be presented in a package with other company issues. needs analysis can give you vital information about the best time to present the training. IT WARNS YOU ABOUT CROSSCURRENTS: Office politics is the wind share of any organizational effort. If you expect to hit the target after you identify it, you have to be knowledgeable about how these crosscurrents will affect your arrows trajectory. Then you can adjust your stance, your equipment, or your attitude to compensate. You should also keep a weather-eye out for entrenched opinions about your group or other groups. If turf issues exit, you can bet they will surface just as you are thinking aim. You need to deal with these situations as part of your needs analysis work. Clear the air so that nothing stands between you and a successful hit on the target. WHY CONDUCT A TRAINING NEEDS ASSESSMENT?

The most important reason for doing needs analysis is to assure that youre training addresses your situation. It is both costly and embarrassing to recommend a direction that has no impact on the

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issue. Even an informal need analysis saves a lot of time, money, & face. The main reason behind a needs analysis is: To pinpoint if training will make a difference in productivity and the bottom line. To decide what specific training each employee needs and what will improve their job performance. To differentiate between the need for training and organizational issues. HOW IS A TRAINING NEEDS ASSESSMENT PERFORMED? There are several techniques that can be utilized individually or in combination with each other. More than one tool should be considered to get a better view of the big picture, however, which tools are used should be left up to company. PLANNING YOUR NEEDS ANALYSIS You know that there is a logical process for doing an entire training project, if properly executed, ensures a successful training impact. In skipping the first phase, that is identifying targeted training needs, one may leaped to a solution without determining the real issue. In fact, the solution to his problem was just as much a mystery to him at the end of his process as it was at the beginning. When you do needs analysis to target your training needs, you become a detective solving a mystery: which target is right one? There are plenty of targets out there you could hit with your solution, but the idea is to identify & then hit the right target. Every great detective has a modus operandi; a way of working that simplifies the task to be accomplished & keeps the detective on the right trail. Our modus operandi for identifying targeted training needs would be the needs analysis process. Using the Six Step of Needs Analysis Process The Needs Analysis Process summarizes the actions necessary to complete the first phase of training process. Like training process, the needs Analysis process has six actions to create six related products. These six steps are: o Assess your current situation o Envision your future o Gather information 46 | P a g e

o Sort your information o Share your results o Decide your next step After completing all six steps, you will know what the issue is & have a plan to address it. This information is the starting point for the second phase of the training process. This building-block approach ensures that you have a strong foundation on which to build your training solution. Each step of the needs analysis is driven by a question focuses on your attention & results in a concrete product that helps you achieve the next step in the process. These focusing questions & the end results that come from them are shown on the following chart: Sr. No. 1 2 3 Action Needed Assess Questions to Ask End Product A clear definition of the situation

your Where are we now?

current situation Envision your Where do we want to A clear description of what the future would future Gather information be? look like if the correct actions were taken What do we need to A systematic gathering of relevant ideas & know? your What does information from appropriate people to establish the whole picture this Themes & issues that need to be addressed

4 5

Sort

information information tell us? Share your How do we use this A summary of issues & recommendations results information to forward? Decide your next What action should Action plan far beginning phase 2. step we take to have impact?

DEVELOPING A STRATEGY FOR SUCCESS Although the six actions of needs analysis process are sequential, it may be helpful to look at the process as a target.

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Solution

Next Step Sharing your Results Sorting your information Gathering Information Envisioning Your Future Assessing Your Current Situation

Strategy

Each ring of the target represents an action that move closer to the solution. Notice that base of this target is labeled Strategy. Without strategy, to support it, target would fall flat & be extremely difficult to hit. With an effective strategy, target is: Visible, to you & to others in the organization Solid, braced by clear thinking & logical planning Achievable, with a steady aim An effective training strategy involves three elements: Establish a partnership with others Consider the larger picture 48 | P a g e

 Serve the customer ESTABLISH A PARTNERSHIP WITH OTHERS Conducting a needs analysis should never be a lonely process. If you want to ensure that you get the information you need, you will have to involve other people in the process. People love to be asked what they think. If they believe you will seriously consider their contributions, they will offer you all kinds of useful information. Each person that you involve in your needs analysis becomes a partner in shaping the solution. Keep them all implementing the solution. Considering which individual in you organization is critical to the success of your needs analysis & then enlists their help. For example, it could be good strategy to involve your boss & others in management who will ultimately be asked to approve your training approach. You should involve those who will be recipients of the training. Ask for their opinions, & keep them informed about your activities. In this way they will understand what you are trying achieve & why. CONSIDER THE LARGER PICTURE Since your group is not working in a vacuum, you should consider how your training challenge is affecting other groups in the organization. For example, if you are creating a product that is passed to another by changes in your method that might come about when you implement your solution? How do the see your training issue? In fact, you might ask yourself if, in defining your issue, you have looked beyond your own needs. Over looking others needs might doom your solution. Expanding the boundaries of your needs analysis to include those outside your group is one strategy for seeing the larger picture. SERVE THE CUSTOMER In the heat of meeting everyone elses needs, dont forget your customers. Your ultimate training solution should benefit them as well. In thinking of your customers needs, remember that you have two different types of customer; External customer who pay hard cash for the product or services of your organization, Internal customers, who work within your organization receive product from you, & add their value to it before it reaches the external customers. Ask yourself how actions fit into the chain of serving your customers. 49 | P a g e

Needs Assessment Process

ASSESSING YOUR CURRENT SITUATION In a needs analysis, assessing your current situation provides a clear definition of the problem. All off your other actions in the need analysis depend on your making this assessment accurately. It is very important first step. To get a complete picture of your current situation, you can ask yourself these 3 questions: Where are we now? Why do we think we need training? What organization issues are driving the need for training?

WHERE ARE WE NOW? Begin your needs analysis by exploring the current situation. Start by noting what you already know about your situation. Consider asking others in the group to define the current situation as they see it. Involving other right the start is a good way to begin establishing a partnership for the whole process. The emphasis in defining your current situation is on capturing a description of where you are right now. As you do this, however, you may begin to potential solutions to your situation or you gather and analyze information. WHY DO WE THINK WE NEED TRAINING? The obvious answer to this is, We need training to address the situation. But ask yourself, Why now? Think about what is going on in your department right now. Ts there is a history behind this situation? What is the issue, problem, or situation that is creating the need or demand for this training? Perhaps your department is responding to pressure from upper management to improve cycle-time or quality, or perhaps, outside competition is driving the need. Whatever the reason, it is an important part of your assessment of the current situation. WHAT ORGANIZATION ISSUES ARE DRIVING THE NEED FOR TRAINING? This question draws you into the larger picture that should be a part of your overall strategy. If you know the mission, vision, & business objectives of your organization, you should be able to determine what is going on in your organization that is driving the need for training. Again, other 50 | P a g e

can help you with this process. Your direct management can provide insights into the importance of your task. Dont hesitate to probe for this type of information. Others may also provide useful information about events that are not currently driving the training need but which might have an impact on your situation, such as expected mergers or personnel changes. ENVISIONING YOUR FUTURE Envisioning your future is defining & understanding what your group will look like after the training has been accomplished. When you think about how the future would look if your training efforts were successful, you often discover aspect of your vision that have nothing to do with training but are critical to the success of your efforts. It is important to uncover these elements early in the needs analysis so that they can be full address as well. To create your vision, ask yourself these 3 questions: Where do we want to be? What would success look like? Do we have the whole picture?

WHERE DO WE WANT TO BE? Imagination is a powerful tool for changing the world. All great inventors & leaders call on their imaginations to see what has never been & to inspire commitment & progress. They often dont know how they are going to get to the future, but they already have a clear picture of what it will look like. Your own organizations vision is an example of dreaming the future. The business objectives are the steps to get there. You use the same process in your needs analysis. You define the future & then you identify the action steps to get you there. Use your imagination to see your group as it would be if the issues of the current situation where successfully addressed. WHAT WOULD SUCCESS LOOK LIKE? An excellent way to measure the future is to determine if there are any quantifiable numbers that would indicate success. In a production area, for instance, successful training might result in, say, a 20 percentage increase in productivity or a specific reduction in defects per one hundred thousand

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units manufactured. If numbers or measures are important to your success, include them in your description of the future. DO WE HAVE THE WHOLE PICTURE? When we dream of future, we tend to dream of fulfillment of our own needs; but in an organization, we not alone. Your vision of the future must consider the needs of others. Think about how would interact with others outside your group in your future state. How would your solution benefit the organization as whole? Enlarging the picture also reveals key players outside your group whose involvement may be essential to the success of your needs analysis. You may discover areas of support you can tap to strengthen your results. By identifying others who have a stake in the success of your project, you expand your resources & increase your chance of success. GATHERING INFORMATION The first two actions of your needs analysis: Assessing the current situation Envisioning the future Helped you to establish a good stance for identifying & targeting your training needs. With one foot planted in the present & one foot pointed towards the future, you are in a good position to take steady aim at the target. But before you shoot, you have to know where you are aiming. The next three steps in the needs analysis process: Gathering information, Sorting your information, and Sharing your results Help you define what you are aiming at. In the information gathering step, you are collecting information to better understand what needs to be done to reach your future state. You are investigating to discover: The need & perception of others What barriers must be overcome Your groups current skill, knowledge,& attitudes What skills, knowledge, & attitude are needed for the future 52 | P a g e

 What needs to be done & how to do it The information gathering step is an opportunity for you to collect raw data from whatever source you feel would be helpful. Three concern of gathering information are: WHOM TO ASK? There are two aspect of this issue. You must decide: Whom will you select to answer your question? Who will do the asking? Whom to ask What to ask How to ask

Whom will you select to answer the question? In selecting individual or groups to provide information, ask yourself these questions: Who knows the most about the situation? Who wants to be involved? Who would have a different perspective? Who could be to the success of the project? Who might good ideas to share? Who can provide objective information?

If possible, seek suggestion about potential contributors of information from those you have already involved in your project. Try to maintain a balance of participants. The list should be representative of those affected by out come. If possible, include employees, management, & both internal external customers. One way to ensure a balance is to make a chart of the areas you want to include & the job levels to consider & then fill in the names of possible contributors using the questions to guide you. Once the chart is complete, you can select individuals or groups from each area & job level to create a representative sample. Make sure you end up true cross section. You should also check for balance between long term & short term employees, or whatever categories are important for a fair selection process in your organization. Who will do the asking? 53 | P a g e

Selecting information gathers is another opportunity to involve others in your project. Key players might welcome the chance to participate in interviews, focus groups, & surveys as information gatherers. Consider the following questions when selecting information gatherers: Who can remain objective? Who wants be an information gatherer? Who can take the time to do it? Whose involvement would increase the chances of success? Who has strong communication and interpersonal skills? Who has experience in facilitating groups?

WHAT TO ASK? Explain to the participants the purpose of the needs analysis & share with them the desired future state. One should no be surprised if the respondent want to add details to the future state description. Determine the right approach in involving the process in a needs analysis, and information comes to you at every step of the way. If the information is valuable, incorporate it, & keep moving forward. Be sure to stress the importance of individual contribution to the success of needs analysis. The more open & welcoming you are to comments, the more information you will get to direct your aim. Here are few suggestions to get you started: How do you see the situation What concerns do you have about the improving situation What do you think needs to be done? What training is needed/ Specifically, how would that training help? Is there any one else you think we should talk to?

Tips for writing effective questions Effective question save your work. Take time to structure them so that they elicit the best information for your needs. Use clear, simple language. Include only one idea per question. 54 | P a g e

 Use a logical sequence Consider the respondent Always leave for comments. Choose appropriate question formats, for example open ended questions, multiple choice, rating scale, intensity scale, rank order. HOW TO ASK? There are endless ways to gather information, but for the purpose of needs analysis, there are 5 frequently used methods you should consider. Listed as; Interviews Focus groups Surveys/questionnaires Document analysis Observation

Which method is best? The method that gets you the information you need & is comfortable for you & fro those you will be working with the best method to use. You decide. Use one method or a combination of methods to best meet your needs. In many cases, a variety is best. For example, you might interviews for management, surveys & questionnaires with employees & focus groups with customers all in the same needs analysis. It really doesnt matter how many methods you employ; the important thing is to get the information you needing a timely & considerate manner. Which ever methods you use, you have a responsibility to tell the respondent how the information will be used & what information can remain confidential. If confidentiality is an issue for some respondents, you must respect that. How will you gather & record data? There is one aspect of information gathering you should nail down before you begin. Make sure you develop a systematic approach to gather & record the data; that is find a way to standardize the way information is captured. A computer program is ideal when you have personnel to input responses; but even if your budget wont permit this, make sure your 55 | P a g e

information-gathering tool is organized. Use charts or questionnaires with space to write so that you can easily extract the information when you begin to analyze the results. SORTING YOUR INFORMATION After gathering information you have to interpret the information to find out what it really tells you about your current situation and the challenges you face in moving to your future state. When you finish this step, you should have a document identifying the major training issues to be address and your recommendations for addressing them. If you used a computerized information-gathering method, you can review the information quickly by providing it in form you want. If you dont have computer to assist you, you will have to organize and sort the material yourself. Consider using a small team to independently review the information and identify issues. You can then meet and pool your findings. A team gives you a more objective analysis. IDENTIFYING THE ISSUES Sorting the information into categories helps you manage it and identify themes & issues that must be addressed to reach your vision of the future. When you sort your information into categories, you are looking for consistencies & connections between individual pieces of information. It may help you if you read through all your information once; then as you begin to see comments repeated you can jot down some possible categories to put them in some people like to highlight comments in different colors, with each color representing a different category. Then they can pick out all the yellow comments, for instance, group them together, & analyze their significance. PRIORITIZING THE ISSUES Once you have organized the information into categories and looked at a significance of each contribution, you can begin to prioritize the issues. How you prioritize them depends on your specific situation. You might want to start with a category with the most comments, or you might to start with positive categories & then list the negative ones. Depending on your situation, it might be best to address the organization themes first & the team themes or individual needs. If you are analyzing numbers, you might prioritize the results by looking at the highest rated item or the most frequent response.

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PREPARING THE INFORMATION TO SHARE WITH OTHERS You have sifted through the information, identified major categories, and considered your recommendations for moving ahead. Before you actually call a meeting or write a report to present your findings, you should spend more time preparing your presentation. Your goal in presenting the information it to have it acted upon, and a little preparation ahead of time will help you more easily achieve that goal. As you think about developing your presentation, consider these 2 major design elements: Strategy Structure Strategy You have been strategy throughout your needs analysis to involve others, consider the larger picture, and serve the customer. You can continue to do this here by inviting the key players to your feedback meeting & making sure the issues address both the larger picture and your internal and external customers needs. Another good strategy is to include positive statements about the current situation at the beginning of the presentation. People generally do the best they can, and you need to acknowledge that before you make recommendations to change the way things are done. You may also have among your key players a few people who constructed the method you now need to change. Structure The order in which you present your material and the topic you choose to present are also important to your success. Plan to explain your method for doing the needs analysis. This can be very brief if those present have been involved in the process from the beginning. If the issues one intends to present are complex, consider developing an example to use with them to help clarify the information. An important part of your presentation will be your recommendations. Keep them as open as possible, allowing for contribution from those present at the meeting. Vital information can come out in the feedback meeting.

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SHARING YOUR RESULTS When you share your results with others, your goal is to present the information in a way that will move you forward. Your assessment should be positive and encouraging. Offer hope for action to address needs, and be prepared with recommendations to share as well. There are 2 things to consider when you share results with others: What to share How to share

WHAT TO SHARE There are six steps in sharing your results with others: Describe your needs analysis method Present your information Identify issues Listen and absorb reaction Discuss the reaction Present recommendations Describe your needs analysis method If you have been working with a small group, your method may already be familiar to all those involved. If this is the case, you can skip this step or discuss your method very briefly. If, however youre sharing results with individual who are not familiar with your method, review the needs analysis process you are using. Give a short for the need of the project and how you got to this point. This is also a good time to thank them for their contribution to the project and for ongoing support. Present your information Participants will be more attentive to your conclusions if they understand how you develop them. By discussing some of the raw information you received, you involve the group and gain their understanding and support.

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Identify the issues This is where you present your analysis of raw information and identify the key issues to be addressed. You can add your own insights and observation to this material if you think it will help, but avoid making recommendations at this point. People need time to absorb the analysis before they are ready to consider ways to address the issues. Listen to and absorb the reaction This is probably the hardest part of sharing the results. You have done all this research, you have crafted an analysis of the key issues, and now you have to wait for and manage the reaction. Discuss the reaction If the silence becomes oppressive, you can encourage a response by selecting in topic and probing for more information about it. For example, if your investigation showed that employees need clearer communication for management, ask one of your management key players what information is currently communicated. The purpose of asking is to star a discussion of idea for improving the content of information to employees. Takes notes, by incorporating or crediting these ideas as you present your recommendations later, you enlarge your list of supporters. Present recommendations Presenting your recommendation is less distinct step and more a continuation of discussion of ideas. You can guide the process or summarize an idea by supplying your recommendation as they become relevant to discussion. You can also present your recommendations as a way to focus the discussion of it begins to drift or unravel. HOW TO SHARE What to share is a challenging part; but how to share is also important. Remember to be positive and encouraging. Use every opportunity to draw support from the group and credit their contributions. Consider using visuals and charts to support your information. It gives 59 | P a g e

those present another way to interpret what you are saying. Examples and metaphors can also help your audience understand the material. DECIDING YOUR NEXT STEP The last action in the needs analysis process is to translate the recommendations into plan of action. You are creating a list of activities that will be used in the next step of the training process. You are not actually doing the design of training in this last action. You are simply creating a description of specific training required to improve the situation. You also assigning responsibility for doing activities to specific individuals and establishing a due date for completion. This action ensures that the work done to date is not wasted and that the project continues to move forward. There are three key elements to a successful action plan: Determining the action needed Distributing responsibilities Establishing a time line DETERMINING THE ACTIONS NEEDED The recommendations are your starting point for developing the action needed. If they are not currently worded as actions, rewrite them so they are. Be sure that everyone understand what is to be accomplished by each action and that every one is in agreement. DISTRIBUTING THE RESPONSIBILITIES Each action in your plan should be assigned to a specific person. It would be even better if you had volunteers. Even if a team will be performing the task, record the name of the person on the team as the contact and the person responsible for the teams activities. ESTABLISHING A TIMELINE For each action item, establish a due date for completion of the task. A due date gives participants a target and helps them focus their activities towards results. SOLUTION

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This is the satisfaction point. After reaching here we shouldnt stop our work. But we should try to make training a regular activity in the organization.

JINDAL IRON & STEEL COMPANY LIMITED

BACKGROUND JISCO was originally promoted in 1972 as PIRAMAL Steel Ltd by Dr Mohanlal PIRAMAL. To start with, the Company had a manufacturing plant with steel making and billet casting capacity of 18,000 TPA. The Company turned sick by late 70s and was taken over by JINDALS in 1982. Over the years, under JINDAL management, JISCO Company turned into a healthy profit making company. The product mix was changed from long to flat products. In 1990, Naveen Alloys Ltd, a closely held JINDAL company with a plant to manufacture HR plates was merged with JISCO. JINDAL Iron and Steel Company Limited (JISCO), a part of the $2 billion JINDAL Organization, is a leading manufacturer of flat steel products in India. JISCO is the market leader in galvanized steel products and sells its product through a large distribution network both in India and abroad. JISCO is also exporting to countries, which include China, Italy, Spain, Portugal, Germany, UK, France, Netherlands, USA, Canada, Brazil, Greece, Middle East, African Countries etc. India's largest integrated galvanizing facilities in India accounting for 17% of total galvanizing production in the country, Engaged in Hot Rolling, Cold Rolling and Galvanizing business. Export of 75% of production to over 45 countries. Plant Locations - Vasind and Tarapur, Maharashtra Capacity - GP/GC 710,000 TPA, HR 280,000 TPA, CR 750,000 TPA

Company has significantly improved its performance in the export segment. JISCO exports constitute more than 1/3rd of India's total exports of galvanized products. Seventy five percent of 61 | P a g e

JISCO's galvanized products go to over 45 countries developing & developed, where the JINDAL brand GalvPlus occupies the number one position. PRODUCTS HOT ROLLED PLATES JISCO re-rolls Hot Rolled plates from M.S. Slabs. It has an installed capacity of 2,80,000 TPA. This plant is located at Vasind, 70 Km away from Mumbai, Maharashtra, India. H.R. plates are manufactured from slabs which are procured from sister concern JVSL Karnataka, JSPL, Raigad and from international sources. The hot rolled manufacturing facilities which, perhaps has the lowest variable cost in the world, have the ability to take up even the small orders. Diverse Applications

Automobile - Hot & cold forming Infrastructure viz power, roads, dams, bridges, ports, refineries etc. Railways Storage Tanks Pipes General Engineering Machine & equipment building Pre - engineered building system

The production process of hot rolled plates is simple. Then iron ore is heated at a maximum temperature and then it is turned in slab after in a rectangle shape. As per the requirement and demand of the market. After the plates are made then it is cut from the border and made in shape. Production Process Flow Diagram: -

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COLD ROLLED - CLOSE ANNEALED (CRCA) SHEETS & COILS JISCO has a CRCA capacities of 100,000 TPA, in addition to this JISCO markets 60,000 TPA cold rolled products of JSL's Vasind plant. Cold-rolled steel is satisfactorily used by the most demanding customers of automobile and white goods segments. Hot-rolled coils which is the basic raw-material is sourced from sister concern JVSL, Toranagallu. The products are tailor made to suit customer requirements. Diverse Applications

Automobiles Electrical Panels Furniture White goods Transformers

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Oil Barrels & Drums

Production Process Flow Diagram

GALVANIZED SHEETS & COILS JISCO is the largest manufacturer of Galvanized steel products in India accounting for almost 17 % of India's galvanized steel products. JISCO has an installed galvanizing capacity of 710,000 TPA at its manufacturing lines at Vasind & Tarapur. The state of the art galvanizing lines 64 | P a g e

ensures that the end-products meet the exacting expectations and specifications. Superior product quality has prompted the company to brand its Galvanized products and is being marketed under the brand name .

DIVERSE APPLICATIONS Roofing/Cladding Doors/Windows Structural Engineering Automobiles Air Conditioning/Ducting Insulation Partition Profiles Furniture Appliances Trunks/Barrels/Drums/Buckets Production Process Flow Diagram

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The galvanized sheets & coils are also having a different specification as per the domestic and international style. MARKET JISCO is a company driven by the demands of its customers and it cares to meet their needs. A nation-wide marketing network and consignment agents ensure availability of JISCO products in every nook and corner of the country. Taking advantage of the emerging demands from the western markets, both auto and non-auto sectors, the company has significantly improved its performance in the export segment too. Company has significantly improved its performance in the export segment. JISCO exports constitute more than 1/3rd of India's total exports of galvanized products. Seventy five percent of JISCO's galvanized products go to over 45 countries developing & developed, where the JINDAL brand GalvPlus occupies the number one position. Company was recognized as the highest exporter from Mumbai Port with an export of 2,58,455 MT of steel for the six months ending October 02, for which a memento was received from the Honorable Union Minister for Shipping. Export sales increased in value terms by 82% during the period April to December 2002 over the corresponding period last year and by 20% in Q-3 ( in value terms ) over Q-2 of this year. Your Company was recognized as the highest exporter from Mumbai Port with an export of 2,58,455 MT of steel for the six months ending October 02, for which a memento was received from the Honorable Union Minister for Shipping. Dis-intermediation in the domestic market and resorting to direct marketing has enabled us to respond quickly to market developments. Your Company has been able to improve the domestic sales in Q-3 by 26% over Q-2 of the current year. The ISO markings and product specifications on the product also add credibility to the brand to enable your Company to trade at a premium not only on the domestic front but also in the international market. 67 | P a g e

JISCO's brand of galvanized steel, i.e. 'JINDAL VISHWAS', launched in November 2002, has been received extremely well in the domestic trade channels. Significant savings on the international front were achieved due to reduction in time taken for negotiation of export documents, reduction in ocean freight on account of entering into long term arrangements with shipping companies and reduction in prices on re-negotiation of clearing charges. On the domestic front, the primary measure adopted was reduction in cash discount. SALES Sales Volume for Q-3 (142,811 MT) was higher by 19% over Q-2 (120,130 MT) of the current year. Production Volume in Q-3 (144,249 MT) increased by 18% over Q-2 (122,430 MT) of the current year . Sales and Production Volume for the period April-Dec 2002 grew by 9% (i.e. from 340,891 MT to 372,307 MT) and 6% (i.e. from 362,551 MT to 385,445 MT) respectively over the corresponding period last year. Significant cost economies have been had through savings in power cost, increase in mill efficiencies through de-bottlenecking, increase in the life of rolls and savings in LPG consumption. As of current, JISCO is an ISO 9001:2000 certified Company. FUTURE OUTLOOK AND PLANS High level of competition and increasing rate of capacity creation has adversely affected steel prices. Increasing import of cheap steel is another factor, which has affected led to a drop in steel prices. The companys strategy to overcome the foreseen dangers:

Plans for a facility to manufacture automobile grade galvanized steel The company has developed and is promoting the use of galvanized water storage tanks Working on new segments such as galvanized steel bodies for trucks, telephone poles, barriers etc.

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The company during the year plans to increase its focus on exports. The company plans to export 30% of its total sales in the current year. The company has stepped up its marketing efforts in the European and the US markets. Export of galvanized steel increased from 65.580 tons to 1,35,797 tons, an increase of 107%. Exports contributed 29.4% to the company's sales as against 16.7% in the previous year. In FY1999-2000 JISCO's exports recorded a rise of 86% at Rs3.49bn as compared to Rs1.88bn in the previous year. HUMAN RESOURCES Human resources philosophy is based on dignity of work, forecasting a culture of learning, meritocracy sans bias of any kind & commitment to highest standards of safety at the workplace. Modern business demand quickness of mind and action. System by them does not deliver, people do, as do people led skills & initiatives. We have always invested in people & believe in creating an environment where people are valued as individuals & clear HR practices, participative management, excellent welfare activities have made the company one of the most preferred employers in the steel industry. The role of HR in JISCO is to be a Change Agent of the organization in order to align people & possesses to the companys strategic objectives. The steel industry not only in India but also the world over continues to face tumultuous times, where change is the only constant. The HR focus is to make change seamless & to ensure CHANGE, BEFORE CHANGE CHANGES YOU.

We believe that people hold the key to achieving organizational excellence. Our Human Resources function is the process owner for constantly upgrading people skills, realizing their potential and helping them lead purposeful lives. JISCO has deployed comprehensive systems of Recruitment, Performance Management and Training and Development. The HR function of the company caters to the needs of nearly 1,528 employees.

MAJOR INITIATIVES:

JISCO's guiding principles (Code of conduct) were adopted with an objective to integrate values and ethics in all transactions.

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Job Swaps: The organisation has done job swaps at the top management level to develop cross-functional competencies.

Depending upon the skills and aspirations of the employees and the organisational needs, job rotations are done at all levels.

One of the key HR initiatives last year was BRACE (Business Results Achievement through Competence & Ethics), an in-house executive development programme, for our young managers. Spanning over three months, it offered latest insights in managerial skills. Managers undergoing this programme were released from their daily operational responsibilities to enable them to focus on the programme.

A SWOT analysis is being carried out for the entire management staff, to help them better understand their potential and prepare their individual development plan.

Action Oriented Leadership programs are being initiated for senior level management, developing cross-functional areas, to keep them intuned with the changing environment. In the point of Appraisals o The organisation aims to reward merit. This is achieved by having in place, a structured performance appraisal system, which is upgraded keeping in abreast with the latest developments. The key components of our performance appraisal system are: a) quarterly reviews, b) Measurement against goals, skill employment and potential to take up higher responsibilities. c) For the year 2001, Peer Appraisal has been introduced for senior level management.

The process of mentoring is being developed in-house to guide young talent. 70 | P a g e

Employees have been sent abroad for benchmarking studies. Life-enrichment series are organised to focus on how to tackle challenges on business and personal fronts.

TRAINING & DEVELOPMENT:

HRD Centre, a large training facility at Vasind is the focal point of training in the company. Faculty includes HR staff, line / functional Managers and external experts. Training in technical areas is supplemented with managerial and behavioral training. APPRAISALS:

The organization aims to reward merit. This is achieved by having in place, a structured performance appraisal system. The key components of our performance appraisal system are a) Quarterly reviews, b) Measurement against goals, skill employed and potential to take up higher responsibilities.

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ANALITICAL WORK AT JINDAL

The work done by me at JINDAL was to identify the training needs of the employees there. This included different of employees from shop flour level to middle level management level. I have started the work as directed by my guide & HR manager at JINDAL Mr. Ratish Jha, the steps taken by be are mentioned below. TRAINING PROCESS 1. TRAINING NEEDS IDENTIFICATION: Training in the company is aimed at the systematic development of knowledge, skills & attitude. The superiors have to look at their subordinates development as a key target area. The development of an individuals performance skills leads to an improvement in performance & in turn adds value to the organization. Objective To get access to a broad spectrum of the practical knowledge relating to training. To identify the training needs of employees from L-06 to L-12 and to categorize them as To find out which training need is required by most of employees.

per department.

Methodology The concept of training cannot be understood from books or theories at home or soIt demands more of practical knowledge. So for this purpose, I did my placement at JINDAL Iron & Steel Co. Ltd. I worked there for more than one and half month and gave life to this project. Primary data: For purpose of collecting primary data, I worked with my guide Mr. Ratish Jha, who helped me in getting aware of the process of training followed by JINDAL. I also met with few of the employees of the company who provided me with first hand information

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Secondary data: As for the secondary data, I went through many books, magazines, files and folders provided by company and my college library. And quite deliberately, I have tried to present it with more of graphs to make it easily understandable to readers. Identification of Training Needs (Done At JINDAL) Training will be imparted on the basis of: A. Needs identified from the performance review on yearly basis at the individual level. B. Needs identified at the division/departmental level by the division/departmental head on areas which are specific to his division/departmental. C. Needs identified at functional level by functional head like Marketing/Human Resources/Purchase/Finance. D. Organizational level training programs such as programs on Total Quality Management, Supervisory Development, Cost Improvement, etc. Based on the number of people & the identified need, the programs would be held within the organization (internal training programs) or the employees will be nominated to various institutes of repute (external training programs). The first step in whole of training procedure is the identification of training needs of employees. Need assessment diagnoses present problems and future challenges to be met through training. Organizations spend vast sum of money on training. Before committing such huge resources, organization would do well to assess the training needs of their employees. Organization that implements training programs without conducting needs assessment may be making errors. For example, a need assessment exercise might reveal that less costly interventions (e.g. selection, compensation package, and job redesign) could be used instead of training. As identification of training needs is important, we followed step by step procedure:

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1.

Creating database: We were required to identify training needs of employees from L-06 to

L-12 i.e. employees from middle level and managerial level. So, we prepared database of these employees. Database included employees name, token no., designation, total experience etc. 2. Preparing Questionnaire: We then prepared questionnaire that contained questions related to survey. A specimen of the Questionnaire is showed on the annexure 1. All the personal details of the employees mentioned in the questionnaire, were filled by us from the database already created. 3. Appraisal forms: The next step was to analyze appraisal form of each and every employee. Appraisal forms of JINDAL included many details like past performance, past training identified, past training given, goals met etc, which served as the input for our project. 4. Meeting with Head of departments: We finally interviewed Head of the Departments, who provided us with specific training needs (behavioral & technical) as identified by them for the employees in their departments. We also asked them to give appropriate weightage (in percentage terms) to these identified training needs in order to categorize them in High, Middle and Low priority. High priority 65 to 100 % Middle priority 30 to 65 % Low priority 1 to 29 % This would be a sound base while actually designing the training programmes. 5. Analysis of questionnaire: The last step was to analyze the collected data and compile it. In order to make it more useful and easily understandable, we showed important findings with the help of graphical representation of the compiled data. Some of the graphics of our project have been shown after specimen questionnaire. 6. Record of Personal Attributes: Along side in order to keep a record of the strengths and Areas of Improvements of the employees, we thus asked HODs about their comments on employees personal attributes which became a part of our compiled data. We were given the task to identify the behavioral training needed top the employees & hence according to that all the above information was compiled and we finally prepared graphs (annexure 3). Consisting of the training need require by employees at different department & with their priorities.

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To make you understand the abbreviation mentioned in the graph we have also provided the list of training needs in (annexure 2) 2. PROCEDURE FOR NOMINATION: The concerned HOD has to nominate in the prescribed format in line with the training needs identified at the beginning of the year also in line with the training plan to the Human Resource Department who will obtain the necessary approvals. Internal employee will facilitate most of the programs. In case external faculties are approached for conducting certain sessions, prior approval of Head-HR has to be taken for the payment of professional fees & the course content. The concerned coordinator will also organize to collect an evaluation feedback form, which will be handed over to the location Human Resource Department for analysis & future reference. 3. INTERNAL TRAINING If the number of people identified with a specific need is large, then the programs will be held within the organization using the available resources like people with professional expertise, in-house venues like HRD centre. The annual training plan will be drawn by Human Resource Department based on the identified needs. This will circulate every year during the month of July, along with all details regarding the programs. 4. EXTERNAL TRAINING In the event of number of employees being identified with a specific area of improvement being few, then the division/department head will communicate to Human Resource Department the need for identifying institutes where they can be deputed. The training calendar from various institutes will be available with the Human Resource Department, for helping managers to take the necessary decision. The immediate superior will initiate the nomination after discussion with the concerned employee. The nomination form is then sent to the Human Resource Department, justifying the needs of employee to attend the program & the action plan, which would be drawn up after the completion of the course. Human Resource Department will process the nomination & make 75 | P a g e

necessary payments to the institutes/agencies. In case the program duration is 2 days or mare & the course fees is more than Rs.5000/-, approval from the Jt. Managing director & CEO has to be obtained before the nomination is processed. The Human Resource Department will also ensure to get the feedback form from the employee after his completion of the course. A half day session by the employee for a few managers to transfer the learning should be organized by the Human Resource Department, within 15 days of the return of the concerned manager. The employee shall submit the course material to the Human Resource Department for the purpose of maintaining the library & if so required retain a copy of the same. 5. TRAINING FEEDBACK This forms an integral part of the entire training process. Evaluation/Feedback from the training indicates appropriate changes that have to be made in the program design/content, which will improve the effectiveness of the program. The feedback will also consist of an action plan by the concerned employee with a specific time frame to implement the learning to the actual performance. The feedback forms are available with the Human Resource Departments. It is the responsibility of the head of the department & the Human Resource Department to work together to assess the effectiveness of the training attended by the employee. This will also help in updating the training records of the individuals & in conducting an analysis of various training programs.

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OTHER ACTIVITIES
As being a B.M.S student I was first given a chance to spend some time at welfare centre, & get acquainted with the companies atmosphere, which included some of my major activities as I spend more than half a month there also. Welfare center is an activity center at JINDAL colony for the belonging of employees & workers presently running under Mrs. Vidya Gorakshakar. The activities taken place in this centre was Adult Literacy, Training in Tailoring, Pickle & Papad making, etc at initial stages. Now the activities conducting there are like Festival Celebration at large, counseling regarding health , Hygiene, Development of children, community development, self help & skill development,, awareness regarding small savings, road safety, safety at home, Alcohol addiction & its affects, cancer awareness, Aids awareness, career guidance, hobby classes, library, etc. These all provided me immense knowledge about the activities taken place at JINDAL for their employees & their family. I was given a project to restructure the welfare library where there were many book for ladies & children of employees staying at JINDAL colony. I did that under the guidance of Vidya Mam; Firstly I rearranged the books at library. And the prepared the list of all those books in the computer to make it easy to refer for everyone. Then included new books in library which were brought by Vidya Mam, donated by Brahma Kumaris, donated by Mrs. JINDAL, etc. I also looked after the accounts of Shram-Sadhana which is a vocational education centre organized by JINDAL for their workers & near by residents. Shram-Sadhana Vocational Training Centre was mission of JISCO regarding corporate social responsibility is very clear our mentor Shri Sajjan JINDAL, elucidates it very aptly when he says;

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The industry should embrace the philosophy of CSR as a discipline and partner with government I resolving the problems of underprivileged in the society. The trust should shift from charity to certain of enterprising self reliant society which can sustain itself independent. The Mission of Shram-Sadhana Vocational Training Centre is To contribute towards rural development by promoting self-employment among rural youth, especially women by imparting information and developing skills this also contributed to my experience because I also got a chance to communicate with villages near by to JISCO. I was also given a chance to assist induction programme held in the company. The programme was for all new employees of the company joined between the periods of 1st April to 1st June. Induction is an opportunity to for the company to show their concern for their new employees, it makes the employees feel at home & experience their work at pleasure. It is a standardized process followed for the orientation of new employees with a view to familiarizing them with the company, its values, culture, systems & people. It ensures that the mew employee fits into his or her designated role & become effective on the job, in the shortest possible time.

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CONLUSION
All is well that ends well. The entire project proved to be of immense help in my learning process. I came across the various practicalities existing in the Performance appraisal system. During the study of the project I got to know various aspects of the training & development such as how it helps to get a insight into the strong and weak areas of the employees in terms of the effective performance of roles, activities, styles, traits, qualities, competencies (knowledge, attitude and skills), impact on others etc. It also helps in performance management system and preparing action plans accordingly to enhance the performance of individual or group of individuals. Hence I would like to conclude by mentioning, that the corporate experience which I got in JINDAL IRON AND STEEL COMPANY regarding my project on IDENTIFICATION OF TRAINING NEEDS shows how much importance is given to the training & development of employees in JINDAL and other companies for enhancing the employees skills and knowing their development needs by the top management and their commitment play a very important role in the successful implementation and use of the system. This project in JISCO helped me a lot in gaining industrial experience which some time related or unrelated to what we are studying presently in are books. While doing this project i came to know about the real situations held in the company & the reactions given to them by different departments & the people at different grades. This is an excellent chance given to BMS students to explore their knowledge & apply them. While doing this project i noticed that there are different training needs of employees at different department. E.g. the staff at purchase dept needs the training related to letter writing to have a sound buyer supplier relationship. There is much such need which is common among maximum of employees. E.g. communication skills. Different people whom i went for reference of their dept took it differently. Some gave overwhelming response & also helped us gave some knowledge on how continue on it.

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Some ignored it & perceived it as useless as it was done by students. So this also gave us chance to know about industrial environment. This project gives me a clear idea of what are training requirements of the employees at JISCO. Working at each & every department from shop-flour worker to middle level management. The experience of more than one and half month at JISCO give me pride to say that it was great working as a summer trainee at JISCO. This experience also helped in gaining a confidence level, making & maintaining more & more contacts. Which are helping me & will be helping in future too.

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REFERENCES
THE RESOURCES USED FOR PREPARING THIS REPORT ARE: o The Sites Referred Are: www.jisco.com www.brain.webus.com www.newhorizons.org www.gurukulonline.co.in www.hrgurus.com

o The Books Referred Are: Human Resource & Personnel Management text & cases By K. Aswathappa, 3rd Edition, Tata McGraw-Hill Publishing Company Limited. Personnel Management By C. B. Mamoria & S. V. Ganekar, 25th Edition 2005, Himalaya Publishing House. Employee Development By Rosemary Harrison (1996) Identifying Targeted Training Needs By Sally Sparhawk published in 1995 by Kogan Page Ltd. o Educational CD Referred is: Microsoft Encarta Refference Suite Encyclopedia 2001

o News paper referred are: Times of India times ascent (potential beyond boundaries), pg 14 Mumbai- Wednesday June 29,2005 o Personal Records Of the Company: Performance Appraisal Forms of every employee belonging to lower level of management to middle level management Human Resource Manual of the Company comprising of strategies & guidelines to go forward in the project 81 | P a g e

Past Record of employees

ANNEXURE
QUESTIONNNIRE FOR IDENTIFICATION OF TRAINING NEEDS (2004-05) TOKEN NO. ___________ 1. EMPLOYEE NAME: ___________________________________________________ 2. DEPARTMENT: ___________________ 3. YRS OF SERVICE: ___________

4. DESIGATION & GRADE: _______________________________________________ 5. EDUCATIONAL QUALIFICATION: ______________________________________ 6. KEY PERFORMANCE AREAS: A. _____________________________________________________ B. ______________________________________________________ C. ______________________________________________________ 7. PAST TRAINNG NEEDS IDENTIFIED: (2003-04) A. ______________________________________________________ B. ______________________________________________________ 8. NEEDS AS PER APPRAISAL FORM: A. ______________________________________________________ B. ______________________________________________________ C. ______________________________________________________ --------------------------------------------------------------------------------------------------------------------9. NEEDS IDENTIFIED BY THE HEAD OF THE DEPARTMENT: Weightage(in %) A. ______________________________________________________ B. ______________________________________________________ C. ______________________________________________________ 10. PERSONAL ATTRIBUTES: STRENGH AREAS OF IMPROVEMENT _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _________________________________________________________________________

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LIST OF CODES FOR BEHAVIORAL TRAINING NEEDS

Sr. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Training Needs Codes Communication Skills CS Team Building TB Leadership Skills LS Presentation Skills PS Time Management TM Personality Development PD Emotional Intelligence EI Interpersonal Skills IS Change Management CM Subordinate Development SD Performance Enhancement PE Self Development SD Effective Supervision ES Positive Attitude PA Managerial Skills MS Computer Fundamentals CF Train The Trainer TT

RESULT OF THE RESEARCH (IN GRAPHS)

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TRAINING NEEDS IDENTIFIED IN ACCOUNTS

14

No. of employees

12 10 8 6 4 2 0 C.S 6 1 T.B 1 I.S 1 L.S 6 2 1 P.D 1 1 P.S 1 K.A.S 1 R.A 6

High Priority Middle Priority Low priority

2 DT & Itax

Type of Training

K.A.S -> Knowledge of Accounting Standard DT & Itax -> Direct Tax & Indirect Tax

TRAINING NEEDS IDENTIFIED IN EXCISE

8 No. of e mploye e s 7 6 5 4 3 2 1 0 High Priority Middle Priority Low priority

3 1
L.S E.S C.S Type of Training C.F

1
TAER & P

TAER & P -> Technical Aspects of Excise Rules & Procedures

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TRAINING NEEDS IDENTIFIED IN PURCHASE

8 7

No. of employees

6 5 4 3 2 1 0 1 M.S 2 T.B 2 1 C.S T.M 7

High Priority Middle Priority Low priority

1 1 1 L.S P.S 3 1 1 P.D 1 S.C.M 2 Tech(M.M) 2 Tech(E.M) 3 1 1 I /E R.A (Purch) 2 IMS / EMS 1 1 F. Tax 1 E- Procr

Type of Training

Tech(M.M) Technical training in relation to Mechanical Maintenance Tech(E.M) - Technical training in relation to Electrical Maintenance

TRAINING NEEDS IDENTIFIED IN STORES

6 5
No.of Employees

High Priority M iddle Priority Low priority

2 1 1 1 2 1 2 1 2 1 1 1 2 1 1 3 3 2 1

4 3 2 1 0

C.S

P.A

M .S

L.S

T.B

I.S

T.M

P.D

R.A

C.F

P.S

E.I

CM & C

Type of Training CM & C -> Cost Management & Control

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TRAINING NEEDS IDENTIFIED IN COSTING

4 High Priority
No. of Employees

3 2

Middle Priority Low priority

3
1

3 2 1 1 2

Type of Training

LT of C & B -> Latest Techniques of Costing & Budgeting

TRAINING NEEDS IDENTIFIED IN SALES AUDIT

3
No. of Employees
High Priority

2 1 1 0
L.S Sales tax & excise G.A abt Product

Middle Priority Low priority

Type of Trainnig

G.A abt Product -> General Awareness about the product

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TRAINING NEEDS IDENTIFIED IN PPC

9 8 7 6 5 4 3 2 1 0

No.of Employees

High Priority M iddle Priority 6 6 6 4 2

C.S 1

Low priority

2
P.S

1
Analytical skill

2
L.S C.F

1
Scheduling

2
S.C.M

1
ERP

1
SQL

1
HR Process

1
Steel plate grades

Type of Training

S.C.M -> Supply Chain Management S.Q.L -> Structured Query Language

TRAINING NEEDS IDENTIFIED IN HUMAN RESOURCES

7
No.of Employe e s

6 5 4 3 2 1 0
3 3 3 1
L.S C.S

High Priority Middle Priority Low priority

3 1
M.S

1
T.T L.Laws

2
P.Speaking

2
C.F

1
T.B

1
K.of Revenue Acts

Type of Training

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14 12 No of Employees 10 8 6 4 2 0
1 1

TRAINING NEEDS IDENTIFIED IN QUALITY ASSURANCE

High Priority Middle Priority 1 Low priority 10 8 2 2 1 1 1 2 1 1 1 2 2 1 2 1 3 3 1 1 3 3 9 3 7 2

Type of Training

TRAINING NEEDS IDENTIFIED IN ARP & ETP (OPERATIONS)

9 8 7 6 5 4 3 2 1 0

No. of Employees

High Priority Middle Priority

6 7 1 1 1 1 1 2 2 2 1

Low priority

C.S

P.S

C.F

R.A

QMS/ EMS

Adv ETP K of CR process Opern

Water Trt

Type of training

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TRAINING NEEDS IDENTIFIED IN LOGISTICS

8 7

High Priority M iddle Priority Low priority

No. of Employees

6 5 4 3

5 5 5 2 1 L.S C.F EMS 1 ISO

2 1 0

CS

Type of Training

TRAINING NEEDS IDENTIFIED IN PRODUCTION PICKLING

6
No of Employe e s

5 4 3 2 1 0
1 1 C.F QMS / EMS 4 1 1 4

High Priority Middle Priority Low priority

1 Advance Water mgt

Identifying Modern defects in pickling line RM

Type of Training

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TOP '6' TRAINING NEEDS OF THE EMPLOYEES

80 70

High Priority
10

Middle Priority Low priority

No.of Employees

60 50 40 30 20 10 0 C.S

51 1 27 12 6
EMS/QMS/ISO

3 21 4
C.F

24 4
L.S

1 18 4
P.S

1 12 4
R.A

Type of Training

BASIC CLASSIFICATION OF TRAINING NEEDS

300 250

239

257

High Priority Middle Priority Low Priority

No of Employees

200 150 100 50 0 BEHAVIOURAL TECHNICAL Type of Training

21

42 10

38

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