INTRODUCTION

INTRODUCTION

The concept of training has recently become a strategic option in the development of human resources. Consequently, the strategies of development which aim at improving, modernizing and simplifying work methods have been greatly required as a pressing need in all governmental bodies. The modern concept of training provides that training should convey the basic theoretical and practical skills in a way that copes with the latest challenges represented in the ever changing work requirements. The efforts of training should be fundamentally channeled towards the construction and innovation of more efficient methods in planning and following up human resources to achieve the aspired objectives of development more effectively, thus leading to improved performance at work on a continued basis. The Training and Development Department in Metro Ortem Ltd.. exerts utmost efforts to develop training programs through application of the most advanced techniques in training to confront recent challenges and developments at work environment and bridge the gap between actual and targeted levels of performance, through qualified lecturers who maintain required theoretical and practical skills. There is no doubt that the construction of a solid base of administrators and trainers has become the fruitful outcome of dedicated efforts over the past years of continued training and development.

OBJECTIVE OF THE STUDY

OBJECTIVE OF THE STUDY

The following training objectives in keeping with the companys goals & objectives:-

1. To prepare employees for higher level tasks. 2. To prepare them to occupy more responsible positions. 3. To develop the potentialities of people for the next level job. 4. To promote individual and collective morale, a sense of responsibility, cooperative attitudes and good relationships. 5. To evaluate the training and development efficiencies of Metro Group Ltd.

SCOPE OF THE STUDY

SCOPE OF THE STUDY

Scope of the study:
Future needs of employees will be met through training and development programmes. Organizations take fresh diploma holders or graduates as apprentices or management trainees. They are absorbed after course completion. Training serves as an effective source of recruitment. Training is an investment in human recourses with a promise and it serves as an effective source of recruitment. Training is an investment in HR with a promise of better returns in future. Training and development programmes, as pointed out, help remove performance deficiencies in employees. This is particularly true when the deficiency is caused by a lack of ability rather than a lack of motivation to perform, the individual involved have the aptitude and motivation needed to learn to do the job better and supervisors and peers are supportive of the desired behaviours.

LITERATURE REVIEW

LITERATURE REVIEW

Training:
Writers define the terms training and development, and other related terms, in varying ways. Fitz-enz (1984) distinguishes between education and training. He notes that education is the presentation of concepts and information to people for the purpose of imparting knowledge, while training is an interactive exercise whose goal is to develop skills and competencies within the workforce. It is one thing to know; it is something different to be able to do (p 225). However, the Organisation for Economic Development (OECD) notes that the dual role now performed by the education system [of preparation for citizenship and life as well as developing employment-related competencies] so blurs the boundary between vocational training and education as to make the distinction between them not only difficult, but unimportant (OECD, 1997, p 56). The OECD defines training as all the various processes by which an individual develops the competencies required for employment-related tasks (OECD, 1997, p 19). Training is an input. The extent to which competencies are actually gained in any instance depends on the level and quantity of inputs, the innate abilities of the trainee and motivation to learn (OECD, 1997, p 19). Other organisational factors including systems and culture will also be important. As will be discussed later in this section, those collecting data on training often also want information on the effects or outcomes of training for individuals, organisations or the economy as a whole.

Definition of training used for this project For the purposes of this study, the working definition of training (and development) is adapted from that proposed by the OECD (1997): all the various processes by which an individual develops the competencies required for current and future employment-related tasks (words in bold added). This definition is broad enough to allow for a wide range of training and development activities to be included, but focused enough to exclude activities unrelated to employment. It is intended to cover both current competence and future capability. As became apparent through the interviews (discussed in the two sections on Framework Development), Governments interest in training is likely to extend beyond information on training as an input or process to broader measures of the resulting state sector people capability (to which training and other factors - contribute). The literature review therefore includes a brief discussion of people capability, and the different factors that contribute to such capability. Categories of training Because training as defined above is such a general term, collection of information about training usually focuses on one or more categories of training. The OECDs Manual for Better Training Statistics (1997) provides a comprehensive set of training categories. It describes formal and informal training as different structural forms of training, and also defines several dichotomies of vocational training: internal vs. external training; initial vs. continuing training; on-the-job vs. off-the-job training; specific vs. general training; and occupationally specific vs. non-occupationally specific training. These distinctions underpin many of the categories used in the literature, although the labels may be different.

Furthermore, cut-off points between some pairs of categories (e.g. between initial and continuing training) vary between studies, or the categories may be seen as end-points on a continuum rather than mutually exclusive. The section below discusses the categories that are used most widely in the literature concerned with measuring training. Formal and informal training Many writers distinguish between formal and informal training. Formal training is generally described as training that has time set aside for it, rather than training that is carried out in the normal course of work (Decision Research Ltd, 1997). The OECD (1997) describes the key difference in terms of planning, where the purpose and format of formal training are predetermined, whereas informal training is improvised (p 63). Most research on training concerns formal training, because it is easier to define and measure (and may serve as an adequate proxy for overall training in many situations) Distinctions between formal and informal training, and even between work and training, may not be precise. The OECD (1991) notes that alternative modes of training may lie on a continuum from quite formal classroom-based to quite informal interactions among coworkers or situations where new hires simply ask questions or watch others do the work (p 15). Industry training, which emphasises training on the job, may also be difficult to categorise as purely formal or purely informal. Internal, external and in-house training The OECD (1997) distinguishes internal from external training on the basis of delivery. Internal training is delivered by the organisations own employees while external training is delivered to an organisations employees by persons who are not part of that

10

organisation (p 61). It describes in-house training as training that an organisation provides to meet the specific needs of its own employees, which may consist of internal or external training. Some researchers use slight variants of these definitions. The 1996 Education and Training Survey conducted by Statistics New Zealand makes the distinction between external and internal training on the basis of responsibility for organisation (rather than delivery) of the training (Gobbi, 1998, pp 110-111). Study towards a formal qualification may also be identified as a separate category (of external training). For example, the Education and Training Survey described above used the categories of in-house training, external training and structured/formal education (Gobbi, 1998). Informal training was not included in the survey. Combinations of training categories Silva (2000) used a list of 18 categories for employee participation in training and development in her research on human resource development in public sector organisations. 16 Most of her categories could be grouped into the formal (in-house, external and formal education) and informal training categories provided above, supplemented by some of the other OECD (1997) distinctions (e.g. initial vs. continuing training). The categories included, for example, external seminars and workshops, formal induction programmes, education for gaining a formal qualification and informal information sharing in work groups. General and specific training Becker (1975) distinguished between general and specific training. He applied an economic approach to training, looking at the incentives for funding training that apply to employers and to employees in terms of the relative benefits and risks accruing to each.

11

Becker defined general training as that useful in many firms besides those providing it, and specific training as that which increases the productivity of employees in that particular firm but not in others (pages 19 and 26). His hypothesis was that employees would bear the costs of general training, because it increased employability in many firms, while employers would bear the cost of specific training because it equipped the employees to work more productively in their specific firm, without increasing the risks of the employees quitting to take their new skills elsewhere (p 32). However, subsequent research has found that the actual behaviours of employers and learners/employees do not fit this model particularly well (e.g. Stern & Ritzen, 1991, p 1), and that in fact most training within firms is of a general nature and exportable to other firms (OECD, 1999, p 137). There are often difficulties in categorising training as purely general or purely specific, since most training combines elements of both specific and general training to a greater or lesser degree (OECD, 1997, p 61). Purposes for attempting to measure training This research was undertaken to determine the information on training in government agencies that would be useful to Government. This section sets out various purposes for measuring training. It notes that the reasons for collecting information on training differ according to the interests of the particular audience, for example academia/researchers, government, and organisations. Training information for general research Much of the literature concerns surveys of training, conducted for research purposes tom answer a variety of research questions (sometimes relating to public policy, sometimes not). The research addresses questions such as how much training is being undertaken, of

12

what types, by whom, for whom, at what cost and with what effects although the exact questions and level of detail vary greatly. The relative effectiveness of training for different groups may also be of interest, for example in research on equity. Training and Development As we know that training and development refers to the process to obtain or transfer KSA (knowledge, skills and abilities) needed to carry out a specific activity or task ; therefore, benefits of training and development both for employer and employees are strategic in nature and hence much broader. In order to meet the current and future challenges of our business, training and development assumes a wide range of learning actions, ranging from training of the employees for their present tasks and more so, knowledge sharing to improve the business horizon and customers service. It also focuses on their career development, thus expanding individual, group and organizational effectiveness. A comprehensive training and development program helps in deliberating on the knowledge, skills and attitudes necessary to achieve organizational goals and also to create competitive advantage (Peteraf 1993). In fact, in the start of the twenty-first century Human Resource Managers have opined that one of the main challenges they are to confront had involved issues related to training and development (Stavrou, Brewster and Charalambous 2004). Training and Development and its Process In order to ensure that our employees are equipped with the right kind of skills, knowledge and abilities to perform their assigned tasks, training and development plays its crucial role towards the growth and success of our business. By choosing the right type of training, we ensure that our employees possess the right skills for our business, and the same need to be continuously updated in the follow up of the best and new HR practices. To meet current and future business demands,

13

training and development process has assumed its strategic role and in this regard few studies by Stavrou et al.s (2004) and Apospori, Nikandrou, Brewster and Papalexandriss (2008), have attained much importance as these highlight the T&D practices in crossnational contexts. Apospori et al. (2008) had deduced that there is a considerable impact of training on organizational performance. Differently from these studies, Cunha, Morgado and Brewster (2003) were the only ones who could not determine the impact of training on organizational performance, and suggested that another study on analysis of this relationship was needed. Need of Developing the Employees Jackson (2002) opined that some cultural assumptions underlie human resource management with regards to developing employees: he deliberated through an example which highlighted the distinction between the hard and soft approaches on developmental aspects, appearing in the strategic HRM literature. The hard approach assumed the employees in the organizations as mere resources to achieve the objectives of the organization, where as the soft approach viewed the employees more as valued assets capable of development (Tyson and Fell 1986; Hendry and Pettigrew 1990).The need for developing our employees is compelling because a sound Training and Development plan has its contributions to increase productivity and quality of work. The development strategy reduces staff turnover and absenteeism and also helps in improving motivation among the employees. In order to stay ahead of our competition, training and development plan must incorporate innovation and reinvention and this is only possible when training encompasses a wide range of learning actions. Therefore, an ideal training shall become part of a company-wide strategy and it must be is linked to business goals and organizational performance.

14

Employee Performance and Training and Development Activities

Today, the

relationship between the organization and the employee has changed. A greater importance is attached to the value of individuals and the team contributions, to find effective business solutions which play key role towards successful organizational performance. The employee is viewed as a learning customer, bringing personal preferences and motivation to the workplace, and thereby displaying innovation in his managerial skills. There are positive relationships between training and development strategies and organizational performances; and job satisfaction, competitive advantage and measured performances are the important levers to attain employees good performance. Performance orientation was included as an important association in training, in a number of studies ( Aycan 2003; House et al. 2004; Javidan 2004). In case of learning organizations, training has been linked to both corporate strategy and organizational performance: training must be aligned to organizational strategy in order to result in high performance (Delery and Doty 1996). The strategic formalization of training facilitates organizations to analyze and carry out effective internal and external scanning of their work environments (Lyles, Baird, Orris and Kuratko 1993): clearly defined vision/mission statements and organizational strategies are part of the strategic planning process which contributes towards the development of specific functional strategies needed to achieve business objectives. Strategy formulation is important in the development of HR strategies needed to attract and retain the human capital required for gaining competitive advantage (Poole and Jenkins 1996). Delivery style is a very important part of Training and Development (Carlos A. Primo Braga, 1995). Employees are very conscious about the delivery style Michael Armstrong, 2000). If someone is not delivering the training in an impressive style and he is not

15

capturing the attention of the audience it is means he is wasting the time (Mark A. Griffin et al., 2000). It is very necessary for a trainer to engage its audience during the training session (Phillip seamen et al., 2005).

Delivery style means so much in the Training and Development. It is very difficult for an employee to perform well at the job place without any pre-training (Thomas N. Garavan, 1997). Trained employees perform well as compared to untrained employees (Partlow, 1996; Tihanyi et al. , 20 00; Boudreau et al 2001). It is very necessary for any organization to give its employees training to get overall goals of the organization in a better way (Flynn et al., 1995; Kaynak, 2003; Heras, 2006). Training and development increase the overall performance of the organization (Shepard, Jon et al . , 20 03). Although it is costly to give training to the employees but in the long run it give back more than it took (Flynn et al . , 19 95; Kaynak, 2003; Heras, 2006). Every organization should develop its employees according to the need of that time so that they could competitors (Carlos A. Primo Braga, 1995). compete with their

16

TRAINING & DEVELOPMENT

17

TRAINING & DEVELOPMENT

What is training? Writers define the terms training and development, and other related terms, in varying ways. Fitz-enz (1984) distinguishes between education and training. He notes that education is the presentation of concepts and information to people for the purpose of imparting knowledge, while training is an interactive exercise whose goal is to develop skills and competencies within the workforce. It is one thing to know; it is something different to be able to do. However, the Organisation for Economic Development (OECD) notes that the dual role now performed by the education system [of preparation for citizenship and life as well as developing employment-related competencies] so blurs the boundary between vocational training and education as to make the distinction between them not only difficult, but unimportant (OECD, 1997, p 56). The OECD defines training as all the various processes by which an individual develops the competencies required for employment-related tasks (OECD, 1997, p 19). Training is an input. The extent to which competencies are actually gained in any instance depends on the level and quantity of inputs, the innate abilities of the trainee and motivation to learn (OECD, 1997, p 19). Other organisational factors including systems and culture will also be important. As will be discussed later in this section, those collecting data on training often also want information on the effects or outcomes of training for individuals, organisations or the economy as a whole.

18

Definition of training used for this project For the purposes of this study, the working definition of training (and development) is adapted from that proposed by the OECD (1997): all the various processes by which an individual develops the competencies required for current and future employment-related tasks (words in bold added). This definition is broad enough to allow for a wide range of training and development activities to be included, but focused enough to exclude activities unrelated to employment. It is intended to cover both current competence and future capability. As became apparent through the interviews (discussed in the two sections on Framework Development), Governments interest in training is likely to extend beyond information on training as an input or process to broader measures of the resulting state sector people capability (to which training and other factors - contribute). The literature review therefore includes a brief discussion of people capability, and the different factors that contribute to such capability.

Categories of training Because training as defined above is such a general term, collection of information about training usually focuses on one or more categories of training. The OECDs Manual for Better Training Statistics (1997) provides a comprehensive set of training categories. It describes formal and informal training as different structural forms of training, and also defines several dichotomies of vocational training: internal vs. external training; initial vs. continuing training; on-the-job vs. off-the-job training; specific vs. general training; and occupationally specific vs. non-occupationally specific training. These distinctions underpin many of the categories used in the literature, although the labels may be different.

19

Furthermore, cut-off points between some pairs of categories (e.g. between initial and continuing training) vary between studies, or the categories may be seen as end-points on a continuum rather than mutually exclusive. The section below discusses the categories that are used most widely in the literature concerned with measuring training. Formal and informal training Many writers distinguish between formal and informal training. Formal training is generally described as training that has time set aside for it, rather than training that is carried out in the normal course of work (Decision Research Ltd, 1997). The OECD (1997) describes the key difference in terms of planning, where the purpose and format of formal training are predetermined, whereas informal training is improvised (p 63). Most research on training concerns formal training, because it is easier to define and measure (and may serve as an adequate proxy for overall training in many situations) Distinctions between formal and informal training, and even between work and training, may not be precise. The OECD (1991) notes that alternative modes of training may lie on a continuum from quite formal classroom-based to quite informal interactions among coworkers or situations where new hires simply ask questions or watch others do the work (p 15). Industry training, which emphasises training on the job, may also be difficult to categorise as purely formal or purely informal. Internal, external and in-house training The OECD (1997) distinguishes internal from external training on the basis of delivery. Internal training is delivered by the organisations own employees while external training is delivered to an organisations employees by persons who are not part of that organisation (p 61). It describes in-house training as training that an organisation provides

20

to meet the specific needs of its own employees, which may consist of internal or external training. Some researchers use slight variants of these definitions. The 1996 Education and Training Survey conducted by Statistics New Zealand makes the distinction between external and internal training on the basis of responsibility for organisation (rather than delivery) of the training (Gobbi, 1998, pp 110-111). Study towards a formal qualification may also be identified as a separate category (of external training). For example, the Education and Training Survey described above used the categories of in-house training, external training and structured/formal education (Gobbi, 1998). Informal training was not included in the survey. Combinations of training categories Silva (2000) used a list of 18 categories for employee participation in training and development in her research on human resource development in public sector organisations. 16 Most of her categories could be grouped into the formal (in-house, external and formal education) and informal training categories provided above, supplemented by some of the other OECD (1997) distinctions (e.g. initial vs. continuing training). The categories included, for example, external seminars and workshops, formal induction programmes, education for gaining a formal qualification and informal information sharing in work groups. General and specific training Becker (1975) distinguished between general and specific training. He applied an economic approach to training, looking at the incentives for funding training that apply to employers and to employees in terms of the relative benefits and risks accruing to each. Becker defined general training as that useful in many firms besides those providing it, and

21

specific training as that which increases the productivity of employees in that particular firm but not in others (pages 19 and 26). His hypothesis was that employees would bear the costs of general training, because it increased employability in many firms, while employers would bear the cost of specific training because it equipped the employees to work more productively in their specific firm, without increasing the risks of the employees quitting to take their new skills elsewhere (p 32). However, subsequent research has found that the actual behaviours of employers and learners/employees do not fit this model particularly well (e.g. Stern & Ritzen, 1991, p 1), and that in fact most training within firms is of a general nature and exportable to other firms (OECD, 1999, p 137). There are often difficulties in categorising training as purely general or purely specific, since most training combines elements of both specific and general training to a greater or lesser degree (OECD, 1997, p 61). Purposes for attempting to measure training This research was undertaken to determine the information on training in government agencies that would be useful to Government. This section sets out various purposes for measuring training. It notes that the reasons for collecting information on training differ according to the interests of the particular audience, for example academia/researchers, government, and organisations. Training information for general research Much of the literature concerns surveys of training, conducted for research purposes tom answer a variety of research questions. The research addresses questions such as how much training is being undertaken, of what types, by whom, for whom, at what cost and with what effects although the exact questions and level of detail vary greatly. The relative

22

effectiveness of training for different groups may also be of interest, for example in research on equity.

In simple words, training and development refers to the imparting of specific skills, abilities, knowledge to an employee. A formal definition of training and development is determined as follows: It is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training and development is determined by the employees performance deficiency, computed as follows:

We can make a distinction among training, education and development. Such distinctions enables us to acquire a better perspective about the meaning if the term training. Which refers to the process of imparting specific skills, Education, on the other hand is confined theoretically learning in classroom To distinct more, the training is offered in case of operatives whereas development programs are conducted for employees at higher levels. Education however is common to all the employees.

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Inputs in Training and Development Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. The inputs of training and development are as follows: 1) Skills 2) Education 3) Development 4) Ethics 5) Attitudinal Changes 6) Decision making and problem solving skills 1) Skills Training is imparting skills to the employees. A worker needs skills to operate machines, and use other equipments with least damage and scrap. This is basic skills without which the operator will not function. There is also a need of motor skills or psychomotor skills as they are refer to performance of specific physical activities .These skills involve learning to move various parts of their body in response to certain external and internal stimuli. Employees particularly like supervisors and executives, need interpersonal skills mostly know as people skills. These skills helps a person understand oneself and others better and act accordingly. Examples of interpersonal skills include listening. Persuading and showing an understanding of others feelings

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2) Education The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgment. That any training and development programme must contain an element of education is well understood by the HR specialist. In fact, sometimes, organizations depute or encourage employees to do courses on a part time basis. Chief executive officers (CEOs) are known to attend refresher course conducted in many Business schools. The late Manu Chabria, CMD, Shaw Wallace, attended such a two month programme at the Harvard business school. Education is more important for managers and executives than for lower-cadre workers.

3) Development Another component of a training and development programme is development which is less skill oriented but stress on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis and the like is useful for better management of a company. Development programme should help an employee to be a self-starter, build sense of commitment, motivation, which should again helps him being self generating. It should make their performance result oriented and help them in being more efficient and effective. It should also help in making the employee sensitive towards the environment that is his work place and outside. This programme should keep the employee aware of him i.e. his potentials and his limitations. Help him see himself as others see him and accept his self image as a prelude to change. It helps teach an individual to communicate without filters, to see and feel points of view different from their own. Also helps them understand the

25

powers in their hands and thereby develop leadership styles which inspire and motivate others. And finally helps install a zest for excellence, a divine discontent, a nagging dissatisfaction with the status quo.

4) Ethics There is a need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. They are less seen and talked about in the personnel function this does not mean that the HR manager is absolved if the responsibility. If the production, finance or marketing personnel indulge in unethical practices the fault rest on the HR manager. It is his/her duty to enlighten all the employees in the organization about the need for ethical behavior. 5) Attitudinal Changes Attitudinal represents feelings and beliefs an individual towards others. Attitudes affect motivation, satisfaction and job commitment. Negative attitudes needs to be converted into positive attitudes. Changing negative attitudes is difficult because of (1) Employees refuse to change (2) They have prior commitments and (3) Information needed to change attitudes may not be sufficient. Attitude must be changed so that the employee feels committed to the organization and give better performance. 6) Decision making and problem solving skills Decision making and problem solving skill focus on methods and techniques for making organizational decision and solve work related problems. Learning related to decision

26

making and problem solving skills seeks to improve trainees abilities to define and structure problems, collect and analysis information, generate alternatives. Training of this type is typically provided to potential managers, supervisors and professionals

Importance of Training and development for the organization There are many benefits of Training and Development to the organization as well as employee. We have categorized as under 1) Benefits for the organization 2) Benefits for the individual 3) Benefits for personnel and human relation, intra group and internal group relation and policy implementation

1) Benefits for the organization a) Improves communication between group and individuals. b) Aid in orientation of new employee and those taking new job through transfer or promotion. c) Provides information on equal opportunities and affirmative action. d) Provides information on other government laws and administration policies. e) Improve interpersonal skills. f) Makes organizational policies, rules and regulations viable. g) Builds cohesiveness in group. h) Provides a good climate for learning, growth and co ordination. i) Makes the organization a better place to work and live.

27

2) Benefits for the individual a) Helps and individual in making better decision and effective problem solving. b) Through training and development, motivational variables of recognition achievement, growth, responsibility and advancement are internalized and operationalised. c) Aid in encouraging and achieving selfdevelopment and self confidence. d) Helps a person handle stress, tension, frustration and conflict. e) Provides information for improving leadership, knowledge, communication skills and attitudes. f) Increases job satisfaction and recognition. g) Moves a person towards personal goals while improving interactive skills. h) Satisfies personal needs of a trainee. i) Provides the trainee an avenue for growth in his or her future. j) Develops a sense of learning. k) Helps eliminate fear in attempting new task. l) Helps a person improve his listening skill, speaking skills also with his writing skills. 3) Benefits for personnel and human relation, intra group and internal group relation and policy implementation a) Improves communication between group and individuals. b) Aid in orientation of new employee and those taking new job through transfer or promotion. c) Provides information on equal opportunities and affirmative action. d) Provides information on other government laws and administration policies. e) Improve interpersonal skills.

28

f) Makes organizational policies, rules and regulations viable. g) Builds cohesiveness in group. h) Provides a good climate for learning, growth and co ordination. i) Makes the organization a better place to work and live.

Training Process The steps of Training Process are as under: a) Organizational objectives and strategies The first step in the training process is an organization in the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we what to be in the future? Its only after answering these and other related questions that the organization must assess the strength and weakness of its human resources. b) Need assessment Need assessment diagnoses present problems and future challenge to be met through training and development. Needs assessment occurs at two levels i.e. group level and individual level, an individual obviously needs training when his or her performance falls short or standards that is when there is performance deficiency. Inadequate in performance may be due to lack of skills or knowledge or any other problem. The following diagram explains performance deficiency Performance Deficiency Lack of skills other causes

29

Or knowledge Training Non training measures c) Training and development objectives once training needs are assessed, training and development goals must be established. Without clearly-set goals, it is not possible to design a training and development programme and after it has been implemented, there will be no way of measuring its effectiveness. Goals must be tangible, verifying and measurable. This is easy where skilled training is involved d) Designing training and development program Who are the trainees? Who are the trainers? What methods and techniques? What is the what are the where to conduct level of training principles of learning the program e) Conducting training activities Where is the training going to be conducted and how? At the job itself. On site but not the job for example in a training room in the company. Off site such as a university, college classroom hotel, etc. f) Implementation of the training programme Program implementation involves actions on the following lines: Deciding the location and organizing training and other facilities. Scheduling the training programme. Conducting the programme. Monitoring the progress of the trainees.

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g) Evaluation of the results The last stage in the training and development process is the evaluation of the results. Since huge sums of money are spent on training and development, how far the programme has been useful must be judge/determined. Evaluation helps determine the results of the training and development programme. In the practice, however organizations either overlook or lack facilities for evaluation. Methods of training A multitude of techniques are used to train employees. Training techniques represent the medium of imparting skills and knowledge to employees. Training techniques are means employed in the training methods. They are basically of two types. 1) Lectures It is the verbal presentation of information by an instructor to a large audience. The lecturer is presumed to possess knowledge about the subject. A virtue in this method is that it can be used for large groups and hence the cost of training per employee is very low. However, this method violates the principle of learning by practice. Also this type of communication is a one-way communication and there is no feedback from the audience because in case of very large groups it is difficult to have interactive sessions. Long lectures can also cause Boredom. 2) Audio Visuals This is an extension of the lecture method. This method includes slides, OHPs, video tapes and films. They can be used to provide a range of realistic examples of job conditions and situations in the condensed period of time. It also improves the quality of presentation to a great extent.

31

3) On- the Job- Training It is used primarily to teach workers how to do their present jobs. Majority of the industrial training is on the job training. It is conducted at the work site and in the context of the job. Often, it is informal, as when experienced worker shows a trainee how to perform tasks. In this method, the focus of trainers focus is on making a good product and not on good training technique. It has several steps; the trainee first receives an overview of the job, its purpose and the desired outcomes. The trainer then demonstrates how the job is to be performed and to give trainee a model to copy. And since a model is given to the trainee, the transferability to the job is very high. Then the employee is allowed to mimic the trainers example. The trainee repeats these jobs until the job is mastered. 4) Programmed Instruction (PI) In this method, training is offered without the intervention of the trainer. Information is provided to the employee in blocks, in form of books or through teaching machine. After going through each block of material, the trainee goes through a test/ answers a question. Feedback in the form of correct answers is provided after each response. Thus PI involves: Presenting questions, facts, and problems to the learner. Allowing the person to respond Providing feedback on the accuracy of the answers If the answers are correct, he proceeds to the next block or else, repeats the same. However it is an impersonal method and the scope of learning is less as compared to other methods of training. Also the cost of preparing books, manuals and machinery is very high.

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5) Computer Assisted Instruction (CAI) This is an extension of the PI method. In this method, the learners response determines the frequency and difficulty level of the next frame. This is possible thanks to the speed, memory and the data manipulation capabilities of the computer.

6) Simulation It is any equipment or technique that duplicates as nearly as the possible the actual conditions encountered at the job. It is an attempt to create a realistic for decision-making. This method is most widely used in Aeronautical Industry. 7) Vestibule Training This method utilizes equipment which closely resembles the actual ones used in the job.It is performed in a special area set aside for the purpose and not at the workplace. The emphasis is placed on learning skills than on production. It is however difficult to duplicate pressures and realities of actual situations. Even though the kind of tension or pressure may be the same but the employee knows it is just a technique and not a real situation. Also the employees behave differently in real situations than in simulations. Also additional investment is required for the equipment. 8) Case study It is a written description of an actual situation in the business, which provokes the reader to think and make decisions/ suggestions. The trainees read the case, analyze it and develop alternative solutions, select the best one and implement it. It is an ideal method to promote decision making skills. They also provide transference to an extent. They allow

33

participation through discussion. This is the most effective method of developing problem solving skills The method /approach to analysis may not be given importance. Many a times only the result at the end of the case may be considered and not the line of thinking to approach it. This is a major disadvantage since case studies must primarily be used to influence or mend the attitude or thinking of an individual. 9) Role Playing and Behavior Modeling This method mainly focuses on emotional (human relation) issues than other ones. The essences are on creating a real life situation and have trainees assumed parts of specific personalities (mostly interchanged roles of boss and subordinate to create empathy for one another). The consequence is better understanding of issues from the others point of view. Concept of Behavior Modeling: Fundamental psychological process by which new patterns of behavior can be acquired and existing ones can be altered. Vicarious process learning takes place not by own experience but by observation or imagination of others action. It is referred to as copying, observational learning or imitation implying that it a behavior is learned or modified through observation of others experiences. This change may be videotaped and showed to the trainee and he can review and critique it. It also helps him see the negative consequences that result from not using the behavior as recommended.

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10) Sensitivity Training It uses small number of trainees usually less than 12 in a group. They meet with a passive trainer and get an insight into their own behavior and that of others. These meetings have no agenda and take place away from the workplace. The discussions focus on why participants behave the way they do and how others perceive them. The objective is to provide the participants with increased awareness of their own behavior, the perception of others about them and increased understanding of group process. Examples: Laboratory training, encounter groups. Laboratory training is a form of group training primarily used to enhance interpersonal skills. It can be used to develop desired behaviors for future job responsibilities. A trained professional serves as a facilitator. However once the training is over employees get back to being the way they are. 11) Apprenticeships and Coaching It is involved learning from more experienced employee/s. This method may be supplemented with other off-the-job methods for effectiveness. It is applied in cases of most craft workers, carpenters, plumbers and mechanics. This approach uses high levels of participation and facilitates transferability. Coaching is similar to apprenticeships. But it is always handled by a supervisor and not by the HR department. The person being trained is called understudy. It is very similar to on the job training method. But in that case, more stress is laid on productivity, whereas here, the focus is on learning. In this method skilled workforce is maintained since the participation, feedback and job transference is very high. Immediate returns can be expected from training almost as soon as the training is over the desired outcomes can be seen in the trainee.

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METHODS OF TRAINING

METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

Fig - Methods of Training

ON-THE-JOB TECHNIQUES On the job techniques enables managers to practice management skills, make mistakes and learn from their mistakes under the guidance of an experienced, competent manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee

on different jobs for periods of time ranging from a few hours to several weeks. At lower job levels, it normally consumes a short period, such as few hours or one or two days. At higher job levels, it may consume much larger periods because staff trainees may be learning complex functions and responsibilities.

Job rotation for managers usually involves temporary assignments that may range from several months to one or more years in various departments, plants and offices. Job rotation for trainees involves several short-term assignments, that touch a variety of skills and gives the trainees a greater understanding of how various work areas function. 36

For middle and upper level management, it serves a slightly different function. At this stage, it involves lateral promotions, which last for one or more years. It involves a move to different work environment so that manager may develop competence in general management decision-making skills.

Enlarged and enriched job responsibilities: By giving an employee added job duties, and increasing the autonomy and responsibilities associated with the job, the firm allows an employee to learn a lot about the job, department and organization.

Job instruction training: It is also known as step-by-step training. Here, the trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee. In simple words, it involves preparation, presentation, performance, and tryout and follow up.

Coaching: The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides the feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some duties and responsibilities of the coach and relives him of his burden. A drawback is that the trainee may not have the freedom or opportunity to express his

own

ideas.

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Committee assignments: Here in, a group of trainees are given and asked to solve an actual organizational problem. The trainees solve the problem jointly. This develops team work and group cohesiveness feelings amongst the trainees.

OFF-THE-JOB TRAINING It includes anything performed away from the employees job area or immediate work area. Two broad categories of it are: IN HOUSE PROGRAMMES These are conducted within the organizations own training facility; either by training specialists from HR department or by external consultant or a combination of both. OFF-SITE PROGRAMMES It is held elsewhere and sponsored by an educational institution, a professional association, a government agency or an independent training and development firm.The various off- the- job-training programmes are as follows: Vestibule training: Herein, actual work conditions are simulated in a classroom. Material, files and equipment those are used in actual job performance are also used in training. This type of training is commonly used for training personnel for clerical and semiskilled jobs. The duration of this training ranges from few days to a few weeks. Theory can be related to practice in this method. Role-playing: It is defined as a method of human interaction that involves realistic behaviour in imaginary situations. This method involves action doing and practice. The 38

participants play the role of certain characters, such as production manager, HR manager, foreman, workers etc. This method is mostly used for developing interpersonal interactions and relations. Lecture method: The lecture is a traditional and direct method of instruction. The instruction organizes the material and gives it to the group of trainees in the form of a talk. To be effective, the lecture must motivate and create interest among the trainees. An advantage of this method is that it is direct and can be used for a large group of trainees. Conference or discussion: It is a method in training the clerical, professional and supervisory personnel. It involves a group of people who pose ideas, examine and share facts and data, test assumptions and draw conclusions, all of which contribute to the improvement of job performance. It has an advantage that it involves two-way communication and hence feedback is provided. The participants feel free to speak in small groups. Success depends upon the leadership qualities of the person who leads the group. Programmed instruction: This method has become popular in recent years. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to mere complex levels of instructions.

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EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their implementation in any business organization. They are the president, the vice-president, the managing director, works manager, plant superintendent, controller, treasurer, office managers, engineers, directors of functions such as purchasing, research, personnel, legal, marketing etc. Executive development may be stated as the application of planned efforts for raising the performance standards of high level managers, and for improving the attitudes and activities that enter into or influence their work and their work relations.

EXECUTIVE DEVELOPMENT PROCESS

Following are the steps, which are involved in the development process of executives: OBJECTIVES The first and foremost step is to define the long- term objectives of training and development of executives.

STRENGTH AND WEAKNESS An inventory of managers is taken with special focus on their strength in terms of managerial skills and other attributes. Their unique capabilities, specialist knowledge and achievements are listed down against each. A comparison with the requirement of the organization will bring the gap in knowledge and skills of existing executive. This is the weakness. 40

 LONG- RANGE PLANS Here the management prepares long-term training and development plans for their executives, which include the annual training targets, the annual budgets and the specific area of training.

SHORT- TERM PROGRAMME This programme specify the duration, starting time, ending time, number of executives being trained, identify the resources etc.

IMPLEMENTATION The training programme envisaged before is put into operation. The actual training is initiated by proper timetable and other arrangements.

EVALUATION In this step, the effectiveness of the executive training programme is evaluated by measuring the improved performance of executives who underwent the programme, on their job. There are various criteria of measuring effectiveness such as validity, reliability etc. EVALUATING THE EFFECTIVENESS OF TRAINING An Investor in People evaluates the investment in training and development to assess achievement and improve future effectiveness. Kearns (1994) suggests that there are four groups of measures of training effectiveness, which are used by organization. The groups are as follows: 41

No Measurement Subjective Measures Qualitative Measures Objective Measures

The first group, in which no real measurement occurs, includes activities undertaken as an Act of Faith, where no form of measurement is attempted, such as initiatives to improve communications in organization, which seem to make people feel good and appear to have worked in some intangible manner. The second group includes subjective responses from trainees/course delegates, as exemplified by the Happy Sheet. The main question asked is about how individuals feel after the training. Organizations often make the assumption that positive responses indicate training success and therefore value to the organization. However, course delegates may well give strong positive response scores for a number of reasons, including the presentational skills of the trainer, the quality of the venue, and the feel good factor of indulging in a creative work group, and so on. Quality measures appear to be more objective than the previous group, but are often flawed by subjectivity as well. They are typified by questionnaires asking delegates to put a value on the likely benefits of a training programme Objective measures are the only really meaningful ones. However, they challenge the provider of training to demonstrate how their training activities feed through to the bottom line: in terms of return on investment and return on the capital employed. There has often been an assumption, in times past, that training somehow justifies itself, because it is all about developing people.

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However, it is incumbent on organizations to look critically at the ways in which they evaluate their training activities, lest they fall prey to the subject approach and are badly caught out when a rigorous analysis of all the functions of the organizations business is called for. A desirable, if not essential, characteristic of all training programmes is a builtin provision for evaluation. The four main dimensions of evaluation are:

EVALUATION OF CONTEXTUAL FACTORS Training effectiveness depends not only on what happens during training, but also on what happens before the actual training and what happens after the training has formally ended. Evaluation should, therefore, be done of both the pre-training and post-training work. Pretraining work includes proper identification of training needs, developing criteria of who should be sent for training, how many at a time and in what sequence, helping people to volunteer for training, building expectations of prospective participants from training etc. Post- training work includes helping the concerned managers to plan to utilize the participants training, and provide the needed support to them, building linkages between the training section and the line departments and so on.

EVALUATION OF TRAINING INPUTS This involves the evaluation of the training curriculum and its sequencing. EVALUATION OF THE TRAINING PROCESS The climate of the training organization, the relationship between participants and trainers, the general attitude, and approaches of the trainers, training methods, etc are some of the important elements of the training process which also needs to be evaluated.

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 EVALUATION OF TRAINING OUTCOMES Measuring the carry-home value of a training programme in terms of what has been achieved and how much is the main task of evaluation. This, however, is a complex technical and professional task. Benefits of a training programme are not obvious and they are not readily measurable. Payoffs from training are intangible and rather slow to become apparent. A central problem is the absence of objective criteria and specific definitions of relevant variables by which to measure the effectiveness either of specific programmes or changes in employee behaviour. Nevertheless, the good personnel managers do make an effort to systematically appraise the benefits and results of their programmes. In job-related training, the objective is to train people for specific job skills so that their productivity may increase. Evaluation can be done either to the direct criterion of increase in output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect are measures that point out changes in absenteeism or turnover. The most difficult problems of evaluation lie in the area of human relations skill training, which is given to the supervisors and middle- level managers. Supervisory and managerial training programmes are, for this reason, less amenable to objective review procedures. Much subjectivity enters into evaluations of these programmes, since exact standards

and criteria are hard to devise.

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HAMBLINS MODEL Hamblin (1974) said, The purpose of evaluation is control. A well controlled training program is one in which the weakness and failures are identified and corrected by means of the negative feedback and strengths and successes and corrected by means of the positive feedback. The processes, which occur as a result of a successful training programme, can be divided into 4 levels. The evaluation can be carried out at any of the following levels: Reaction Level: It measures the reactions of the trainees to the content and methods of the training, not the trainer, and to any other factors perceived as relevant. It determines what the trainee thought about the training. Learning Level: It measures the learning attitude of the trainees during the learning period. It collects information that did the trainees learn what was intended. Job Behavior Level: The job behavior of the trainees in the work environment at the end of the training period i.e. did the training got transferred to the job? Effect on the Department: Has the training helped the trainees in improving the departments performance? The Ultimate Level: It measures that has the training affected the ultimate well being of the organization in terms of the business objectives.

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Training

Measuring Techniques at Each Level

O1 Reactions Objectives

E1 Reaction Effects

Reaction Notebooks Observers Record Reaction Forms

O2 Learning Objectives

E2 Learning Effects

Written Exam Multiple choice Test Learning Portfolios

O3 Job Behaviour Objectives

E3 Job Behavior Effects

Activity Sampling Interviews Questionnaires

O4 Organization Objectives

E4 Organization Effects

Indices of Productivity Organisation Culture

O5 Ultimate Value Objectives

E5 Ultimate Value Effects

Cost Benefit Analysis Human Resource Accounting

Fig - Flowchart of Hamblins Model

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MODEL USED IN THIS REPORT FOR EVALUATION AND RECOMMENDATIONS The Kirkpatrick Model establishes the effectiveness in terms of assessing the extent to which the objectives are met. Combining the four levels of this model and an optimum cost benefit strategy would enable the management to ascertain the extent to which a programme is contributing to the effectiveness of the organization. Therefore, this technique is used to identify and recommend certain measures in order to improve the training effectiveness at RELIANCE LIFE INSURANCE The details of Kirkpatrick Model are explained in the succeeding paragraph.

THE KIRKPATRICK MODEL Perhaps the most influential approach to training evaluation was developed by D.L. KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its age and common sense approach to the subject, remains valid: because of its comprehensiveness, simplicity, and applicability to a variety of training situations.

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LEVEL ONE-REACTION

This level in the Kirkpatrick model is seen to offer some useful insights into the early experiences of trainees, but precisely because it is concerned with feelings and first reactions, the results need to be viewed with some caution. Measurement can be done through: Reaction sheets: Reaction sheets (often refereed to as happy sheets) should ask

questions about the achievement of the course objectives, about the course material, the presentation, the activities used, the venue and the pre-course material. Group discussion: Build in time at the end of the course for how they will take the learning forward. Have them record the main points of the discussion for you to take away. Thumbs up, thumb down: This is much focused on reaction. Ask closed questions about the training course directed to the whole group. If participants feel the answer to the question is Yes they give a thumbs-up sign, if the answer is No, its a thumbs down. You need to record the number of responses, positive or negative, to each question.

Level Two- Learning

This is the level at which new learning is generated and which requires evaluators to try to establish individuals progress towards the learning of specified skills and competencies. Measurements can be done through: Reaction sheets: Questions about what participants feel they have learnt during the course can be included on the reaction sheets.

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Post-courses review: Delegates should meet with their lime manager soon after the course to discuss what learning has taken place and how this will be applied. They should then meet at agreed intervals to review how much progress is being made. Action plans: By requiring delegates to complete action plans at the end of course, we imply that we are expecting them to implement some learning from the course and make some changes in the way they work.

LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE

Recognizing that the purpose of training is to create new job capabilities means that evaluation must be extended to the working environment. Above all, this level of evaluation draws attention to the fact that training does not end at the completion of the training programme, but has to embrace issues such as the transfer of training, support for the use of new skills and competences and the support provided by line managers. Measurement can be done through: Post- course review with line manager: Delegates should meet with their lime manager soon after the course to discuss what learning has taken place and how this will be applied. They should then meet at agreed intervals to review how much progress is being made. Follow-up questionnaire: The trainer circulates a questionnaire to all delegates and their managers asking questions about how the learning from the course is being applied. Follow-up calls: The trainer, or a nominated person, chooses a random sample of delegates from a course and then contacts them and their line managers to ask a series of questions about the application of learning from the course.

49

Re-testing: If the training is very skills- based and has culminated with a test, it is possible (although time-consuming) to re-test delegates on regular basis and then to retrain if necessary.

LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE

The ultimate level and one that represents an attempt to establish what is often described as the impact of training on the bottom line must be measured. As with level three evaluations, in order to assess the effects of training on an organization, measures need to be taken prior to the training being carried out. Examples of such measures are: Staff attitude surveys Profit levels Wastage Levels of consumables used Accidents and damage rates Customer complaints Working rates Error rates Work outstanding Task completed per hour/day/week

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COMPANY PROFILE

51

COMPANY PROFILE

Metro Group is a US $125 million turnover conglomerate consisting of Metro Tyres Limited, Metro International Limited and Metro Ortem Limited. The Group has seven ISO 9001 certified, state of the art manufacturing facilities, producing tyres and tubes for bicycles, motorcycles, scooters and three wheelers. Metro today has become a leader in the industry. Through acquisitions and expansions in related products and diversifying into lifestyle and consumer durable products under the brand name Ortem. Technical collaboration with Germanys Continental AG, has greatly enhanced Metro Groups position and today it is regarded as a company manufacturing superior quality products. Gradually the company is increasing its volumes and venturing into overseas markets where it is developing a niche for its products. Today the group has presence in more than 30 countries and is the largest exporter of bicycle tyres and tubes from India. Under the aegis of Metro Ortem Limited, the group has diversified into manufacturing and export of a whole range of home appliances. Today Ortem fans and sewing machines are household names. The group exports are being handled by Metro International Limited which is a government recognized trading house. In Metro Group, quality is the result of a profound understanding of what it takes to make state-of-art products for the ultimate customer, even if they are from the worlds most

52

quality conscious markets like European Union and USA. This places Metro ahead of other brands in India.

Metro Group is manufacturing close to 30,000,000 tyres annually and it enjoys over 26% market share in India. Currently, Metro Group employs over 4000 people who are its greatest asset.

Leadership The success of the Metro Group lies in the determination, foresight and dynamic leadership of the Group Chairman Mr. Man Singh, who has led the Group since 1968, to a position were it enjoys recognition in domestic as well as international markets with its brands becoming synonymous with top-quality products. The saga continues with the same zeal under the Group Managing Director, Mr Rummy Chhabra, who has been associated with the Metro Group since 1978. He is a man with the vision and an undaunted spirit to ensure superior quality products leading to great customer satisfaction. His leadership style preaches and ensures implementation of ethical and value-driven management practices. This is the mantra of corporate governance at Metro Group of Companies today.

Vision Statement & Mission Vision Statement

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To become significant player in Indian Tyre and Appliances Industry with International footprints. Mission To build a truly professional, Customer Centric, Quality Conscious, Socially responsible Organization by providing a platform of over four decades of business experience, reputation, corporate strength and environment conducive for growth of all. Philosophy & Beliefs Growth with Excellence being our motto, we are committed to consistent and profitable growth in all our businesses. Growth will be achieved through becoming the hub for global tyre outsourcing, by constant new product development, technical knowledge transfers and market penetration as well as though acquisitions. We strive to achieve rapid technology driven excellence in our products that consistently prove to be of high value for our costumers. We aim to become a focused market leader providing, excellent quality products and services to our valued customers both in the domestic and international markets.The values of the company are symbolized in our name METRO which stands for: M - Manufacturing Top Quality Products E - Ensuring Total Customer Satisfaction T - Teamwork and Trust in our Associates R - Respect for each other 54

O - Out perform competition We believe in the power of people to achieve results and realize that people respond to recognition and trust, from the opportunity to learn, the freedom to participate and the chance to develop personally and professionally. We believe Metro Groups greatest asset is its 4000 strong work force. The Group is focused on customer requirement and is committed to total customer satisfaction and a deeper understanding our customer needs and exceeding their expectations. Quality Policy We will strive to achieve prosperity and customer satisfaction through continual improvement in product quality , competitive pricing and timely delivery. Social & Environmental Concerns We have always strived to give back to the community by supporting worthy initiatives. Metro Groups humane approach can be seen in all htmlects of its corporate dealings. It believes in the importance of Corporate Social Responsibility, and is engaged in community and social initiatives on labour and environment standards. Currently we are partnering with organizations such as the Bharti Foundation, who work in the field of education setting up over 200 schools and Akshay Patra 55

Foundation, who initiate the mid day meal programme for underprivileged children. Metro Group has been making conscious efforts in the implementation of several environmentally sensitive technologies in manufacturing processes. The Company uses some of the world's most advanced equipment for emission checks and controls. Technology assimilation through global alliances or technical knowledge transfers has been and will continue to be an integral part of the progression of the Metro Group and our products stand testimony to this philosophy. Technical collaboration with Germanys Continental AG, has greatly enhanced Metros position as a leader in the Indian tyre industry.

Metro has developed itself from a producer of bicycle tyres to a manufacturer of superior technology driven, two wheeler motorcycle tyres with technology transfer from Continental AG. Metro has been successfully supplying its cycle tyres as original equipment to leading cycle manufacturers globally. Owing to our superior manufacturing facilities, Continental AG has earmarked Metro to manufacture bicycle tyres and tubes bearing their brand name for sales in quality conscious markets of European Union and USA. Metro Group is also the exclusive supplier to Continental AG for automobile tubes.

Alliance with Continental AG, Germany 1. Bicycle tyres off take agreement with Continental AG for export to Europe and Americas under Continental brand name. 2. Technical Collaboration with Continental AG for Motorcycle and Scooter Tyres 56

under Continental Metro brand name in India. 3. Outsourcing Agreement with Continental AG for Motorcycle Tyres & Tubes under Continental brand name for their global requirements. 4. Outsourcing agreement with Continental AG for automobile tubes under Continental brand name for their global requirement. Metro International Limited, our export division, thrives because our product acceptance has crossed national boundaries. Today even in developed markets our associates proudly endorse and promote Metro and Ortem branded products. In various countries of the Middle East, Latin America, Africa and Asia, Metro products are being sold at a premium. Metro Group today has presence in over 30 countries. Under the aegis of Metro Ortem Limited, the group manufactures and exports a whole range of fans, sewing machines and automobile tubes.

THE METRO GROUP OPERATION The company has 7 state-of-the-art ISO 9001-certified manufacturing units in India. Four of which are located in the city of Ludhiana, Punjab. One is located at Gurgaon, Haryana and two at Noida, Uttar Pradesh; manufacturing all of the below listed superior quality products. Metro International Limited is our government approved export house making our presence felt in over 30 countries worldwide.

57

Training & Development Training is a process of teaching new employees the basic skills they need to perform heir jobs. Development refers to the teachings which will lead the employee for future efficiency. Training holds a lot of significance in any organization. By providing the training to its employees, an organization can adapt to any kind of changes no matter whether it is a legal, technological or economical change. Training step starts immediately after the orientation of the employee. Sometimes, it depends on the nature and kind of job. If the job is entirely new, and the employee does not have any previous experience about the activities of the job, then he will need immediate training after being employed, otherwise, training will be depending on the

58

performance of the employee. If his performance is up to the mark then, he will not be trained, otherwise he will be trained. Metro company also uses the tool of training to increase the performance level of their employees. Firstly, they see that is there any need to train the employees. After that, they identify the employees which are lacking in performance and need to be trained. Then they implement the suggested training program on those employees. They mostly use two training methods. Which are: On the job training: (OJT) They use on the job training to train their lacked employees. For this purpose, they mostly apply coaching method, in which they assign a coach on the employee, which guides the employee that how to work in different situations. This is a very effective source of training and its results are very fruitful. Lecture type training: Another way to train which is applied in Metro is conducting lectures. A supervisor of specific department is assigned the obligations of the instructor and the employees who are to be trained are asked to attend the lecture in the demonstration hall at predefined timings by the HR department. In this way, junior employees acquire the exposure of senior experienced employees.

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PRODUCT PROFILE

PRODUCT PROFILE

60

61

62

RESEARCH METHODOLOGY

63

RESEARCH METHODOLOGY
Research definition Research refers to a search for knowledge. Research is a scientific search and systematic search for pertinent information on a specific topic. In fact, research is an art of scientific investigation. The Advanced Learners Dictionary of Current English lays down that A Research is a careful investigation or inquiry, especially through search for new facts in any branch of knowledge. It is a systematized effort to gain more knowledge. It simply means answers to questions and solutions to problems. It is a purposive investigation. It is an organized inquiry. It seeks to find explanations to unexplained phenomenon, to clarify the doubtful propositions and to correct the misconceived facts. Research Methods may be understood as all those methods /techniques that are used for conduction of research. Research methods or techniques refers to the methods the researchers use in performing research operations. Research Methodology is a way to systematically solve the research problem. Thus when we talk of research methodology we not only talk of the research methods but also consider the logic behind the methods we use in the context of in the context of our research study. There are many types of research methods as analysis of historical records, analysis of documents, personnel interview, focused interview, group interview, telephone survey etc. Keeping research methods in view, we can divide it in three groups. 1. In first group, we include those methods which are concerned with the collection of data.

64

2. The second group consists of those statistical techniques which are used for establishing relationships between the data and unknowns. 3. The third group consists of those methods which are used to evaluate the accuracy of the results obtained. OBJECTIVE OF THE STUDY The following training objectives in keeping with the companys goals & objectives:1. To prepare employees for higher level tasks. 2. To prepare them to occupy more responsible positions. 3. To develop the potentialities of people for the next level job. 4. To promote individual and collective morale, a sense of responsibility, co-operative attitudes and good relationships. 5. To evaluate the training and development efficiencies of Metro Group. TYPES OF RESEARCH DESIGN There are different types of research. Descriptive vs. Analytical: Descriptive research comprises surveys and fact-finding enquiries of different types. The main objective of descriptive research is describing the state of affairs as it prevails at the time of study. The most distinguishing feature of this method is that the researcher has no control over the variables here. He/she has to only report what is happening or what has happened. The methods of research adopted in conducting descriptive research are survey methods of all kinds, including correlation and comparative methods. Meanwhile in the analytical research, the researcher has to use the already available

65

facts or information, and analyse them to make a critical evaluation of the subject.

SELECTION OF SAMPLE SIZE In order to take a reasonable sample size and not to disturb the functioning of the organization, a sample size of reasonable strength of the Company has been taken in order to arrive at the present practices of training in the Company. Accordingly, 20 officers and 80 workers have been selected at random from all the departments of the organization and feedback forms (questionnaire) have been obtained. The data has been analyzed in order to arrive at present training practices in the organization. SAMPLING TECHNIQUE USED The technique of Random Sampling has been used in the analysis of the data. Random sampling from a finite population refers to that method of sample selection, which gives each possible sample combination an equal probability of being picked up and each item in the entire population to have an equal chance of being included in the sample. This sampling is without replacement, i.e. once an item is selected for the sample, it cannot appear in the sample again. DATA COLLECTION To determine the appropriate data for research mainly two kinds of data was collected namely primary & secondary data as explained below: PRIMARY DATA Primary data are those, which were collected afresh & for the first time and thus happen to be original in character. However, there are many methods of collecting

66

the primary data; all have not been used for the purpose of this project. The ones that have been used are: Questionnaire Informal Interviews Observation SECONDARY DATA Secondary data is collected from previous researches and literature to fill in the respective project. The secondary data was collected through:

Text Books Articles Journals Websites

POPULATION: Sampling Unit

Training & development in Metro Group. Sample size 100 Sample Selection Procedure Probability Contact Method Direct method Telephone STATISTICAL TOOLS USED 67

Statistical tools used in the project study are: Graph.

Research type: Analytical Sampling size: 100 Sampling method : Non Probability Area of the study : Metro Ortem Ltd., Noida Data sources: Primary & Secondary Data

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DATA ANALYSIS AND INTERPRETATION

69

DATA ANALYSIS & INTERPRETATION

Q1. Does Metro Group have a program to assist employees when their personal problems may affect their on-job productivity? Table No. 7.1 Yes No 70% 30%

Fig. 7.1

30%

Yes No. 70%

INTERPRETATION: This graph shows that 70% employee says yes & 30% say no. It means majority of the people say that Metro Group have a program to assist employees when their personal problems may affect their on-job productivity.

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Q2. Are they presently doing performance evaluations for all employees on a regular basis? Table No. 7.2 Yes No 80% 20%

20%

Yes No.

80%

Fig. 7.2
INTERPRETATION: This graph shows that 80% employee says yes & 20% say no. It means that 80% employees say that they are presently doing performance evaluations for all employees on a regular basis.

Q3. Does Metro Group communicate regularly with employees regarding the success of the company, future job prospects and other issues affecting the company? 71

Table No. 7.3 Agree Disagree 75% 25%

25% Agree Disagree 75%

Fig. 7.3
INTERPRETATION: This graph shows that 75% employees are agreed & 25% employees are disagreeing.

Q4. When lying off workers, does Metro Group tries to find work for them elsewhere in the industry? Table No. 7.4 Yes No 72 55% 45%

45% Yes No. 55%

Fig. 7.4
INTERPRETATION: This graph shows that 55% employees say yes & 45% say no. It means that 75% employees say that lying off workers, does Metro Group tries to find work for them elsewhere in the industry.

Q5. Does Metro Group

have a well-understood pay-for-performance compensation program? Table No. 7.5

25%

Yes No

75% 25%
Yes No.

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75%

Fig. 7.5
INTERPRETATION: This graph shows that 75% employees say yes & 25% say no.

Q6. Does the company have a formal or informal orientation program for new employees? Table No. 7.6 Yes No 70% 30%

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30%

Yes No.

70%

Fig. 7.6
INTERPRETATION: This graph shows that 70% employees say yes & 30% say no. Maximum employee say that the company have a formal or informal orientation program for new employees.

Q7. Does Metro Group provide incentives or rewards to employees for bringing forward suggestions on improving productivity? Table No. 7.7 Yes No 75 80% 20%

20%

Yes No.

80%

Fig. 771
INTERPRETATION: This graph shows that 80% employees say yes & 20% say no. It means that employees say they are getting rewards & incentives.

Q8. Does the company conduct occasional surveys of employees, receiving formal feedback on company policies, compensation, benefits, employee attitudes, etc.? Table No. 7.8 Yes No 80% 20%

76

20%

Yes No.

80%

Fig. 7.8
INTERPRETATION: This graph shows that 80% employees say yes & 20% say no. It means that the company conducts occasional surveys of employees, receiving formal feedback on company policies, compensation, benefits, employee attitudes, etc.

Q9. Does the company actively encourage unskilled workers to enroll in apprenticeship programs and do you attempt to give apprentices varied work experience? Table No. 7.9 Yes No 35% 65%

77

35%

Yes No. 65%

Fig. 7.9
INTERPRETATION: This graph shows that 35% employees say yes & 65% say no. It means 35% employees say that the company encourage unskilled workers to enroll in apprenticeship programs and do you attempt to give apprentices varied work experience

Q10. Does the company offer a pension or retirement savings plan or profit sharing plan for employees? Table No. 7.10 Yes No 70% 30%

78

30%

Yes No.

70%

Fig. 7.10
INTERPRETATION: This graph shows that 70% employees say yes & 30% say no. it means that the majority of people say that the company offer a pension or retirement savings plan or profit sharing plan for employees.

Q11. Does the company provide employees with a comprehensive group benefit program (life insurance, extended medical and dental benefits, etc.)? Table No. 7.11 Yes No 65% 35%

79

35%

Yes No. 65%

FiFig. 7.11
INTERPRETATION: This graph shows that 65% employees say yes & 35% say no. it means that maximum employees are satisfied.

Q12. Does the company provide supervisors with any supervisory training courses or programs? Table No. 7.12 Yes No 70% 30%

80

30%

Yes No.

70%

Fig. 7.12
INTERPRETATION: This graph shows that 70% employees say yes & 30% say no. It means that the majority of the people say that the company provides supervisors with any supervisory training courses or programs.

Q13. Does the company provide employees with a company manual outlining terms and conditions of employment, company policies on hours of work, safety, etc.? Table No. 7.13 Yes No 70% 30%

81

30%

Yes No.

70%

Fig. 7.13
INTERPRETATION: This graph shows that 70% employees say yes & 30% say no. We can say that the company provides employees with a company manual outlining terms and conditions of employment, company policies on hours of work, safety, etc.

Q14. Does it have a written safety program and policy for your company? Table No. 7.14 Yes No 75% 25%

82

25%

Yes No.

75%

Fig. 7.14
INTERPRETATION: This graph shows that 75% employees say yes & 25% say no. Majority of employees say that it has a written safety program and policy for your company.

Q15. When hiring employees, does Metro Group screen workers according to skills? Table No. 7.15 Yes No 70% 30%

83

Fig. 7.15

30%

Yes No.

70%

INTERPRETATION: This graph shows that 70% employees say yes & 30% say no. It means that 80% employees say that Metro Group screen workers according to skills.

Q16. Does company have a formalized complaint resolution process? Table No. 7.16 Yes No 65% 35%

84

35%

Yes No. 65%

Fig. 7.16
INTERPRETATION: This graph shows that 65% employees say yes & 35% say no. It means that company has formalized complaint resolution process.

Q17. Are you satisfied with the HR policies of Metro Group ? Table No. 7.17 Yes No 74% 26%

85

26%

Yes No.

74%

Fig. 7.17
INTERPRETATION: This graph shows that 74% employees say yes & 26% say no. At last after asking this question majority of the people say that they are satisfied with the policies of Metro Group

86

FINDINGS

FINDINGS

87

.I got the knowledge that company conducts occasional surveys of employees, receiving formal feedback on company policies, compensation, benefits, employee attitudes, etc.

.The company actively encourage unskilled workers to enroll in apprenticeship programs and do you attempt to give apprentices varied work experience

The company provides supervisors with any supervisory training courses or programs.

It means that company has formalized complaint resolution process.

88

CONCLUSION

CONCLUSION
89

At last it is concluded that the company is very high in quality and after collecting the primary data and other information we can say that majority of the employees say that they are satisfied with all the policies of Metro Group and few employees are not satisfied. Some polices are not so good and we can say that Company is not trying to improve that policies. Training & Development Policies of Metro Group can not be change but Company can improve these and make very beneficial for itself Training & Development Policies of Metro Group are well and all the employees are satisfied but many few are not happy and they want to improve in these policies. Some policies of Metro Group are very good these are helpful to increase the productivity and some policies make the employees happy and they try to do better. Provide the rewards and incentives to the employee. It is a very good for the employees and by this policy of Training & Development they try to feel much better.

90

SUGGESTIONS

91

SUGGESTIONS
Although the methodology followed for imparting training to the employees according to the Shift constraint in the plant , the work practices and culture was appreciable and effective ,the process could be refined and fine tuned to make it more accurate and useful. The effectiveness of training imparted to the employees should be measured using feedback from peers as well as the HOD. A discussion should be made with the employees as to know which specific training program, should be imparted such that it proves to be effective in terms of the employees learning the best through this method. The training calendar should be designed keeping in view the production schedule of the plant such that training stipulated for a specific employee should be received by that employee only.

92

LIMITATIONS

93

LIMITATIONS

Although every employee listen me carefully and gave me proper attention to help me for solving my questionnaire, but all they were not sure for their satisfaction level.

Although every employee cooperated me, as I have stated above, but every employee had his own work or assignment, due to that he could unable to provide sufficient time to solve my questionnaire.

Lack of sufficient time of the respondent. Personal survey method is highly expensive as well as highly time consuming. The respondent may be biased or influenced by some other more factors.

94

BIBLIOGRAPHY

95

BIBLIOGRAPHY

BOOKS1. Ahmad, Abad, Management and Organization Development, Rachna rakashan, New Delhi, 1997, Page no. 238-272. 2. Ashwathpa K.Human resources management fifth Edition, TATA MCGRAW HILL.Page no. 224 3. National Advertising Services. Advertising Tactics and Strategy in Personnel Recruitment, Cleveland, Ohilo, 1996, pp.4-9. 4. Kothari, C.R., Research Methodology- Methods and Techniques, name of the publication, edition, Page no. 46 NEWS PAPERS 1. Economic times -27Th march 2007 2. Hindustan times -10Th July 2009 WEBLIOGRAPHY: www.metrogroup.co.in www.managementhelp.org/trng_dev/trng_dev.htm http://traininganddevelopment.naukrihub.com http://traininganddevelopment.naukrihub.com

96

QUESTIONNAIRE

97

APPENDIX- ANNEXURE
QUESTIONNAIRE

Q1. Does Metro Group have a program to assist employees when their personal problems may affect their on-job productivity? (a) Yes (b) No.

Q2. Are they presently doing performance evaluations for all employees on a regular basis? (a) Yes (b) No.

Q3. Does Metro Group communicate regularly with employees regarding the success of the company, future job prospects and other issues affecting the company? (a) Agree (b) Disagree

Q4. When lying off workers, does Metro Group tries to find work for them elsewhere in the industry? (a) Yes (b) No.

Q5. Does Metro Group have a well-understood pay-for-performance compensation program? (a) Yes (b) No.

Q6. Does the company have a formal or informal orientation program for new employees? (a) Yes (b) No.

Q7. Does Metro Group provide incentives or rewards to employees for bringing forward suggestions on improving productivity?

98

(a) Yes

(b) No.

Q8. Does the company conduct occasional surveys of employees, receiving formal feedback on company policies, compensation, benefits, employee attitudes, etc.? (a) Yes (b) No.

Q9. Does the company actively encourage unskilled workers to enroll in apprenticeship programs and do you attempt to give apprentices varied work experience? (a) Yes (b) No.

Q10. Does the company offer a pension or retirement savings plan or profit sharing plan for employees? (a) Yes (b) No.

Q11. Does the company provide employees with a comprehensive group benefit program (life insurance, extended medical and dental benefits, etc.)? (a) Yes (b) No.

Q12. Does the company provide supervisors with any supervisory training courses or programs? (a) Yes (b) No.

Q13. Does the company provide employees with a company manual outlining terms and conditions of employment, company policies on hours of work, safety, etc.? (a) Yes (b) No.

Q14. Does it have a written safety program and policy for your company? (a) Yes (b) No.

Q15. When hiring employees, does Metro Group screen workers according to skills? (a) Yes (b) No. 99

Q16. Does company have a formalized complaint resolution process? (a) Yes (b) No.

Q17. Are you satisfied with the HR policies of Metro Group? (a) Yes (b) No.

100