CHAPTER 1

INTRODUCTION
1.0 INTRODUCTION
The chapter describes the research topic, background of the study, research problem, research
objectives, research methodology, and importance of the study, limitations and chapter outlines.
1.1 Research topic
Training and developent
Training and Development is a vital function of Human Resource Management. Training and
Development act as the core factor which deals with maintaining and improving efficiency and
effectiveness of the human resources at work in the organization. It is concerned with enhancing
individual employee jo performances as well as collective ! group performances. Thus it will
assist ultimately to improve organizational performances. Therefore it is clear that Training and
Development plays a crucial role in the organization.
1.! "ac#gro$nd o% the st$d&
This section will display important of the study and ackground of the study.
Definition"
#Training and Development is a formal process of changing employee ehavior and motivation
in the way that will enhance employee jo performance and then organizational overall
performance. #
Thus T$D improves employee%s capailities in a way that will make him perform well in current
jo. The skills& ailities and attitudes otained from T$D make a etter demand for the
employee in the jo market.
In organizational environment there are service oriented organizations such as anks& hospitals&
educational institutes and production oriented organizations such as garment factories& motor
vehicle companies' etc.
(sually oth kinds of these organizations are using same methods to give sufficient training for
their employees. )nd also most organizations are using common procedures in the training
process. This may sometimes ecome a success while sometimes does not appear as a really
efficient way to give a proper training to the employees in the organization.
In this research& I have considered aout clearly identifying the difference etween the service
oriented training methods and production oriented training methods. These two training methods
differentiate from each other y the specific characteristics that are uni*ue to each of these
training methods. My research issue is arising within this environment.
+o in this project I%m e,pecting to find out the most suitale training methods ased on the
nature of the organization -service oriented or production oriented.. )nd also I%m going to find
out that is there any other modifications that should e used in traditional training process in
selected organizations.
1.' Research pro"le
The specific prolem addressed in this study is to identify the most suitale training and
development methods for production oriented and service oriented organizations. The employee
training and development programs and necessary to improve employee%s morale as well as
encourage the workers to perform their jos in a proper way. +o with that purpose organizations
should choose most suitale training and development methods considering aout their nature of
functions. +ome training methods may not suitale for service oriented organizations and some
methods may not suitale for production oriented organizations. The research design is used for
this study was the descriptive survey research design& to determinate proper training for oth
production and servile oriented organizations.
1.( O")ectives o% the st$d&
In this project I e,pect to achieve these ojectives through a pre designed methodology. These
ojectives are aimed at finding a reasonale solution for the research issue.
Identifying the training methods using currently in service oriented organizations and
production oriented organizations.
Identifying the relationship etween training methods and performance improvement of
the employees in the organization.
Identifying the necessary modifications for the training process and finding out most
suitale training methods for service oriented and production oriented organizations.
Directing employees to follow pre identified training methods in the purpose of
enhancing employee productivity.
1.* +ethodolog&
To achieve these ojectives there should e a pre planned methodology. In this sector I%m going
to descrie that methodology which consist the following steps.
/ +electing 0rganizations
/ +election of samples
/ Data collection
/ )nalyzing and presenting data
1.*.1 ,electing an organi-ation 1 organizations are selected on oth production oriented and
service oriented asis. ) rief description aout the organizations which have een selected for
this research appears elow"
2roduction 0riented organization 1 Dong 3oung 4ompany
This is a rice mill manufacturing company located in 5urunegala area. This is a small scale
organization. Mother company of this firm is located in +outh 5orea. Importing +ingle 2hase
rise mills& assemling them and distriuting and selling them island wide are the major
operations of this company. 4urrently more than 67 employees are working in this company.
+ervice oriented organization 1 +ampath 8ank 294
This is one of the most reputed commercial anks in private sector of +ri 9anka. There are more
than :77 ranches in island wide and more than :777 work force. 8ut for this project I have
selected a sample of more than :; people from < ranches in area = located in western province
due to the difficulties in collecting data in a large sample.
1.*.! ,election o% saples
Dong 3oung 4ompany 1
Total population > all the permanent employees working in Dong 3oung company
-more than 67.
+ample size > ?umer of people who given the *uestioner -at least :7 people.
+ampath ank 294 @
Total population > all the permanent employees working in +ampath ank -more than
:777.
+ample size > ?umer of people who given the *uestioner -at least :7 people from
Minuwangoda& Aampaha &Ba ela & Mirigama ranches .
These samples will include all the operational level staff including staff assistant& e,ecutive
officers& ranch managers& assistant managers& laors& technicians in oth organizations.
1.*.' Data collection
The relevant data for the purpose of study were collected through the both primary and
secondary sources.
1.*.'.1 Priar& data" The research was used following methods for collecting the data. In this
research primary data were collected through the questionnaire. To collect the relevant data
questionnaire was designed as follows.
Questionnaires are the most common data collection method for any research. In this research,
survey questionnaires have been formulated by consisting 1 questions and it has been
categori!ed in to tow sections as follows
"even questions for personal characteristics
#leven questions for employee training and development related data.
Section One- Personal Profile
The personal characteristics of employees are requested in the first section of the questionnaire
and it is included five question items, they are
1. $ge
%. &ender
'. (ivil "tatus
). #ducation *evel
+. ,esignation
In this section, it was given the range of answers and respondents were requested to mark the
relevant cage that was e-tremely matched with their personal characteristics. .esponses from
the questionnaire were analy!ed to form of the study/s sample
Section two
in this section question designedwith the pupose of gatherin data related to training methods of
both organi!ations.
1.*.'.! ,econdar& data
0ollowing sources use for research as secondary data.
1. 1sing 2ank of (eylon annual report, central bank report and other maga!ines
%. 3ews papers
'. 1sing internet
). 1sing various books that related to the topic
1.*.( Data presentation and anal&sis
4resenting of data5 following methods use for presenting the data.
/ 0igures5 0igure is one of data present method in this research. It was used this method
to present the collected analy!ed data, because this method is very simple and easy to
understand
/ Tables5 Table is other method for presentation of analy!ed data. It also easy to
understand and very simple method in this research. There columns, under relevant
data column, number of employees and percentage columns.
/ (hart5 (hart is most popular method for presenting the data. In this study it was used
bar charts 6 4ie charts to present the data illustrated by relevant table.
1.. Iportance o% the st$d&
)s +chuler$ 3ounglood& CDDE the need of training and development is determined y the
employee%s performance deficiency and it is computed as follows.
T $ D need > +tandard 2erformance 1 )ctual 2erformance
+o from this definition we can understand that the T $ D has a very strong relationship with the
performance of the employees.
Fith the achieving aove mentioned ojectives I elieve this kind of efits can get to the
organization.
Most important thing is can have a clear idea aout what different kind of training
methods is suitale for service oriented organizations and production oriented
organizations.
+o oth kind of organizations can direct their employees to get training more effectively
If any kind of modification needs is discovered in training process using currently on this
organizations& they can change the process and move in to a etter training method.
+o the oth kind of organizations can give most suitale training to their employees to the
point and enhance their jo related knowledge. 8y giving a good training employees can
have following enefits.
Increase the *uality of products
Increase the productivity
Reducing unnecessary wastage
Improve employee%s moral $ motivation.
4reate a etter demand on employees in the jo market y having proper T $ D
Increase efficiency and effectiveness
Gmployees can have more self confidence and reduce the degree of supervision
Increase salaries& promotion opportunities& rewards and jo security.
Fhen all of the aove mentioned matters are considered T $ D is advantageous for the
organization as well as individual employees.
/1...1 I+PORTANCE O0 TRAININ1 O23ECTI4E,
/ Training ojectives are one of the most important parts of training program. Fhile some people
think of training ojective as a waste of valuale time. The counterargument here is that
resources are always limited and the training ojectives actually lead the design of training. It
provides the clear guidelines and develops the training program in less time ecause ojectives
focus specifically on needs. It helps in adhering to a plan.
/ Training ojective tell the trainee that what is e,pected out of him at the end of the training
program. Training ojectives are of great significance from a numer of stakeholder
perspectives&
C.Trainer
:.Trainee
6.Designer
<.Gvaluator
/ Trainer 1 The training ojective is also eneficial to trainer ecause it helps the trainer to
measure the progress of trainees and make the re*uired adjustments. )lso& trainer comes in a
position to estalish a relationship etween ojectives and particular segments of training.
/ Trainee 1 The training ojective is eneficial to the trainee ecause it helps in reducing the
an,iety of the trainee up to some e,tent. ?ot knowing anything or going to a place which is
unknown creates an,iety that can negatively affect learning. Therefore& it is important to keep the
participants aware of the happenings& rather than keeping it surprise.
+econdly& it helps in increase in concentration& which is the crucial factor to make the training
successful. The ojectives create an image of the training program in trainee%s mind that actually
helps in gaining attention.
Thirdly& if the goal is set to e challenging and motivating& then the likelihood of achieving those
goals is much higher than the situation in which no goal is set. Therefore& training ojectives
helps in increasing the proaility that the participants will e successful in training.
/ Designer 1 The training ojective is eneficial to the training designer ecause if the designer is
aware what is to e achieved in the end then he%ll uy the training package according to that
only. The training designer would then look for the training methods& training e*uipments& and
training content accordingly to achieve those ojectives. Hurthermore& planning always helps in
dealing effectively in an une,pected situation. 4onsider an e,ampleI the ojective of one training
program is to deal effectively with customers to increase the sales. +ince the ojective is known&
the designer will design a training program that will include ways to improve the interpersonal
skills& such as veral and non veral language& dealing in une,pected situation i.e. when there is
a defect in a product or when a customer is angry. Therefore& without any guidance& the training
may not e designed appropriately.
/ Gvaluator 1 It ecomes easy for the training evaluator to measure the progress of the trainees
ecause the ojectives define the e,pected performance of trainees. Training ojective is an
important to tool to judge the performance of participants.
/ Training )s 4onsultancy
Training consultancy provides industry professional to work with an organization in achieving its
training and development ojectives.
/ Gstimation of Training 0utsourcing
It has een estimated that ;JK of the emerging market in training outsourcing is in customer
education& while only <: percent of the market is in employee education.
The Training 4onsultancies 0ffer Larious 8enefits +uch )s"
Training 4ourses that 4onsultancies 0ffer
The various courses that consultancies offer are"
/ 8usiness Training 4ourses
o Management Development
4onflict Management
Managing Diversity
2roject Management
+tress Management
Time Management
+enior Management Forkshops
o +ales
?egotiation +kills
+ales Techni*ue
o 4ustomer 4are
4ustomer 4are Training
Managing 4ustomers
o Human Resource
HR )dministration
Induction Training
Recruitment $ +election
+uccessful )ppraising
/ 2ersonal Development 4ourses
o Forkshops on"
)ssertive +kills
8uilding 4onfidence
4oping with 4hange
Interview Techni*ues
Ma,imize 2otential
o 0ne to 0ne 4oaching
Hocused entirely on personal ojectives
Move forward at individual pace
Material used in tailor made to specific development ?eed
) strict code of confidentiality
Importance of Training 4onsultancies
/ It helps in enhancing company%s image
/ It helps in strengthening the team spirit
/ It helps in applying knowledge& developing core competencies& and reducing work load
/ It helps in improving the work relations
/ It helps in developing focused and inspired staff
/ It leads to greater chances of success
4onsultants can provide help on following areas"
/ Management Development
/ Team 8uilding 9eadership
/ Health $ +afety Training
/ Interpersonal +kills
/ +ales Training
G,ample" T.L. Rao 9earning +ystems is a popular training consultancy in India.
Identifying training and development needs
I can do that...
Hundamental to the delivery of any path project is the development of the team and the
professional development of all individuals. )t all levels there is an e,pectation that the skills&
attitudes and knowledge re*uired to deliver successful projects will e gained while these
projects develop.
This section looks at how project managers can identify the skills and knowledge re*uired to
successfully deliver a competent project as well as provide the training and development
re*uired for oth themselves and the project team. The intention here is to give an overview& as
there are training and development te,ts that cover this suject in much more detail.
3ou should start with an analysis of the training and development that is re*uired. The starting
point and the suse*uent steps can e represented in MThe Training 4ycle% or MThe +ystematic
approach to Training and Development%. This is a widely recognised and used model of the
processes involved in professional development.
This is a good place to point out that when setting any ojectives for training we should e using
the standard management practice of using +M)RT ojectives.
+M)RT
/ 3ou will notice that the aove ojectives are specific in that they e,plain a numer of
individual tasks.
/ They are measurale in that you can determine if the tasks have een completed y checking
against the targets& e.g. :777 words& four ridges& grid reference& and so on.
/ They are achievale in that resources are availale to complete the project. Hor e,ample& is
there sufficient time for completion and does the candidate have access to a computerN
/ They should e realistic. 4learly projects have to e set at an appropriate level and e relevant
to the development of the individual. Fe have to ask whether the person presently has the skills
to carry out the project& does he!she need training or can they learn y completing the projectN
/ Hinally& the project should e time@ound in that you have to set time targets for completion&
and possily for reviewing progress.
If you are ale to set +M)RT ojectives it makes the jo of evaluation and review much easier.
IDG?TIH3 THG ?GGD
The need for staff training can e idenitifed in a numer of ways& such as during interviews&
through feedack from colleagues& y competence or knowledge tests& y oserving work taking
place& or from appraisal documents or 4Ls. +kills and knowledge audits and a +F0T analyses
are well@known techni*ues that can e used for self@assessment as well as for identifying the
needs of individuals and groups.
+5I99+ )?D 5?0F9GDAG )(DIT
) Mrainstorming% session will identify the skills& knowledge and understanding re*uired to carry
out a particular task. +kills that the project team leader might suggest are listed in the tale
elow. 8y comparing the e,isiting skills and knowledge of the team memers with the
recommended ones& you can determine what training is re*uired.
+uch an audit might produce the following conclusions"
THG 2R0BG4T TG)M 9G)DGR
+5I99+ 9evel re*uired 4urrent level Development needs
2roject design Degree or H?4 level management and review +LO level < +upervisory
management plus some specific project training ) more advanced course in management skills
2lanning and reviewing Management 9evel < +!?LO Management 9evel < +!?LO )s aove
+taff management Management 9evel < +!?LO Management 9evel < +!?LO ?one re*uired
Team riefing Management 9evel < +!?LO Management 9evel < +!?LO )s aove
Gffective presentation )ility to present projects to community groups ?ot confident in
presenting to groups There is a need for a specific course followed up with e,posure to group
presentations
Report writing 2rofessional *uality reports )lready presents high *uality reports ?one re*uired
)ssessment skills Locational )ssessor )ward Holds +kills )ssessor )ward To work towards the
D66
Team skills Management 9evel < +!?LO Management 9evel < +!?LO ?one re*uired
Training of trainers 6@ to <@day course )lready holds three relevant training units ?one re*uired
5?0F9GDAG
9evel re*uired 4urrent level Development needs
Management of Health and +afety ?G80+H level )lready holds Management 9evel < +!?LO
and has attended specific training ?one re*uired
+afety in construction legislation ?G80+H level )s aove )s aove
Gmployment legislation Management 9evel < +!?LO Management 9evel < +!?LO (pdating
courses when availale
)ppraisal system and how it works +pecific knowledge and use of the system Has carried out
appraisals in other organisations +pecific coaching only re*uired
Gnvironmental legislation Hull knowledge of relevant environmental legislation Has full
knowledge through personal research ?one re*uired
Do not e over specific aout each and every aspect of the jo& and do not use vague
e,pressions" communication skills& for e,ample& may cover *uestioning& listening and talking to
a group. 3ou should attempt to e as clear and concise as possile aout the skill or knowledge
re*uired.
+F0T
)nother simple self@assessment tool is the +F0T analysis or analysis of +TRG?ATH+&
FG)5?G++G+& 0220RT(?ITIG+ and THRG)T+.
This can e used on its own or with the skills and knowledge analysis. It is a good techni*ue for
helping staff identify their own training needs with or without support.
THG 2R0BG4T TG)M 9G)DGR
+trengths Feaknesses
P I have a strong ackground in management techni*ues. P I have not worked to any degree with
groups of manual workers.
P I have used a pc competently in previous jos. P I am unfamiliar with project management
software.
P I have a ?G80+H 4ertificate. P Health and safety training did not cover construction
regulations.
0pportunities Threats
P There will e a numer of candidates selected for a higher level *ualification in 2roject
Management. P 9ack of project management skills can hamper progress.
P Arowth in the path industry may mean that there are more higher level jos availale. P 0ther
candidates may have worked with manual workers 1 I need to improve my leadership skills.
Fhatever techni*ue is used& it is est to include this in a personal development plan -2D2.. This
is very often carried out as a part of an appraisal process.
)? GQ)M29G 0H ) 2GR+0?)9 DGLG902MG?T 29)?
Development issue Reason for Development Method and date for achieving ojective Review
date and comments
C. Training and assessment skills To fulfil role in training and developing my team to meet the
re*uired jo standards. )ttend training course leading to the 4ertificate for +kills Trainers and
assessors y )ugust :77:.
:. Report writing To improve my knowledge of standard report writing techni*ues. )ttend a
short course when availale y +eptemer :77:.
6. 2roject management To enale me to fully understand and manage projects. To attend an
introductory course y Bune :77: with a view to commencing a certificate course in early :776.
The aove techni*ues can lead to individual development plans. It is standard practice to compile
these individual plans and to produce composite plans for a department or specific group. These&
in turn& can then e comined with plans from other groups to form an organisational training
needs analysis.
FG 4)? )99 D0 TH)T
The department& organisational or team training needs analysis should e set out in a similar
way to the 2D2. However& simply compiling a list of team memers% training needs may result in
a list of individually identified needs and not a plan that suits the organisation or the project
team. +ometimes& individuals may push for e,pensive training that is not a priority for the team
as a whole& or inappropriate or costly training may e prioritised adly.
It is the role of the manager or team leader to analyse the identified needs in order to determine
the priorities for the team as a whole and to decide in which order these needs can e met& given
that there are always udgetary constraints.
In order to do this the manager or team leader has to understand a asic principle of team
working"
?one of us works in isolation& although we sometimes would like to think we can& every action
we take& every thing we say has possile conse*uences for others in the organisation or in the
team.
Hocusing on getting the jo done may e detrimental to other team memers and affect how the
team works. 2ushing others to achieve difficult targets is well known to have a demotivating
effect on all.
Hocusing on individuals& through favouritism for e,ample& may e detrimental to the team
spirit and affect how the task is carried out.
Hocusing on keeping the whole team happy may e detrimental to individual team memers
and affect teamwork.
It is the aim of everyone in an organisation to achieve a alance and to encourage and support
individuals so that a strong team can e uilt while ensuring that the task is eing carried out.
It is up to the team leader or manager to ensure that there is a ma,imum overlap so that
individuals work well within the team and that the team works well together to complete the
task.
Team leaders have a major role in facilitating this through their management and
communication skills. Individual training needs must e analysed and prioritised to enefit the
team. It could e eneficial in the long term to allow individuals to undertake a costly M8)& ut
it could e more productive to fund an in@house programme leading to si, or seven memers of
staff achieving an ?!+LO in an appropriate skills area.
0nce a list of needs have een determined a timescale for achieving them has to e set down.
)n e,ample of a team training needs analysis is shown elow.
?0RTH HIAH9)?D 2)TH TG)M TR)I?I?A ?GGD+ 2R0AR)MMG
IMMGDI)TG 2RI0RITIG+
?eed FhoN FhyN Target date
Risk assessment Hull team To comply with law )+)2
8asic H and + B 5err
I +mith Team targets 1!1!1
+H0RT TGRM ?e,t month
+urvey techni*ues B 5err
2 Feir Identified gap through analysis 1!1!1
MGDI(M TGRM :16 months
Interpersonal skills I +mith
D +tewart Identified through appraisal
Team development Hull team Identified through team discussion 1!1!1
90?AGR TGRM
+LO In )dministration )dmin team To support training and identify further gaps 1!1!1
If the manager or team leader does this& then the team development plan is more specific to the
needs of the team& more cost@effective and more likely to take the team forward in its task. The
ne,t stage is to deliver the training.
1.5 TRAININ1 CON,U6TIN1 AND TRAININ1 7 DE4E6OP+ENT ,ER4ICE,
They carry out all services relating to #Training and DevelopmentR programs for our client
organisations like"
Training needs analysis and development needs analysis
Designing a training strategy to underpin corporate strategy
)udit of the training function
Designing learning and development systems tailored to the companySs specific needs
Gvaluating the effectiveness of training programmes
2rioritizing of the training udget
+urveys in the area of corporate training
TR)I?I?A
)?D H(M)? RG+0(R4G M)?)AGMG?T
The HR functioning is changing with time and with this change& the relationship etween the
training function and other management activity is also changing. The training and development
activities are now e*ually important with that of other HR functions. Aone are the days& when
training was considered to e futile& waste of time& resources& and money. ?ow a days& training is
an investment ecause the departments such as& marketing $ sales& HR& production& finance& etc
depends on training for its survival. If training is not considered as a priority or not seen as a vital
part in the organization& then it is difficult to accept that such a company has effectively carried
out HRM. Training actually provides the opportunity to raise the profile development activities
in the organization.
To increase the commitment level of employees and growth in *uality movement -concepts of
HRM.& senior management team is now increasing the role of training. +uch concepts of HRM
re*uire careful planning as well as greater emphasis on employee development and long term
education. Training is now the important tool of Human Resource Management to control the
attrition rate ecause it helps in motivating employees& achieving their professional and personal
goals& increasing the level of jo satisfaction& etc. )s a result training is given on a variety of
skill development and covers a multitude of courses.
Role of HRD 2rofessionals in Training
This is the era of cut@throat competition and with this changing scenario of usinessI the role of
HR professionals in training has een widened. HR role now is"
C. )ctive involvement in employee education
:. Rewards for improvement in performance
6. Rewards to e associated with self esteem and self worth
<. 2roviding pre@employment market oriented skill development education and post employment
support for advanced education and training.
;. Hle,ile access i.e. anytime& anywhere training
M0DG9+ 0H TR)I?I?A
Training is a su@system of the organization ecause the departments such as& marketing $
sales& HR& production& finance& etc depends on training for its survival. Training is a transforming
process that re*uires some input and in turn it produces output in the form of knowledge& skills&
and attitudes -5+)s..
THG TR)I?I?A +3+TGM
) +ystem is a comination of things or parts that must work together to perform a particular
function. )n organization is a system and training is a su system of the organization.
The +ystem )pproach views training as a su system of an organization. +ystem )pproach
can e used to e,amine road issues like ojectives& functions& and aim. It estalishes a logical
relationship etween the se*uential stages in the process of training need analysis -T?).&
formulating& delivering& and evaluating.
There are < necessary inputs i.e. technology& man& material& time re*uired in every system to
produce products or services. )nd every system must have some output from these inputs in
order to survive. The output can e tangile or intangile depending upon the organization%s
re*uirement. ) system approach to training is planned creation of training program. This
approach uses step@y@step procedures to solve the prolems. (nder systematic approach&
training is undertaken on planned asis. 0ut of this planned effort& one such asic model of five
steps is system model that is e,plained elow.
0rganization are working in open environment i.e. there are some internal and e,ternal forces&
that poses threats and opportunities& therefore& trainers need to e aware of these forces which
may impact on the content& form& and conduct of the training efforts. The internal forces are the
various demands of the organization for a etter learning environmentI need to e up to date with
the latest technologies.
THG 6 M0DG9+ 0H TR)I?I?A )RG"
C. +ystem Model.
:. Instructional +ystem Development Model.
6. Transitional Model.
C. +ystematic Model Training
The system model consists of five phases and should e repeated on a regular asis to make
further improvements. The training should achieve the purpose of helping employee to perform
their work to re*uired standards. The steps involved in +ystem Model of training are as follows"
)nalyze and identify the training needs i.e. to analyze the department& jo& employees
re*uirement& who needs training& what do they need to learn& estimating training cost& etc The
ne,t step is to develop a performance measure on the asis of which actual performance would
e evaluated.
Design and provide training to meet identified needs. This step re*uires developing ojectives
of training& identifying
Develop@ This phase re*uires listing the activities in the training program that will assist the
participants to learn& selecting delivery method& e,amining the training material& validating
information to e imparted to make sure it accomplishes all the goals $ ojectives.
Implementing is the hardest part of the system ecause one wrong step can lead to the failure
of whole training program.
Gvaluating each phase so as to make sure it has achieved its aim in terms of suse*uent work
performance. Making necessary amendments to any of the previous stage in order to remedy or
improve failure practices.
1.5 6iitations
The research e,ercise will e conduct in a limited duration. Hence a detailed
study could not e made
The sample of selected employees is limited only to kurunegala and western
province.
The finding conclusions are ased on the knowledge and e,perience of the
respondents& sometimes may suject ias.
2rimary data is collected only through a *uestioner.
The production oriented organization is a small scale organization when
considering with the service oriented organization.
CHAPTER !
6iterat$re revie8
2.0 Introduction
The chapter describes the review of the literature, concerned the concept of training and
development with relevant theories, definitions, concept and models.
!.1 H$an Reso$rce +anageent
Introd$ction to HR+
Gvery organization irrespective of its nature and size has four resources namely men&
material& and machinery. 0f this men I. e.& people are the most vital resources and they only
make all the differences in an organization. In this connection 9.H. (rwick says that #8usiness
houses are madeN 8roken in the long 1run note y the markets or capital& patents& or e*uipments&
ut y menR. 2eter H. ducker says that& #man& of all the resources availale to name can grow and
developR. This gives geneses to the concept of HRM& the su 1system. HR is the central su@
system of an organization. )s the central su@ system& it controls the functions of each su 1
system and the whole organization.
Concept
Human resource management is concerned with the human eings in an organization.
It reflects a now philosophy& a new outlook& approach and strategy& which views an
organization%s manpower as its resources and assets.
Human resource management is a managerial function which facilitates the effective
utilization of people -manpower. in achieving the organizational and individual goals.
+imply& HRM is a management function that helps the managers to recruit& select& train
and develop the organizational memers for the purpose of achieving the stated organizational
goals.
Definition
HRM is defined as follows&
#The part of management which is concerned with the people at work and with their
relationship within an enterprise. It aims to ring together and develop into and effective
organization of the men and women who make up an enterprise and having regard for the well@
eing of the individuals and of working groups& to enale them to make their est contriution to
its successR
@?ational institute of personnel management& India.
#Human resource management is a series of decisions that affect the
relationship etween employees and employersI it affects many constituencies and is intended to
influence the effectiveness of employees and employersR.
@Milkovich l oudreau.
+o finally they can say HRM is the efficient and effective utilization of human resources to
achieve goals of an organization. There is a series of functions to e followed order to
accomplish the goals and the ojectives of the HRM. This series of functions includes"
Human resource planning
Recruitment& selection& and placement
0rientation& training and development
Bo analysis and design
Role analysis and role development
4areer planning and communication
2erformance appraisal
Human relation
+afety and health
Fage and salary administration
4ompensation and reward
Arievance handling
Ouality of work life and employee welfare
0rganizational change and development
Industrial relation
Hrom this series of functions training and development takes most important place and it
is defined as the HRM function that formally and systematically provides new learning to
increase employee%s capailities so as to increase their current jo performance and future jo
performance as well.
Training and Development is a vital function of Human Resource Management. Training
and Development act as the core factor which deals with maintaining and improving efficiency
and effectiveness of the human resources at work in the organization. It is concerned with
enhancing individual employee jo performances as well as collective ! group performances.
Thus it will assist ultimately to improve organizational performances. Therefore it is clear that
Training and Development plays a crucial role in the organization.
!.! Training and developent
De%inition
Training and development is a formal process of changing employee ehavior and motivation in
the way that will enhance employee jo performance and then ornisatonal overall performance.
Gmployee Training is distinct from management or G,ecutive Development. Fhile the
former refers& training is given to employees in areas of operations& techni*ues and allied areas&
while the latter refers to developing an employee in areas of important techni*ues of the
Management )dministration& 0rganization and allied areas.
Training means to continuously nurture the employees or workers towards etter
performance in a systematic way. This can e either at the work spot or at the workshops. This is
mainly to improve the technical skills of the employees or workers.
Development means ringing out the actual potentialities and thus willing to high
motivation and commitment standards towards work. This will e generally with regard to
improvement in the ehavioral skills.
Training and development will increase employee jo related ailities through the
following three primary ways.
8y imparting jo related knowledge.
8y creating jo related skills.
8y generating positive attitudes for proper organizational functioning.
In the HRM literature clear distinctions aout knowledge and skills are hardly availale. 8ut
following definitions can found out aove terms and they will help to get an idea aout these
three factors.
5now means Mto learn or to have information aout somethingR and knowledge means Mwhat is
knownR.
@ Gnglish usiness dictionary -CDJE.
#+kills is the aility to do something ecause of trainingR
@ Dictionary of personal management& CDJJ
+o knowledge is for having information and understanding that information. +kills are for doing
and applying the otained knowledge.
)nd also the terms education and training are highly interrelated. 8ut there are some differences
among these terms. They can make a distinction among training& education and development.
+uch distinction enales us to ac*uire a etter perspective aout the meaning of the terms.
Training @ Refers to the process of imparting specific skills
Development @ refers to the learning opportunities designed to help employees grow
Gducation @ is theoretical learning in classroom
Though training and education differ in nature and orientation& they are complementary. )n
employee for e,ample who undergoes training is presumed to have had some formal education.
Hurthermore& no training programme is complete without an element of education. In fact the
distinction etween training and education is getting increasingly lurred nowadays. )s more
and more employees are called upon to e,ercise judgments and to choose alternative solutions to
the jo prolems& training programmes seek to roaden and develop the individual through
education. Hor instance& employees in well@paid jos and!or employees in the service industry
may e re*uired to make independent decision regarding their work and their relationship with
their clients. Hence& organization must consider elements of oth education and
training while planning their training programmes.
Development refers to those learning opportunities designed to help employees grow.
Development is not primarily skill@oriented. Instead it provides general knowledge and attitudes
will e helpful for employees in higher positions. Gfforts towards development often depend on
personal drive and amition. Development activities& such as those supplied y management
developmental programs& are generally voluntary.
Training and development encompasses three main activities" training& education& and
development
Training" This activity is oth focused upon& and evaluated against& the jo that an
individual currently holds.
Gducation" This activity focuses upon the jos that an individual may potentially hold in
the future& and is evaluated against those jos
Development" This activity focuses upon the activities that the organization employing
the individual& or that the individual is part of& may partake in the future& and is almost
impossile to evaluate
The TstakeholdersT in training and development are categorized into several classes. The
sponsors of training and development are senior managers. The clients of training and
development are usiness planners. 9ine managers are responsile for coaching& resources& and
performance. The participants are those who actually undergo the processes. The facilitators are
Human Resource Management staff. )nd the providers are specialists in the field. Gach of these
groups has its own agenda and motivations& which sometimes conflict with the agendas and
motivations of the others.
The conflicts that are the est part of career conse*uences are those that take place etween
employees and their osses. The numer one reason people leave their jos is conflict with their
osses. )nd yet& as author& workplace relationship authority& and e,ecutive coach& Dr. Bohn
Hoover points out& TTempting as it is& noody ever enhanced his or her career y making the
oss look stupid.T Training an employee to get along well with authority and with people who
entertain diverse points of view is one of the est guarantees of long@term success. Talent&
knowledge& and skill alone wonSt compensate for a sour relationship with a superior& peer& or
customer.
Typical roles in the field include e,ecutive and supervisory!management development& new@
employee orientation& professional@skills training& technical!jo training& customer@service
training& sales@and@marketing training& and health@and@safety training. Bo titles may include
vice@president of organizational effectiveness& training manager or director& management
development specialist& lended@learning designer& training@needs analyst& chief learning officer&
and individual career@development advisor.
Talent development is the process of changing an organization& its employees& its stakeholders&
and groups of people within it& using planned and unplanned learning& in order to achieve and
maintain a competitive advantage for the organization. Rothwell notes that the name may well e
a term in search of a meaning& like so much in management& and suggests that it e thought of as
selective attention paid to the top C7K of employees& either y potential or performance.
U=VUJV
Fhile talent development is reserved for the top management it is ecoming increasingly clear
that career development is necessary for the retention of any employee& no matter what their
level in the company. Research has shown that some type of career path is necessary for jo
satisfaction and hence jo retention. 2erhaps organizations need to include this area in their
overview of employee satisfaction.
The term talent development is ecoming increasingly popular in several organizations& as
companies are now moving from the traditional term training and development. Talent
development encompasses a variety of components such as training& career development& career
management& and organizational development& and training and development. It is e,pected that
during the :Cst century more companies will egin to use more integrated terms such as talent
development.
Fashington Aroup International& in their paper TThe ?uclear Renaissance& ) 9ife 4ycle
2erspectiveT
UDV
defined two logical laws of talent development"
Hirst law of talent development" TThe eginnings of any technology@rich usiness are all
characterized y a shortage of large numers of technically trained people needed to
support ultimate growthT
+econd law of talent development" TThe resources will come when the usiness ecomes
attractive to the est@and rightest who adapt skills to ecome part of an e,citing
opportunityT
Talent development refers to an organizationSs aility to align strategic training and career
opportunities for employees. Training can some times also referred to as a tool for change
management and improved organizational culture. Referring to a study conducted in India title
TT0 IDG?TIH3 THG TR)I?I?A )?D DGLG902MG?T 2R)4TI4G+ H0990FGD I?
0RA)?IW)TI0?" ) case study of 8irla 4ement Fork& RajasthanT& it was found that trainees
-employees. are aware of the training and development practices followed in the organization
and they very well know that the training programs are the tools for their overall development in
organization. (sing the training& they also share their knowledge among their colleagues which
is improving the work culture among the organization.
!.' P$rpose o% the training and developent
The fundamental aim of the training is to help the organization achieve its purpose y adding
value to its key recourse 1 people@ employees. In here it is defined like this&
#Training helps the organization& the individual& and the human relations of the work group. #
@ Ferther and Davis & CDJD 1
)s this definition training means investing in the people to enale them to perform etter and to
empower them to make the est use of their natural ailities. )nd that investment pays dividend
to employee& organization and other employees.
Importance of Training and Development
/ 0ptimum (tilization of Human Resources 1 Training and Development helps in optimizing the
utilization of human resource that further helps the employee to achieve the organizational goals
as well as their individual goals.
/ Development of Human Resources 1 Training and Development helps to provide an
opportunity and road structure for the development of human resources% technical and
ehavioral skills in an organization. It also helps the employees in attaining personal growth.
/ Development of skills of employees 1 Training and Development helps in increasing the jo
knowledge and skills of employees at each level. It helps to e,pand the horizons of human
intellect and an overall personality of the employees
/ 2roductivity 1 Training and Development helps in increasing the productivity of the employees
that helps the organization further to achieve its long@term goal
/ Team spirit 1 Training and Development helps in inculcating the sense of team work&team
spirit& and inter@team collaorations. It helps in inculcating the zeal to learn within the
employees.
/ 0rganization 4ulture 1 Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture within the
organization.
/ 0rganization 4limate 1 Training and Development helps uilding the positive
perception and feeling aout the organization. The employees get these feelings from leaders&
suordinates& and peers.
/ Ouality 1 Training and Development helps in improving upon the *uality of work and work@
life.
/ Healthy work@environment 1 Training and Development helps in creating the healthy working
environment. It helps to uild good employee& relationship so that individual goals aligns with
organizational goal.
/ Health and +afety 1 Training and Development helps in improving the health and safety of the
organization thus preventing osolescence.
/ Morale 1 Training and Development helps in improving the morale of the work force.
/ Image 1 Training and Development helps in creating a etter corporate image.
/ 2rofitaility 1 Training and Development leads to improved profitaility and more positive
attitudes towards profit orientation.
/ Training and Development aids in organizational development i.e. 0rganization gets more
effective decision making and prolem solving. It helps in understanding and carrying out
organizational policies.
/ Training and Development helps in developing leadership skills& motivation& loyalty& etter
attitudes& and other aspects that successful workers and managers usually display.
!.' Cliate %or Training
Fith all these things organization must have a climate or suitale environment for deliver a
successful training programme.so to create a necessary environment& fulfill the following
re*uirements may helpful.
/ Incentives that encourage employees to participate.
/ Managers who make it easy for employees to attend T$ D programs.
/ Gmployees who encourage each other.
/ Rewards for the use of new competencies.
/ ?o hidden punishments for participating.
/ Rewards for managers who are effective trainers
Fith this kind of proper environment& an organization can develop and implement an effective
training and development program. There are short term and long term effects for oth
employees and organization.
!.( E%%ects o% training and developent
!.(.1 ,hort9ter e%%ects
/ Reactions to T $ D activity
/ 9earning
/ 4hanges in ehavior $ attitudes
/ 2erformans on a task
!.(.! 6ong9Ter e%%ects : 0or the organi-ation
/ Improved productivity
/ 9ower cost
/ Improved customer services
/ 2ool of competent gloal leaders
/ Improved retention rates
/ )pplicant pool increases
!.(.' 6ong9ter e%%ects : 0or the Eplo&ees.
/ Areater self confidence
/ Increased jo satisfaction
/ 4areer advancement
/ Gmployaility
/ )ility to resist unethical influence
!.* Principles o% the training
The principles& which have een evolved& can e followed as guidelines to trainees. 4lear
ojectives aout the Training 2rogram are"
/ Training policy for designing and implementing the training programme.
/ )c*uisition of knowledge and new skills through motivation.
/ Reinforcement to trainees y means of awards and punishments.
/ 0rganized material should e properly prepared and provided to the trainees.
/ 9earning periods has to e fi,ed as it takes time to learn.
/ 2reparing he instructor who is oth good at suject and jo.
/ Heedack regarding the performance of the trainees in the jos.
/ 2racticing the skills taught y the trainee.
/ )ppropriate techni*ues related to the needs and ojectives of the organization.
!.. Roles and responsi"ilities in Training and Developent
In the suject of training and development& there are many roles in an organization hierarchy
contriutes up to various limits. )nd also they have deferent responsiilities relevant to T $ D
!...1 6ine anagers
/ 4ooperate with HR professionals in identifying the implications of usiness plans for T $
D
/ Fork with the employees to determine their individual training and development needs.
/ 2articipate on the delivery of T $ D programs.
/ +upport employees participation in T $ d opportunities and reinforce the transfer of
newly learned ehaviors to the jo.
/ Do much of the on@the@jo socialization and training.
/ 2articipate in efforts to assess the effectiveness of T $ D activities.
!...! HR Pro%essionals
/ Identify training and development needs in cooperation with the line managers.
/ )ssist employees in identifying their individual T $ D needs
/ 4ommunication with employees regarding training and development opportunities and
the conse*uences of participating in them.
/ Develop and administer T $ D activities.
/ Train the line managers and employees in how to socializeI train and develop employees.
/ Gvaluate the effectiveness of the training.
!...' Eplo&ees
/ +eek to understand the ojectives of training and development opportunities and accept
responsiility for lifelong learning.
/ Identify own T $ D needs with HR 2rofessionals and line managers.
/ 4onsider employment opportunities that will contriute to your own personal
development opportunities.
/ )ssist with the socialization& training& and development of co@workers.
!.5 ,&steatic training and Training process
) +ystem is a comination of things or parts that must work together to perform a
particular function. )n organization is a system and training is a su system of the organization.
The +ystem )pproach views training as a su system of an organization.
There is a formal order of doing the training. If isn%t& the trainee will have to learn everything in
his own& he will take long period to perform as organizations e,pectations. 8ut if he has a
opportunity to get a well designed training & it will e easy to learn how to perform well in the
organization. +o through a systematic training process trainee will learn appropriate methods of
doing the duties resulting in achieving organizations% goals.
In here the steps of systematic training process is listed
C. Identify training needs
:. 2rioritize training needs
6. Gstalish training ojectives
<. Determine training evaluation criteria
;. Make other related training decisions
E. Implementation
=. Gvaluation the success of training
!.5.1 Identi%&ing training needs.
Training activities must e related to the specific needs of the organization and the individual
employees. ) Training 2rogram should e launched only after the training needs are assessed
clearly and specifically.
The effectiveness of a Training 2rogram can e judged only with the help of training needs
identified in advance. In order to identify the training needs& a gap etween the e,isting and
re*uired levels of knowledge& skills& performance and aptitudes should e specific. The prolem
areas that can e resolved through training should also e identified.
Fithout training need identifying any kind of training effort may not e done. In training process
tow major errors are possile. 0ne is training for a wrong training need. In this cause ecause of
the wrong identification of training needs of the employees of the organization& a real training
program may implement ut for a worthless training need.
+econd major error is training owing to wrong performance diagnosis. There must e genuine
need of training. Aenerally training need is arise when there is a gap etween e,pected jo
performance level and actual jo performance level. 8ut they cannot say the gap is created only
ecause of the need of training& ut there will many factors influence that jo performance level.
Fhen considering aout identifying training needs there are three types of analysis& organization
analysis& and jo needs analysis& person needs analysis.
0rganizational needs analysis
0rganizational needs analysis refers to identifying training needs in the organizational level. It
can define like this&
#organizational needs analysis tries to answer the *uestion of where the training emphasis should
e placed in the organization and what factors may affect the trainingR
@8ernardin and Russell@
In the organizational level there are three factors affecting to decide organizational needs. They
are Human recourse analysis& climate inde,es and efficiency inde,es. Human recourse analysis
conceder translating strategic plans& demand for products& customer re*uirements etc. The
climate inde,es are acting as indicators of the *uality of the working life of the organization.
They includes employee turnover& asenteeism & grievances & productivity etc. efficiency inde,es
are measures or indicators of the current efficiency of work groups and the organization. They
includes cost of laour& wastage& gap etween input and output& late delivers etc.
Bo needs analysis
The specific content of present or anticipated jos is e,amined through jo analysis. Hor e,isting
jos& information on the tasks to e performed -contained in jo descriptions.& the skills
necessary to perform those tasks -drawn from jo *ualifications.& and the minimum acceptale
standards -otained from performance appraisals. are gathered. This information can then e
used to ensure that training programs are jo specific and useful.
The process of collecting information for use in developing training programs is often referred to
as jo needs analysis. In this situation& the analysis method used should include *uestions
specifically designed to assess the competencies needed to perform the jo.
Bo needs analysis can e defined as elow
R Bo needs analysis tries to answer the *uestion of what would e taught in training so that the
trainee can perform the jo satisfactory. #
@ 8ernardin and Russell@
8y finding answers for these three *uestions elow mentioned& may give a clear idea of jo need
analysis.
Fhat are the tasks& duties and responsiilities of the joN
Fhat types of ailities& *ualifications and e,perience are needed to perform the joN
Fhat are the minimum acceptale performance standardsN
+o deretmined training needs y jo analysis can e used to train employees.
2erson need analysis
)fter information aout the jo has een collected& the analysis shifts to the person. ) person
needs analysis identifies gaps etween a personSs current capailities and those identified as
necessary or desirale. 2erson needs analysis can e either road or narrow in scope. The roader
approach compares actual performance with the minimum acceptale standards of performance.
The narrower approach compares an evaluation of employee proficiency on each re*uired skill
dimension with the proficiency level re*uired for each skill. The first method is ased on the
actual& current jo performance of an employeeI therefore& it can e used to determine training
needs for the current jo. The second method& on the other hand& can e used to identify
development needs for future jos.
2erson need analysis can e defined as elow&
#2erson need analysis tries to answer the *uestion of who needs the training in the firm and
specific types of training needs.R
@ 8ernardin and Russell@
!.5.! Prioriti-e training needs
Identifying training needs is possile ut identifying or prioritize training needs is difficult. )nd
also meeting all kind of training needs with training programs is difficult due to many reasons.
Main reasons are limited recourses especially financial recourses and limited time. )ny kind of
organization cannot spend too much for training as investment than their day to day functions.
)nd also if there availale financial support& finding enough time is also difficult.
Here are some factors influence prioritizing training needs&
C. Time to e spent
:. 8udget essential for training
6. Desires of top management
<. 2ossiility of measuring the results of the training
;. Trade union influence
E. 4ompetencies and interests of the trainers
4onsidering these factors the need of special process or techni*ue to prioritize training needs is
arise. +o there is a special techni*ue can e used to prioritize training needs. It is called ?ominal
Aroup Techni*ue.
Noinal 1ro$p Techni;$e
?ominal Aroup Techni*ue -?AT. is designed to encourage every memer of a group to
contriute& and prevents the more vocal group memers from dominating the discussion.
+imply we can say& ?AT method is group method that drawing out ideas from people on a
specific topic. ?AT facilitates discussion& stimulates creative contriutions& increases group
productivity& uncovers divergent viewpoints& and leaves group memers feeling satisfied that
they have contriuted and that their voices have een heard. ?AT is especially effective when
difficult decisions must e made with input from every person& and when discussion has ecome
heated and!or when group memers are attempting to influence other memers of the group.
?AT re*uires a facilitator. ) step@y@step process to implement ?AT follows. If the group is
small -C; or fewer memers.& the steps can e accomplished working as a whole. If the group is
large -more than C; or so.& you may find it easier to organize memers into groups of si, or eight
and let these small groups work together. In step 6& for e,ample& each tale would take a turn
contriuting an idea.
+o it can e used in second step in systematic training process like prioritizing training methods.
Hrom the viewpoint of Human Recourse Management ?AT can defined as techni*ue that uses a
group of seven to fifteen people who are competent for the purpose do identifying training needs
of the organization.
?ominal Aroup Techni*ue process
C. Aenerating Ideas" The moderator presents the *uestion or prolem to the group in written
form and reads the *uestion to the group. The moderator directs everyone to write ideas in
rief phrases or statements and to work silently and independently. Gach person silently
generates ideas and writes them down.
:. Recording Ideas" Aroup memers engage in a round@roin feedack session to concisely
record each idea -without deate at this point.. The moderator writes an idea from a group
memer on a flip chart that is visile to the entire group& and proceeds to ask for another idea
from the ne,t group memer& and so on. There is no need to repeat ideasI however& if group
memers elieve that an idea provides a different emphasis or variation& feel free to include
it. 2roceed until all memers% ideas have een documented.
6. Discussing Ideas" Gach recorded idea is then discussed to determine clarity and importance.
Hor each idea& the moderator asks& #)re there any *uestions or comments group memers
would like to make aout the itemNR This step provides an opportunity for memers to
e,press their understanding of the logic and the relative importance of the item. The creator
of the idea need not feel oliged to clarify or e,plain the itemI any memer of the group can
play that role.
<. Loting on Ideas" Individuals vote privately to prioritize the ideas. The votes are tallied to
identify the ideas that are rated highest y the group as a whole. The moderator estalishes
what criteria are used to prioritize the ideas. To start& each group memer selects the five
most important items from the group list and writes one idea on each inde, card. ?e,t& each
memer ranks the five ideas selected& with the most important receiving a rank of ;& and the
least important receiving a rank of C.
)fter memers rank their responses in order of priority& the moderator creates a tally sheet on
the flip chart with numers down the left@hand side of the chart& which correspond to the
ideas from the round@roin. The moderator collects all the cards from the participants and
asks one group memer to read the idea numer and numer of points allocated to each one&
while the moderator records and then adds the scores on the tally sheet. The ideas that are the
most highly rated y the group are the most favored group actions or ideas in response to the
*uestion posed y the moderator.
)dvantages of ?AT
Aenerates a greater numer of ideas than traditional group discussions.
8alances the influence of individuals y limiting the power of opinion makers
-particularly )dvantageous for use with teenagers& where peer leaders may have an
e,aggerated effect over group decisions& or in meetings of collaorative& where
estalished leaders tend to dominate the discussion..
Diminishes competition and pressure to conform& ased on status within the group.
Gncourages participants to confront issues through constructive prolem solving.
)llows the group to prioritize ideas democratically.
Typically provides a greater sense of closure than can e otained through group
discussion.
Disadvantages of ?AT
Re*uires preparation.
Is regimented and lends itself only to a single@purpose& single@topic meeting.
Minimizes discussion& and thus does not allow for the full development of ideas& and
therefore can e a less stimulating group process than other techni*ues.
)ccording to the ranking of training needs& organization or the authorities can select most
important training needs for their organization and deliver the rest steps of systematic training
process.
!.5.' Esta"lish Training O")ectives.
#0jectives can e defined as Mcriterion ehavior%& i.e. the standards or changes of ehavior on
the jo to e achieved if training is to e regarded as successful. This should e definition of
what the trainee will e ale to do when he or she goes ack to work on completing the course"
in other words& terminal ehavior. Transfer of training is what counts" ehavior on the jo is what
matters.R
@)rmstrong -CDD: p. <66.@
0jectives are estalished ased on training needs& in other words after completing training
program there should no lack of training or performance in relevant field. Gstalishing ojectives
in time related is very important. )nd also success of the program can e measured y checking
whether pre estalished ojectives are completed or not.
There are several proposes of estalishing training ojectives.
C. Fhen a trainer deciding contents of the training program the ojectives are very much
helpful.
:. 0jectives are essential for formulate criteria and standards in order to measure success
of the training program
6. 8y noticing ojectives of training program & participants will know what%s going to e
happen
<. Gstalishing training ojectives related to organizational goals may helpful to achieve
them
!.5.( Deterine Training eval$ation Criteria
Training evaluation refers to the process of collecting the outcomes needed to determine if
training is effective. Training evaluation criteria provides the data needed to demonstrate that
training does provide enefits to the company.
There are two types of evaluating training program&
Hormative evaluation 1 evaluation conducted to improve the training process
Helps to ensure that"
o the training program is well organized and runs smoothly
o trainees learn and are satisfied with the program
2rovides information aout how to make the program etter
+ummative evaluation 1 evaluation conducted to determine the e,tent to which trainees
have changed as a result of participating in the training program
May also measure the return on investment -R0I. that the company receives from the
training program
Fhy +hould ) Training 2rogram 8e GvaluatedN
To identify the program%s strengths and weaknesses
To assess whether content& organization& and administration of the program contriute to
learning and the use of training content on the jo
To identify which trainees enefited most or least from the program
To gather data to assist in marketing training programs
To determine the financial enefits and costs of the programs
To compare the costs and enefits of training versus non@training investments
To compare the costs and enefits of different training programs to choose

!.5.* +a#e other related decisions
!.5.(.1 Training contents
Training contents refers to all the things trainees going to learn in training program. Training
contents are decided after the analyzing of training needs and training ojectives. In training
contents there are 6 parts regarding any kind of training ojective or training need. They are
5nowledge& )ttitude and +kills.
G.g." Training ojective @ )fter the training program accidents and health issues in the
organization should minimize y C;K.
Training contents 1 The participants should gather knowledge aout what are the
accidents and health issues& how to prevent them& how to identify them efore arise& what are the
steps to e followed if an occupational accident happen and asic first aid knowledge.
)ttitudes 1 attitudes refers to elieving positively& feeling positively and tending to ehave
positively aout the knowledge gathered y the training program.
+kills 1 +kills are aility to do things that learned y the training program& in this cause skills
related to first aid and preventing occupational accidents is important.

!.5.(.! Trainers
Fhen they choose trainers to the training program there are some factors should e consider
aout them. Their educational ackground& their knowledge aout relevant suject& previous
e,perience in training and skills in delivering a effective training program. Managers&
supervisors or peers -senior. can utilize in@house training programs. 8ecause they are already
know aout organization and its culture. Training specialists or consultants or university
professors& tutors can e utilized to in@house ut off the jo training. )nd also when they select
lecturers should careful that they are ale to train educated people and non educated employees
like drivers& technicians at the same time. 8ecause when the university lecturer delivers the
training program & non educated people may not affected y the program ecause the their
education level not sufficient for understand the important thing in the training program.
!.5.(.' Training ethods
The most suitale training method should select considering training ojectives and training
contents. ?ot only the ojectives and contents& ut also should consider aout training udget&
availaility of trainers& numer of trainees availaility of time and other relevant factors.
+ometimes more than one method have to e used when consider aout these kind of factors.
!.5.(.(Training "$dget
This refers to hoe much can spend to this kind of training program. ?ormally organizations are
allocating funds for their training and development activities from their annual udget.
)llowances to the trainers& e,penses to meals and refreshments& rental and travelling fees&
e,penses on training materials are some e,penditures that taking place in a training program. If
the training program effective for the employees and their knowledge& attitudes and skills are
developed as e,pected R0I will e high.
!.5.(.* Training tie
In a proper training program specific time tale or time schedule must prepared. Fhen preparing
a time tale training programmers should consider aout availaility of trainers& holidays&
availaility of trainees. If the training program is held in outside the organization& organizers
should care aout availaility of lecture hall and other facilities. In time tale it is necessary to
mention aout starting time& ending time& intervals& and how many days training will continue.
)nd also organizers are responsile for continue training program as time tale. Fhen the
program is running as the time tale it will motivate participants at the same time trainers also
will satisfy with the program and will give ma,imum output for trainees.
!.5.(..Training place
Training place refers to where the training to e conducted. There are three kinds of places to
held training program. Fhen conducting on@the@jo training the training place will e office
room or site& other employees also working. )nd when a training program conducting in the
organization premises ut not in the working site or office room & can e identified as second
method. Third one is off@the@site. That means the training program will e conduct in a lecture
hall& university or conference hall. +ome organizations have their own lecture halls for training
programs.
!.5.(.5 +eals and re%reshents
This is a most important factor that influences a success of a training program. +ometimes
organizers may ask from participants supply meals for themselves. In addition a some payment
can e done to get meals. 8ut commonly organization is provides meals and refreshments to the
participants. If financial aility is not sufficient to provide meals for everyone& organizers can
provide meals for trainers..
!.5.. Ipleentation
In this step the pre planned training program will implement. )ll kind of dictions taken in aove
steps will e taken in to action under this step. Fhen a training program implementing it should
supervise y organizers whether the program is running as the schedule. 8efore implementation
of the training program trainees should evaluate. It will e making easy to evaluate trainees and
measuring what kind of knowledge gathered y trainees after the training program.
!.5.5 Eval$ate the s$ccess o% training
Training evaluation defined as&
#)ny attempt to otain information -feedack. on the effects of a training program& and to assess
the value of the training in the light of that information.% Gvaluation leads to control& which
means deciding whether or not the training was worthwhile -preferaly in cost!enefit terms. and
what improvements are re*uired to make it even more cost@effective.R
@ Hamlin -CD=<.@Gvaluation
is an integral feature of learning activities. In its crudest form& it is the 4omparison of ojectives
-criterion ehavior. with outcomes -terminal ehavior. to answer the *uestion of how far the
event has achieved its purpose. The setting of ojectives and the estalishment of methods of
measuring results are& or should e& an essential part of the planning stage of any learning and
development program.
6evels o% eval$ation
1
st
level 9 Reaction
)t this level& evaluation measures how those who participated in the training have reacted to it.
In a sense& it is a measure of immediate customer satisfaction.
/ Determine what you want to find out.
/ Design a form that will *uantify reactions.
/ Gncourage written comments and suggestions.
/ Aet C77 present immediate responses.
!
nd
6evel 9 Eval$ating learning
This level otains information on the e,tent to which learning ojectives have een attained. It
will aim to find how much knowledge was ac*uired& what skills were developed or improved&
and the e,tent to which attitudes have changed in the desired direction. +o far as possile& the
evaluation of learning should involve the use of tests efore and after the program 1 paper and
pencil& oral or performance tests.
'
rd
6evel 9 Eval$ating "ehavior
This level evaluates the e,tent to which ehavior has changed as re*uired when people attending
the program have returned to their jos. The *uestion to e answered is the e,tent to which
knowledge& skills and attitudes have een transferred from the classroom to the workplace.
Ideally& the evaluation should take place oth efore and after the training. Time should e
allowed for the change in ehavior to take place. The evaluation needs to assess the e,tent to
which specific learning ojectives relating to changes in ehavior and the application of
knowledge and skills have een achieved.
(
th
6evel 9 Eval$ating res$lts
This is the ultimate level of evaluation and provides the asis for assessing the enefits of the
training against its costs. The ojective is to determine the added value of learning and
development programs 1 how they contriute to raising organizational performance significantly
aove its previous level. The evaluation has to e ased on Mefore and after% measures and has to
determine the e,tent to which the fundamental ojectives of the training have een achieved in
areas such as increasing sales& raising productivity& reducing accidents or increasing customer
satisfaction.
!.< Iss$es on Training and Developent
Fhen an organization tries to deliver a training program there are many kind of issues that
influence the training program. Trainers and organizers are often forced to deal with a wide
variety of important issues that arise from inside of the organization and outside of the
organization.
G,ternal environmental pressures influence training practices"
/ 9egal issues related to training practices
/ 4ross@cultural preparation
/ Diversity training
/ +chool@to@work programs
/ Hardcore@unemployed training programs
Internal environment pressures which influence training practices
/ The need to train managerial talent
/ Training and development opportunities for all employees -regardless of their
personal characteristics.
/ (se of the company%s compensation system to motivate employees to learn
In here some of issues are descried riefly.
9egal issues related to training practices
There are some legal issues that can e arising during the training sessions. These legal issues
can e due to e,ternal and internal influences.
/ Gmployee injury during a training activity
/ Gmployees or others injured outside the training session
/ 8reach of confidentiality or defamation
/ Reproducing and using copyrighted material in training classes without
permission
/ G,cluding women& minorities& and older )mericans from training programs
/ ?ot ensuring e*ual treatment while in training
/ Re*uiring employees to attend training programs they find offensive
/ Revealing discriminatory information during a training session
/ ?ot accommodating trainees with disailities
4ross@cultural preparation
To successfully conduct usiness in the gloal market place& employees must understand the
usiness practices and the cultural norms of different countries. +o organization may had to sent
their employees to foreign countries and let them gather knowledge aout gloal market place
and new trends in market. 4ross@cultural preparation involves educating employees and their
families who are to e sent to a foreign country.
Diversity training
Diversity training refers to training designed to change employee attitudes aout diversity and!or
developing skills needed to work with a diverse work force. Fhen talking aout attitude& this
will focus on increasing employees% awareness of differences in cultural and ethnic ackgrounds&
physical characteristics& and personal characteristics that influence ehavior toward others. The
assumption is that y increasing their awareness of stereotypes and eliefs& employees will e
ale to avoid negative stereotypes. )t the same time in ehavioral changing it will focus on
changing the organizational policies and individual ehaviors that inhiit employees% personal
growth and productivity. 0ne approach is to identify incidents that discourage employees from
working up to their potential. )nother approach is to teach managers and employees asic rules
of ehavior in the workplace.
Here are some important characteristics related to +uccessful Diversity Gfforts
/ Top management provides resources& personally intervenes& and pulicly
advocates diversity.
/ The program is structured.
/ 4apitalizing on a diverse work force is defined as a usiness ojective.
/ 4apitalizing on a diverse work force is seen necessary to generate revenue and
profits.
/ The program is evaluated
/ Manager involvement is mandatory.
/ The program is seen as a culture change& not a one@shot program.
/ Managers and demographic groups are not lamed for prolems.
/ 8ehaviors and skills needed to successfully interact with others are taught.
+chool@to@work programs
4omine classroom e,periences with work e,periences to prepare high school students for
employment. This is a common activity in most of high schools and universities in today. These
training opportunities will a huge advantage to students.
Training and development opportunities for all employees
In an organization& all employees have a right to participate relevant training and development
programs. +o if only selected employees only gets chance to participate training programs rest of
other employees will take actions against training programs ecause the selected employees only
gets high demand for their skills and knowledge than other workers.
!.= Training ethods
In practical usage there are many training methods availale for organizations for the
purpose of the training their employees. In this section some of training methods are riefly
descried. Mainly training methods can classified as on@the@jo training and off 1the@jo
training. In elow there is a rief description on commonly using training methods.
!.=.1 On the )o" training
This is most popular jo training method and it is also known as Bo Instruction
Training -BIT.. (nder this method& the individual is placed on a regular jo and taught
the skills necessary to perform the jo. The trainee learns under the supervision and
guidance of a *ualified worker instructor. 0n@the@jo training has advantage of giving firsthand
knowledge and e,perience under actual working conditions. Fhile the trainee learns how to
perform the jo& he is also a regulars worker rendering the serve for which his paid. The prolem
of transfer of the trainee is also minimized as the person learns on the jo. The emphasis is
placed on rendering the services in the effective manner rather than learning. This method
is using commonly oth service sector companies and production oriented companies ecause of
following advantages
/ Most simple and low cost method
/ )llowed to the trainee to e active
/ )llow trainee to repeat
/ )llow trainee to participate
/ 0n@the@jo training& sometimes called direct instruction& is one of the earliest
forms of training -oservational learning is proaly the earliest.. It is a one@on@
one training located at the jo site& where someone who knows how to do a task
shows another how to perform it. In anti*uity& the kind of work that people did
was mainly unskilled or semiskilled work that did not re*uire specialized
knowledge. 2arents or other community memers& who knew how to do a jo
necessary for survival& passed their knowledge on to the children through direct
instruction.
/ 0BT is still widely in use today. In fact& it is proaly the most popular method of
training ecause it re*uires only a person who knows how to do the task& and the
tools the person uses to do the task. It may not e the most effective or the most
efficient method at times& ut it is normally the easiest to arrange and manage.
8ecause the training takes place on the jo& it can e highly realistic and no
transfer of learning is re*uired. It is often ine,pensive ecause no special
e*uipment is needed other than what is normally used on the jo. The other side is
that 0BT takes the trainer and materials out of production for the duration of the
training time. In addition& due to safety or other production factors& it is
prohiitive in some environments.
!.=.! 3o" rotation
This trainee involves the movement of trainee form one jo to another. The trainee
receives jo knowledge and gains e,perience from his supervisor or trainer in each of the
different jo assignments. Though this method of trainings common in training managers
for general management position& trainees can also e rotated from ho to o in workshop
jos. This method gives an opportunity to the trainee to understand the prolems of
employees of other jos and respect them.
!.=.' Coaching
The trainee is placed under a particular supervisor functions as a coach in training the
individual. The supervisor provides the feedack to the trainee on his performance and
offers his some suggestions for improvement. 0ften the trainee shares some of the duties
and responsiilities of the coach and relieves his of his urden. ) limitation of this
method of training is that the trainee may not have the freedom or opportunity to e, press
his own ideas.
!.=.( Coittee assignents
(nder the committee assignment& group of trainees are given an asked to solve an
organizational prolem. The trainee solves the prolem jointly. It develops teamwork.
!.=.* Ca$se st$d&
Is a written description of an actual situation in usiness which provokes& in the reader&
the need to decide what is going on& what the situation really is or what the prolems are&
and what can and should e done. Taken from the actual e,periences of organizations&
these cases represent to descrie& as accurately as possile& real prolems that managers
have faced.
Trainee studies the cases to determine prolems& analyses causes& develop
alternativesolutions& select the est one& and implement it. 4ase study can provide stimula
tingdiscussions among participants as well as e,cellent opportunities for individuals to
defend their analytical and judgment ailities. It appears to e an ideal method
to promote decision@making ailities within the constraints of limited data.
%.7.8 4esti"$le training
(tilizes e*uipment which closely resemles the actual ones used on the jo. However&
training takes place away from the work environment. ) special area or a room is set
aside from the main production area and is e*uipped with furnishings similar to those
found in the actual production area. The trainee is
thenpermittedto learn under simulated conditions& without disrupting ongoing operations.
) primaryadvantage of vestiule training it relieves the employee from the pressure of
having to produce while learning. The emphasis is on learning skills re*uired y the jo.
0f course& the cost of duplicate facilities and a special trainer is an ovious disadvantage.
The advantage of simulation is the opportunity to Screate an environmentS similar to real
situations the manager incurs& ut without the high costs involved should the actions
prove undesirale. This method using mostly to train pilots in aircraft industry. in pilot
training airlines use flight simulations for safety& learning efficiency& and cost savings&
including savings on maintenance& pilot cost& fuel and cost of not having a aircraft in
regular service. )nd also this method is using to train astronomers. It is huge advantage
for trainers ecause there is no place to give training to astronomers in the world other
then vestiule training.
)nd also there are some disadvantages of this method&
i. It is difficult to duplicate the pressures and realities of actual decision@
making none the jo and -ii. individuals often act differently in real@lifesituations than
they do in acting out a simulated e,ercise.
%.7.9 Role pla&ing
Aenerally focuses on emotional -mainly human relations. issues rather than actual
ones. The essence of role playing is to create a realistic situation& as in case study& and
then have the trainee assume the parts of specific personalities in the situation. Hor e,ample&
a male worker may assume the role of a female supervisor& and the supervisor may assume
the role of a male worker. Then& oth may e given a typical work situation and asked to
responds they e,pect others to do. The conse*uences are a etter understanding among
individuals. Role playing helps promote interpersonal relation. )ttitude change is another
result of role playing. 4ase study and role playing are used in MD2 s.
!.=.< Apprentice training
Training is given to people who are new to the jos which are craft jos such as
plumer& machinist& carpenter& printer& electrician and tool and die maker. This
training is for new employees. It is designed to give employees an understanding of the
rules and procedures they must follow in carrying this jo in future. This type of training has
high levels of participation& practice& relevance and transferaility. Most suitale method for
production oriented organizations.
%.7.7 ,ensitivit& training
+ensitivity training uses small numers of trainees& usually fewer thanC: in a Aroup.
They meet with a passive trainer and gain insight into their own and othersS ehavior.
Meeting have no agenda& are held away from workplaces& and *uestions deal with the
Shere and nowS of the group process.
Discussions focus on Swhy participants ehave as they do& how they perceive one
another& and the feelings and emotions generated in the interaction process.
+pecific results soughtincludeincreased aility to empathize with other& improved listenin
g skills& greater openness&increased tolerance of individual difference and
increased conflict@resolution skills. The drawack of this method is that once the training
is over& the participants are themselves again and they resort to their old haits.
The ojectives of sensitivity training are to provide the participants with increased
awareness of their own ehavior and how others perceive them@greater sensitivity to the
ehavior of others& and increased understanding of group%s process.
%.7.1: Prograed instr$ction
This is a method where training is offered without theintervention of a trainer.
Information is provided to the trainee in locks& either in a ook of thought a teaching
machine. )fter reading each lock of material& the learner must answer *uestion aout it.
Heedack in the form of correct answers is provided after each response.
Thus& programmed instruction -2I. involves" C.2resenting *uestions& facts& or prolems to
the learner :.)llowing the person to respond6.2roviding feedack on the accuracy of his
or her answers<.If the answers are correct& the learner proceeds to the ne,t lock. If not&
he or she repeats the same. The main advantage of 2I is that it is self@paced@trainees can
progress through the program meet their own speed. +trong motivation is provided to the
learner to repeat learning. Material is also structured and self@contained& offering much
scope for practice. The disadvantages are not to e ignored. The scope for learning is less&
compared to other methods of training. 4ost of preparing ooks& manuals and machinery
is consideraly high.
%.7.11 ,#ill "$ilders
) skill uilder is an assignment or an e,ercise that aims at allowing the trainee to
develop a certain skill or certain skills rather than his! her knowledge. The learner is
given the skill uilder and is re*uired to do it. 9ater trainer will gives a right feedack.
%.7.1% In9"as#et ethod
The trainee is given a special o, that includes a numer of usiness papers such as
memoranda& reports& letters& emails and telephone messages that would typically come across
manager%s desk& and it re*uired to act on the information contained in these usiness papers.
This training most suitale for managers and it more practical training that has realism&
high participation& high relevance& high transference and uilt@in motivation.
%.7.1' 6ect$re ethod
9ecture method is most fre*uently used method for training and development.
9ectures are veral presentations that deliver suject knowledge to participants y
e,pert on relevant suject. To increase effectiveness of the method lectures can use
presentations& hand outs and other e,tras. This method can use to a large numer of
participants in a one time. It is one of huge advantage of this method. )nd also cost per
trainee is very low. This method can use oth service oriented and production oriented
organizations.
!.=.1( Con%erence
It is a method otaining the clerical& professional and supervisory personnel. This
method involves a group of people who pose ideas& e,amine a those facts& ideas and
data& test assumptions and draw concussions& all of which contriute to the improvement
of jo performance.
It is possile to classify the aove discussed methods in training and development according to
these ases.
C. 0n@the@jo method
)n on@the@jo method gives training to the trainee while he! she is performing the duties of the
jo
:. 0ff@the@jo method
(nder the method of training& the trainee is separated from the jo situation and his attention
is focused upon learning the material related to his future jo performance. +ince the trainee is
not distracted y jo re*uirements& he and place his entire concentration on learning the jo
rather than speeding in performing it.
0n@the@jo training 0ff@the@jo training
Bo instruction training method
Bo rotation
Lestiule training
4oaching
+kill uilder
Role playing
+ensitivity training
In@asket training
9ecture method
2rogrammed instructions
Training and development methods also can classify according to the type of jo
+ervice oriented jos 2roduction oriented jos
0n the jo training
9ecture method
+kill uilders
Lestiule training
)pprentice training
9ecture method
0n the jo training
0ff the jo training
In@asket training
+ensitivity training
Role plying
!.10 Using technolog& in training progras and E 6earning
In today technology is growing very fast than ever& it is changing day y day and to take a
competitive advantage organizations should update fre*uently. Technology is having a major
impact on the delivery of training programs. +o to deliver an effective and success training
program trainers and persons who organize a training program may use new technology.
In this new technology& this term includes
/ Multimedia
/ Distance learning
/ G,pert systems
/ Glectronic support systems
/ Training software applications
8ecause of this new technology there are some advantages for oth trainers and trainees. They
are listed elow in riefly.
/ Gmployees can gain control over when and where they receive training.
/ Gmployees can access knowledge and e,pert systems on an as@needed asis.
/ Gmployees can choose the type of media -print& sound& video. they want to use in a
training program
/ 4ourse enrollment& testing& and training records can e handled electronically&
reducing the paperwork and time needed for administrative activities.
/ Gmployees% accomplishments in training in progress can e monitored
/ Reduce the costs associated with delivering training
/ Increase the effectiveness of the learning environment
/ Help training contriute to usiness goals
+$ltiedia training
Multimedia training comines audiovisual training methods with computer@ased training. These
programs integrate te,t& graphics& animation& audio& and video. 8ecause this training is computer@
ased& the trainee can interact with the content. 4an e delivered using the Internet or intranets.
This method is recognized as very important and effective method to deliver any kind of training
program. Fith multimedia facilities trainers can give a large area of suject y visuals and
audios to the trainees. )nd also it makes some diversification of learning culture and makes some
e,tra interesting on learning process.
In here tale ?o displays advantages and disadvantages of multimedia training.
)dvantages Disadvantages
/ +elf@paced
/ Interactive
/ 4onsistency of content
/ 4onsistency of delivery
/ (nlimited geographic accessiility
/ G,pensive to develop
/ Ineffective for certain training
content
/ Trainee an,iety with using
technology
/ Immediate feedack
/ 8uilt@in guidance system
/ )ppeals to multiple senses
/ 4an test and certify mastery
/ 2rivacy
/ Difficult to *uickly update
/ 9ack of agreement on effectiveness
E learning
G@learning or online learning refers to instruction and delivery of training y computer online
through the Internet or the Fe. This is most popular learning method in today. 8ecause any one
in any corner of the world can access internet and search relevant sujects and study. There is
also weinars& chat rooms and discussions to participate and gather knowledge. Most of these
services are can get free of charge. It is a huge advantage for all kind of learners.
G@learning method can include"
Task@ased support
+imulation@ased training
Distance learning
9earning portals
G@learning is an inclusive term that descries educational technology that electronically or
technologically supports learning and teaching. 8ernard 9uskin& a pioneer of e@learning&
advocates that the TeT should e interpreted to mean Te,citing& energetic& enthusiastic& emotional&
e,tended& e,cellent& and educationalT in addition to Telectronic.T This road interpretation
focuses on new applications and developments& and also rings learning and media psychology
into consideration. 2arks suggested that the TeT should refer to Teverything& everyone& engaging&
easyT.
Depending on whether a particular aspect& component or delivery method is given emphasis& a
wide array of similar or overlapping terms has een used. )s such& e@learning encompasses
multimedia learning& technology@enhanced learning -TG9.& computer@ased training -48T.&
computer@assisted instruction -4)I.& internet@ased training -I8T.& we@ased training -F8T.&
online education& virtual education& virtual learning environments -L9G. which are also called
learning platforms& m@learning& digital educational collaoration& distriuted learning& computer@
mediated communication& cyer@learning& and multi@modal instruction. Gvery one of these
numerous terms has had its advocates& who point up particular potential distinctions. In practice&
as technology has advanced& the particular Tnarrowly definedT aspect that was initially
emphasized has lended into Te@learning.T )s an e,ample& Tvirtual learningT in a narrowly
defined semantic sense implies entering the environmental simulation within a virtual world& for
e,ample in treating posttraumatic stress disorder -2T+D.. In practice& a Tvirtual education
courseT refers to any instructional course in which all& or at least a significant portion& is
delivered y the Internet. TLirtualT is used in that roader way to descrie a course that not
taught in a classroom face@to@face ut through a sustitute mode that can conceptually e
associated TvirtuallyT with classroom teaching& which means that people do not have to go to the
physical classroom to learn. )ccordingly& virtual education refers to a form of distance learning
in which course content is delivered y various methods such as course management
applications& multimedia resources& and videoconferencing. +tudents and instructors
communicate via these technologies.
The worldwide e@learning industry is economically significant& and was estimated in :777 to e
over X<J illion according to conservative estimates. Developments in internet and multimedia
technologies are the asic enaler of e@learning& with consulting& content& technologies& services
and support eing identified as the five key sectors of the e@learning industry. Information and
communication technologies -I4T. are used e,tensively y young people.
G@learning e,penditures differ within and etween countries. Hinland& ?orway& 8elgium and
5orea appear to have comparatively effective programs.
Characteristics o% e9learning>
/ Involves electronic networks that enale information and instruction to e delivered&
shared& and updated instantly.
/ Delivered to the trainee using computers with Internet technology.
/ Hocuses on learning solutions that go eyond traditional training.
Advantages o% E learning
/ It supports company%s usiness strategy and ojectives.
/ 4an gather knowledge from any place in the world.
/ The audience can include employees and managers as well as vendors& customers& and
clients.
/ Training can e delivered to geographically dispersed employees.
/ Training can e delivered faster and to more employees in a shorter period of time.
/ (pdating is easy.
/ 2aperwork related to training management can e eliminated.
/ It can link learners to other content& e,perts& and peers.
/ 4an give training to very large amount of trainees at one time and it will e cost less than
traditional training methods.
Chapter 3
Introduction to Organization
'.0 Introd$ction
In this section profiles of selected organizations will display.
'.1 Dong ?o$ng Copan& @P4TA 6TD
Dong 3oung 4ompany is a 5orean company which has ranches in world wide. It was origin on
=7%s and grows up slowly to this position in the market. In this company mainly focused on
producing agricultural machinery and e*uipments. In early =7%s in 5orea three was a high
demand in agriculture sectorwith the influence of communist political views. +o ecause of this
high demand late Mr. Dong 3oung started to produce agricultural machineries and e*uipments to
the market. 8ut most there were numer of companies in the market which supplies same
products to farmers in same price. +o it was hard to retain in the market y producing
machineries for farmers. It was needed that to find new inventions or products or upgrades of the
current machineries.
In the middle of J7%s decade the communist influence was decreased and country was e,posed
heavily to the open economy. +o there was rapid growth in every sector including agriculture&
industrial& motor vehicles& electronics and other service sectors. +o with this development of the
economy the demand for agriculture machinery and e*uipments also increased.
In this era company noticed there was a demand ut not fulfilled in post agricultural ! harvesting
activities among farmers. Mostly in rural areas farmers used tractors and other machineries in the
field ut after harvesting they used to take their paddy to rice mills and turn their paddy to rice.
This was done y large scale rise mills and the cost that spend to this process is high to small
level farmers who cultivating for their domestic purposes.
)fter identifying this demand they invented and introduced rice mills and polishing machines to
the market focusing small scale farmers. The main feature of these machines is& these machines
can e operated y single phase -CC7@::7L. main current. It was huge advantage for the farmers
who cultivated paddy for domestic purposes. +o this product made a revolution in post
agriculture machineries and e*uipment supply industry. Most farmers used this not only their
own usage ut also as a self employment. +o they started small scale rice mills and facilitate
other farmers to rise from their paddy at a low cost.
)fter few years other competitors also introduced same kind of machines ut Dong 3oung
4ompany still take the lead. 8ecause of this product%s uni*ue features made huge competitive
advantage in the market. 8ecause of this success the company decided to reach other
international market. Dong 3oung 4ompany mainly focused )sian countries such like India& +ri
9anka& 2akistan 8angladesh and other south )sian countries that agriculture sector taking strong
place in economy. )t the same time they focused on small scale farmers in rural areas who can
utilize these machines well.
)s a result of this decision in :77: Dong 3ong 4ompany opened a research institute in +ri
9anka. This was located atThimirigasyaya& 4olomo. )t the same year Don 3oung 4ompany
opened their head office and industrial plant at 5urunrgala.
In this plant they started producing various kin of agricultural machinery and other e*uipments.
Garly :777%s the company was engaged to sell their products in dawn south and 5urunegala&
)nuradhapuara areas. They are unale to sell their products in north and eastern areas due to the
terrorist war.
Mainly Dong 3oung 4ompany introduced their products focusing farmers who live in rural areas
.the machines are not for large scale agricultural activities. )t the eginning they had introduced
single phase rice mills and polishing machines. +o most farmers interested on this machine for
domestic usage and also as a self employment. 8ecause of this huge demand Dong 3ong
4ompany was usy with opening new ranch at )malanthota end of year :776. )fter finalizing
terrorist war in north areas in :77J there was a development in all sectors specially including
agriculture. +o Dong 3oung 4ompany opened a ranch at )mpara.
In elow tale will show what kind of growth achieved y the Dong 3oung 4ompany. The chart
is displaying no of machines sold per year and service workshops arranged y the company per
year.
8ecause of this rapid growth Dong 3ong company also increased their sales agents from J to :<
in island wide.
2roducts of dong 3ong 4ompany
8asically Dong 3oung 4ompany producing many kind of agricultural machinery and e*uipments
to the +ri 9ankan market ut they mainly focusing on Rice mills - Ruer.
4urrently Dong young company introducing four types of rice mills. There are some uni*ue
fetures in these products.
Gasy handling and functioning
4an e operated y domestic current supply 1 single phase@
Three ruer mills functioning at one time.
4an e operated without current supply y using a tractor.
Minimum cost in electricity.
High moility
Dong 3oung 4ompany producing not only rise mills. They also producing&
Hertilizer distriuting systems for large scale agricultural fields
Tractor e*uipments
Harvesting machines
Training and development in Dong 3oung 4ompany
In Dong 3ong company more than ;; people working as permanent staff. This includes
technicians& supervisors and factory managers. They directly involved in producing machines
and repairing. )nd also company having sales force including more than =; sales representations
and agents. Most of them are outsourced and not directly responsile for the Dong young
4ompany. To the permanent staff -this includes all kin of technicians& welders& fitters&
supervisors& plant managers another staff. Dong 3oung 4ompany offers various kind of training
aYprograms.
'.! ,apath "an#
In CDJ= +ampath 8ank was incorporate with an initial share capital of Rs.C=; Mn.
+ampath 8ank ecomes a truly road ased company with over CJ777 share holders island@wide
participating in the I.2.0.
Hirst +ampath team consisted of E7 memers all of whom where e,ecutives.
The atmosphere and the amience of its ranch offices were uni*ue as air@conditioning& piped
music& interior dZcor and ).T.M network was made availale at all ranches irrespective of its
location. The 8anking hours were e,tended.
+ampath 8ank was the first company operating in +ri 9anka who undertook the sponsorship of
nature and environment protection programs on a vast scale.
+everal sports events& sports men and sports women were also sponsored y the 8ank.
8ank won several prestigious awards in consecutive years for its outstanding performance from
The 8anker& )sia Money and 8anking Digest.
).T.M network was followed y 2hone 8anking& Deit 4ard& Internet 8anking and Lishwa the
Lirtual 8anking channel.
+ampath%s pioneering spirit and the team work continuous to provide the customer superior value
and the share holder high returns& in the same manner its major value innovations the face of the
local 8anking industry at the inception.
4ision o% ,apath 2an#

4al$es o% the ,apath "an#
4reate a learning culture that promotes individual
and organizational development as well as
promoting innovation and value for customers.
Treat all internal and e,ternal customers the way
we would like to e treated.
Gncourage and promote teamwork in all aspects
of ehavior.
0pen to feedack and demonstrate an eagerness
for personal development.
Monitor and demonstrate an impressive
commitment to results.
(ncompromising ethical and professional
standards of ehavior
BThe 1ro8ing 0orce
in ,ri 6an#an 0inancial ,ervicesB
+ilestones o% ,A+PATH 2ANC
1=<5
The ank was originally incorporated as Investment and 4redit 8ank 9imited.
Fhilst Mr. ? ( Bayewardene ecame the 4hairman of the 8ank& Mr. Banaka De +ilva was
appointed the Aeneral Manager.
The registered office was at ?o ;;& D R Fijewardena Mawatha& 4olomo C7& +ri 9anka.
The 8ank was ceremonially opened for usiness& supported y High Technology& on C;th
May CDJ= following the soft opening on :;th March CDJ=.
8ank ecame popularly known y the name& ,apath and accordingly the name of the
8ank was changed.
8y the end of the Cst year& the 8ank employed D< staff memers comprising all
e,ecutives.
Hollowing are some of the products!innovations that were introduced to the Industry y
the 8ank.
o ) che*ue guarantee card.
o ) saving account with checking facilities.
o G,tended anking hours till 6.77 p.m. for the first time in the country
1=<<
)TM -+GT. facility was introduced.
o The first 8ank in +ri 9anka to operate a multi@point network of automated teller
machines.
1=<=
Master4ard was introduced to +ri 9anka -under license from Master4ard International
Incorporated in (+)..
The new concept of 2ersonal 8anking (nit -28(. was introduced and units were opened
in the usy areas of the capital.
o 4hatham +treet
o 8amalapitiya
(ni@8anking +ystem was introduced to the country for the fist time in +ri 9anka.
Hirst standalone )TM was installed at 9ierty 2laza shopping comple,.
1==.
Taking full advantage of the IT capailities& TG9G8)?5I?A facility was introduced.
1==5
The ankSs Head Ouarters moved to the new uilding in the financial district of 4olomo.
The new product R)?DIRI3) pawn rokering scheme was launched.
1==<
The ank was honored with the award 8G+T 40MMGR4I)9 8)?5 0H THG 3G)R
CDDJ y )siamoney for the third year in succession.
The ank ventured into re@engineering of its IT induced anking technology& a massive
revamping project designed to strengthening its product development and diversification
capailities.
1===
The ank also invested in a new state of the art )TM switch. That too assisted in the
continued efforts of improving products and services offered y the ank.
!000
The 8anker estows the 8ank of the year :777 award on +ampath 8ank. This is the first
occasion that The 8anker owned and managed y the Financial Times Group of 9ondon
presents an award to a +ri 9ankan ank.
.
) special fi,ed deposit account for senior citizens was introduced T+ampath +anhindaT in
)pril.
+ampath Thilina gift vouchers were introduced in May.
+ampath 8ank launched an Internet anking facility T+ampathnetT in Buly.
!001
/ )chieving an e,cellent performance is one thing. Maintaining it is another. 8ank
have completed another eventful year and step into year :77: with many hopes and
aspirations. 9ooking ack& we could certainly rejoice over our achievements in the
year :77C. Increases in productivity and customer care are the two main challenges
that we had to meet in the last twelve months.
!00!
/ Top award for Human Resource Management +ervices +ector 1 9arge 4ompanies was
awarded to +ampath 8ank at the ?ational HRM )ward :77:.

/ +ampath 8ank launched the first Lisa 2latinum 4redit 4ards in +ri 1 9anka& which is
considered as one of the most prestigious 4redit 4ards in the world.

/
+ampath 8ank was appointed as the settlement ank for (+ Dollar che*ue clearing system
in +ri 1 9anka.


!00'
/ Ten new ranches were opened during the year& which is the highest numer of ranches
opened during a calendar year in the history of the ank.

/ )s the first step towards e,panding in the +outh Gast )sian Region& the 8ank invested in
Lanik 8angladesh 9imited& which is introducing a leasing and credit card company in
8angladesh.


/ The 8ank ecame the first in +ri 9anka to introduce T0ne day clearingT for all che*ues
drawn on any +ampath 8ank ranch& collected y any 4ommercial 8ank in the island $
presented through +ri 9anka )utomated 4learing House -+9)4H..


!00(
/ The first ever 4he*ue Imaging $ Truncating -4IT. site in +ri 9anka was launched y
+ampath 8ank on :;th of 0ctoer.


/ Fas awarded awarded )[-sri. ?ational rating y Hitch Rating -9anka. 9imited.

/ The 8ank won two prestigious awards i.e first runner up in overall category and the award
for est HR practice in the service sector large category at the ?ational HRM )wards :77<.

!00*
/ +ampath 9easing $ Hactoring 9td.& a fully owned susidiary of +ampath 8ank 9imited
engaged in the usiness of 9easing of G*uipment and Hactoring of Trade Receivales
commenced its operations on C:th May :77;.
+ampath 8ank was placed +econd Runner@up in 8anking +ector for usiness
e,cellence at M?ational 8usiness G,cellence )wards :77;% organized y The
?ational 4hamer of 4ommerce of +ri 9anka




!00.
/ Two fully owned susidiaries were opened namely& +ampath Trade +ervices -Hong 5ong.
9td.& and +ampath Information Technology +olutions 9td.


/ 4redit rating was enhanced to ))@ -lka. y Hitch Rating -9anka. 9td.

!005
/ )TM network reached C;7 machines across the island.

/ 4reated another first in +outh )sia with the launch of LI+) Mini Deit 4ard.



/ Gight 8ranches and one personal anking centre were opened during the year& ringing the
total numer of ranches to CC<.

/ 2laced among MThe Ten 8est 4orporate 4itizens% in +ri 9anka for the <th consecutive year
at the 8est 4orporate 4itizens )wards organised y The 4eylon 4hamer of 4ommerce.

+ampath 8ank was awarded"
@ 0verall +econd Runner@up
@ 8est 4ategory )ward" 4ommunity Relations
@ Hirst Runner@up +pecial 2rojects" Gmpowerment and
@ Gntrepreneurship
@ Ten 8est 4orporate 4itizens )ward :77J

/ )warded the M8rand 9eadership )ward% at the )sia 8rand 4ongress& Mumai& India.
!00=
/ 8ecame the third largest private sector 8ank in +ri 9anka in terms of total assets.
/
+ilver )ward for the 0verall 4ompetition for ?ational 8usiness G,cellence \ Hirst Runner@
(p )ward in the G,tra 9arge
4ategory \ Finner of the 8anking +ector of +ri 9anka )ward


/
+ampath 8ank reached a greater height y clinching the gloal accolade M8ank of the 3ear
1 :77D% y the highly
acclaimed international magazine MThe 8anker% of Hinancial Times @ 9ondon.

/
2laced among MThe Ten 8est 4orporate 4itizens% in +ri 9anka for the ;th consecutive year
at the 8est 4orporate
4itizens )wards organised y The 4eylon 4hamer of 4ommerce. +ampath 8ank was
awardedI

/ 4orporate +ocial Responsiility )ward for :77D -8est 4orporate 4itizen :77D.




Training and development in +ampath ank
Training and development takes important palace in +ampath ank functions related to
employees. In today +ampath an has e learning system in intranet. +o gathering knowledge for
employees of the +ampath ank is ecame easy than the past. 8ut still they delivering training
programs related to anking functions.
'.' Training and Developent ethods in ,ervice oriented organi-ations and Prod$ction
oriented organi-ations.
Fhen considering aout an organization%s functions mainly we can divide in to tow categories.
They are&
+ervice oriented organizations
2roduction oriented organizations
There are some differs on Human Recourse functions related to these organizations. 8efore
launching into the salient aspects& it is pertinent to note that the human resources are more
critical to the success of the organizations in the service oriented organizations as compared to
their importance in the production oriented organizations. The primary reason for this is that
human resources are considered as an asset and a source of competitive advantage in the service
oriented organizations whereas they are yet another factor of production in the production
oriented organizations. The HRM function in the production oriented organization is often
concerned with payroll& administrative work and mediating etween the management and the
workers. Mostly& the production oriented organizations lean on the HRM function in times of
laor unrest and strikes. 0n the other hand& the HRM function is pivotal to the success of the
service oriented organizations as they are seen as enaling and empowering the employees in the
services sector. The point here is that in the service sector companies& the HRM function plays a
more important role as the chief sources of competitive advantage in these two kind of
organizations are the human resources. In the services oriented organizations like the financial
and technology companies& the rand value is measured according to the level of intellectual
capital which is a derivative of the contriution of the human resources in the company.
Hurther& the services oriented organizations runs on human resources whereas the production
oriented organizations uses machines and e*uipment as the key aspect of production. This means
that the HRM function in the services oriented organizations has to ensure that the human
resources are enaled and fulfilled to actualize their potential. Gspecially with the prevalence of
the R8L or the Resource 8ased Liew of the firm that treats human resources as eing central to
the functioning of companies& the services sector employs different methods and procedures to
fulfill this aspect. 0n the other hand& the production oriented organizations are still in the process
of orienting their strategies towards the R8L and in many cases& they might not e ale to do so
since the mode of operation is fundamentally different from that of the services sector
Hinally& the production oriented organizations have classification of employees into lue collar
and white collar roles which creates a arrier to the way in which they are treated and they in
turn demand their rights. 0n the other hand& the services oriented organizations has only white
collar roles which mean that laor aritration and mediating etween organized unions and the
management is virtually non@e,istent. This is an important and crucial distinction which often
determines the differing perceptions of the HRM function in these sectors
'.'.1 ,ervice oriented organi-ations
+ervice oriented organizations refer to organizations which supplies various kind of services not
more than physical products. These kinds of organizations deal with human eings! customers.
e.g.
Telephone operating companies
8anks
)udit firms
Distriutors
IT service providers
The most difficult thing is doing usiness with human eings ecause the e,pectations of
people who wish to get a service is differ from one to another from same organization. 2eople
who working at service oriented organizations should develop skills in customer caring and
handling. This suject called 4RM -customer relationship management..
4RM is a usiness strategy directed to understand& anticipate and respond to the needs
of an enterpriseSs current and potential customers in order to grow the relationship value.
Important steps in 4RM
C. +electing the correct customers from the portfolio.
:. 8uilding relationship with identified important
customers
6. Respond efore re*uest
<. Maintaining customer ase
;. Training employees to the deliver proper 4RM
This refers to identifying important customers to the organization from the whole customer
portfolio. In this term important customers can e descried like this&
C. 4ustomers who have high life time value -people who dealing with organization
for a long time period and generate ma,imum profits to the organization..
:. 4ustomers who deals with organization for a short time period and not making
long time profits ut making new sales ideas.
6. 4ustomers who uying ma,imum services or products in low cost.
2$ilding relationship 8ith identi%ied iportant c$stoers
In this cause employees or the organization should ale to uild a close relationship with the
customer. Fe can use customer data and history to do this task. Hrom the customers uying
history can recognize what kind of products or the services he e,pects from the organization.
)nd also customer complaints and suggestions are also taking important place when maintaining
good customer relationship. )nalyzing all the data aout customer we can get an idea aout what
are his or her favorites& what are rejects and other interests of the customer.
Respond "e%ore re;$est
In the suject of 4RM it is very important that the respod efore customer%s re*uest. If the
organization maintains a proper customer data ase they can analyze and identify what are the
needs of the customer efore his or her re*uest and present the service or product. This will
pleased customer more than satisfies him. +o it helps to retain customer with the organization
and develop customer loyalty.
+aintaining c$stoer "ase
This is most important this in 4RM considering long term asis. Identifying and uilding
customer relationship is may easy ut maintaining the customer ase is too difficult. )lways
competitors in the market are waiting to gra important customers to their organization y
supplying same services at low cost. To avoid this situation developing customer loyalty is most
important. 8y respond efore re*uest& maintaining proper customer data ase& trying to pleased
customer than satisfy him are important factors in maintaining customer ase.
Training eplo&ees to the deliver proper CR+
In an organization it is worthless if the employees fail to deliver a proper customer service if they
maintain a good customer ase. +o employees must train well to maintain customer relationships
well.
+o when we consider aout service oriented organizations& employees who working those
organizations should well trained and gather skills aout aove mentioned areas. Hor these kinds
of organizations it is not much important aout production related knowledge or technical related
skills. Fhen planning a training program for these organizations it is important to focus aout
developing skills on customer relations and maintaining customer ase.
'.'.! Prod$ction Oriented Organi-ations
0rganization whose primary function is production. ) production@oriented organization can
either perform the production itself or contract for the production.for e,ample auto moile
company is a production oriented company.
Prod$ct Orientation
8usiness with a product orientation emphasizes on the product itself rather than on the
consumersS need. The typical mentality is that a good product will sell itself. Hor a product@
oriented firm& the focus is first on the production of goods or services& then look for people who
will uy them. +uch strategy is very limiting. It often runs into troule when the producer%s rates
and values of his products are not same as that of the market. The production@oriented era of
marketing management dominated the first half of the :7th century. During this time& companies
were focused upon production efficiency& with little regard to differences in customer needs or
preferences..
The 2roduction 0riented Gra of marketing management is e,emplied y Henry HordSs famous
comment& T4ustomers can have any color they want so long as itSs lack.T )lthough the
production@orientation approach is no longer dominant& there are still successful production@
oriented companies today. 4an you think of good e,amplesN Fhat types of products do these
companies sellN How would you characterize their usiness environmentN
) small usiness can decide whether to ecome product@oriented or market@oriented. ) product@
oriented usiness focuses its efforts on products as its strength. ) market@oriented usiness uses
market statistics to determine what customers want to uy and then focuses on that data. 8oth
method have advantages and disadvantages. +mall usinesses tend to use the product@oriented
usiness model ecause of its focus on *uality and design.
Ouality
0ne advantage of a product@oriented usiness model is that it allows the usiness to focus on
product *uality. Fith the product@oriented method& the small usiness is not worried aout what
the customer wants to uy or what the market says will sell in a certain economy. Instead& the
sole focus is on creating a perfect product. The small usiness can focus all its money and efforts
on the design of the product so it works to specifics.
Technological Investment
)nother advantage to the product@oriented usiness model is that allows for a technology to e
developed that can then e used for a wider range of products. )n e,ample of a product@oriented
usiness was +onySs creation of the Falkman. This device was created as a product to e sold
and not ased on what customers wanted at that time. The product proved successful and the
technology was then used y +ony to create additional music listening devices.
Gconomies of +cale
) third advantage is that economies of scale can develop more easily for this usiness method.
Gconomies of scale involve factors that can reduce the cost of producing an item as the numer
of items produced increases. Fith product@oriented usinesses& the focus is on a certain product.
+ince the focus is specifically directed& this enales the company to create this product efficiently
and in mass *uantities. More *uantities can e made at a lower price& which will increase the
numer produced.
0utsourcing
) final advantage is that a product@oriented usiness is easier to adapt for outsourcing its
product. ) small usiness can focus solely on creating one product and making it the est
product possile. 0nce the design is created& this design can e sent to another factory for
production. This can also save on costs. The small company may e ale to find another
company that can produce the product on a mass level at a lower price.
Prod$ct orientation.
Fhen a usiness is product orientated& it will ase its products or services on what it perceives as
its internal organizational strengths. Hirms with a product orientated approach to selling& try to
sell whatever they can make& without trying to find out if itSs what the customers want. +ony
grew hugely successful using this policy& and ecame famous for this approach. The clearest
e,ample was the Falkman& launched in the late =7%s& marketing professionals said it would not
sell ecause it had no recording facility]a generation of teenagers proved them wrong. ) more
up to date e,ample is )pple& the i2hone eing the latest in a long line of product led launches
+ar#et orientated9 ar#et led
Fhen a usiness is market led& the usinessSs activities will e dictated y the market& it will at
all times attempt to meet the needs of the market with little if any reference to internal strengths
of the usiness. )n organization with a market orientation thinks that its most important asset is
its customers. The firm elieves that& as long as it is ale to identify potential customers& find out
what they want& and then produce that for them& it will remain successful
This market orientation does have advantages. These advantages include"
/ The usiness should e fle,ile to changes in demand patterns
/ The usiness& through market research& will have a strong understanding of the needs of
the customer
/ ?ew products should have a greater chance of success
/ 8ut there can e disadvantages to eing market led. These disadvantages include"
/ High cost of market research to understand the market
/ 4onstant internal change as needs of the market are met
Chapter (
Data Anal&sis and Presentation
(.0 Introd$ction
This chapter descries the analysis of the collected data through the *uestionnaire and evaluated
those data through the various statistical tools and techni*ues. Hurther tales& pie charts& and ar
charts were used to present the analyzed data.
(.1 Anal&sis o% 4aria"le
(.1.1 Personal in%oration anal&sis
The following tales and graphs were illustrated the profile of the respondents y age& gender&
civil status& level of education and working e,perience. In this part data collected y oth
organizations are displayed in same chart.
(.1.1> 1 Eplo&ee "& age
)ge is an important factor in classifying respondents. In this research the sample were divided in
to five groups y using the age of oth samples of +ampath ank employees and Don 3oung
company employees. The following tale no-7<.7C. illustrates the range of age group of
respondents in the sample and the data was presented y using ar chart in order to clearly
illustrate those data.
)ge 4ategory Respondents 2ercentage -K.
8ellow :; E C7
:; to 6; D :;
6; to <; J CD
<; to ;; C; 6=
)ove ;; < <7
Total <7 C77
(.1.1>! Eplo&ee "& gender gro$p
Aender is an important factor in classifying respondents. In this research the sample of
employees were divided in to two groups y using the se, of the oth samples of +ampath ank
and Dong 3oung 4ompany. The following tale ?o -7<.7:. illustrates the gender group of
respondents in the sample and the data was presented y using pie chart to clearly illustrate those
data.
Aender Respondents 2ercentage -K.
Male 67 J7
Hemale C7 :7
Table 3o5:).:1
Total <7 C77
Higure ?o@7<.7:
(.1.1>' Eplo&ees "& Civil ,tat$s
4ivil status is an important factor in classifying respondents. The following tale no -7<.76.
illustrates the civil status of respondents in the sample and the data was presented y using pie
chart to clearly illustrate those data.
4ivil +tatus Respondents 2ercentage -K.
+ingle :J =7
Married C: 67
Total <7 C77
Tale ?o@7<.76
Higure ?o@7<.76
(.1.1>( Eplo&ees "& Ed$cational 2ac#gro$nd
Gducational ackground is an important factor in classifying respondents. The following tale no
-7<.7<. illustrates the educational ackground of the respondents in the sample and the data was
presented y using ar chart to clearly illustrate those data. Tale ?o@ 7<.7<
Gducational Oualifications Respondents 2ercentage -K.
8elow A.4.G-0!9. C 6
2assed A.4.G-0!9. 6 =
2assed A.4.G-)!9. :< E7
Degree E C;
2ostgraduate Degree : ;
0ther < C7
Total <7 C77
Higure ?o@7<.7<
<.C.: Training and development analysis
In this section data and analysis will display separately oth +ampath 8ank and Dong 3oung
4ompany. so it would e more understandale.
<.C.:.C Is Training and Development given ade*uate importance in your organizationN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C To a great
e,tent
E 67 6 C;
: To a
reasonale
e,tent
C: E7 C; =;
6 To a small : C7 : C7
e,tent
< ?ot at all
total :7 C77 :7 C77
Tale no <.C.:.C
Higure no <.C.:.C
It was found through the response of a major numer of employees that in oth organizations&
Training was given a reasonale importance in the organization followed y many to a great
e,tent and some to a small e,tent
<.C.:.: Do you think the Training 2rograms are relevant to your work environmentN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C To a great
e,tent
J <7 = 6;
: To a
reasonale
e,tent
C7 ;7 CC ;;
6 To a small
e,tent
: C7 : C7
< ?ot at all
total :7 C77 :7 C77
Tale no <.C.:.:
Higure ?0 <.C.:.:
It was found from the response that major numer of respondents felt that the Training 2rograms
were relevant to the work environment to a reasonale e,tent followed y some to a great e,tent
and very little respondents to a small e,tent and some even felt that the Training 2rograms were
not at all relevant to the work environment In oth organizations.
<.C.:.6 Have you e,perienced any improvement in your self@confidence levels after attending the
Training 2rogramsN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C To a great
e,tent
C: E7 D <;
: To a
reasonale
e,tent
; :; = 6;
6 To a small
e,tent
6 C; 6 C
< ?ot at all
total :7 C77 :7 C77
Tale no <.C.:.6 figure no <.C.:.6
It was found from the response that major numer of respondents e,perienced improvement in
their self@confidence levels to a reasonale e,tent followed y many to a great e,tent and some
to a small e,tent. It was even found that a little numer of respondents did not find any
improvement in their self@confidence levels in oth organizations.
<.C.:.< )re training needs regularly assessed at your companyN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C To a great
e,tent
E 67 = 6;
: To a
reasonale
e,tent
D <; CC :;
6 To a small
e,tent
< :7 : :7
< ?ot at all C ; : C7
total :7 C77 :7 C77
Tale no <.C.:.<
Higure no <.C.:.<
It was found from the response that major numer of respondents e,perienced training needs
regularly assessed to a reasonale e,tent followed y many to a great e,tent and some to a small
e,tent. It was even found that a little numer of respondents did not find any improvement in
their self@confidence levels in oth organizations. )nd also there are some responds saying that
the training needs are not assessing not at all in oth organizations.
<.C.:.; Is employees permitted time@off from work to attend trainingN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C ?o = 6; 6 C;
: 3es with pay E 67 : C7
6 3es without
pay
= 6; D <;
< ?o only
after
working
hours
6 C;
; ?o& only in
special
causes
: 6 C;
Total :7 C77 :7 C77
Tale no <.C.:.;
Higure no <.C.:.;
In this tale e,plain that the dong young company gives less attention on giving training with
payments. It will dissatisfy the employees. )nd also in +ampath ank& they are giving training
with payments and without pauments.
<.C.:.E Is in@house training provided for employeesN
+
?0
0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C no 7 7 7 7
: 3es & with training
director
E <; = 6;
6 3es& conducted y
supervisors
D :7 CC ;;
< 3es
conducted
y
outsiders
; :; : C7
total :7 C77 :7 C77
Tale no <.C.:.E
Higure no <.C.:.E
In this figure oth employees in organizations are saying that they having in house training. and
most of them delivered y training director in +ampath ank and y supervisors in D34 .
<.C.:.= Fhat is the minimum hour per year in which employees must participate in trainingN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C ?o 7 7 6 C;
minimum
: (p toJ
hours
C ; : C7
6 D to :< : C7 D <;
< :; to <7 C; =; 6 C;
; <7 and
aove
: C7 6 C;
Total :7 C77 :7 C77
Tale no <.C.:.=
Higure no <.C.:.=
In this figure shows that the time giving to employee to training is mostly :;@<7 hours in oth
organizations.
<.C.:.J Fhat methods of training using in your organizationN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C 0n the jo
training
< :7 E 67
: 9ecture
method
6 C; 6 C;
6 +kill uilder : C7 6 C;
< Lestiule
training
7 7 6 C;
; )pprentice
training
7 7 : C7
E 0ff the jo
training
6 C; : C7
= In asket
training
: C7 C ;
J +ensitivity
training
6 C;
D Role plying 6 C;
Total :7 C77 :7 C77
Tale no <.C.:.J
Higure no <.C.:.J
This is most important figures in the research. In +ampath ank they have given priority to role
plying& sensitivity training& and off the jo training more than D3A. )nd also +ampath ank has
given same level priority to lecture method and on the jo training when comparing with D34.
In other hand D34 has given priority to vestiule and apprentice training methods.
<.C.:.D )re there any changes occurred in the pattern of Training 2rograms conducted to you in
past five yearsN
+ ?0 0pinion Respondents
+8
2ercentage Respondents
D34
2ercentage
C To a great
e,tent
CC ;; D <;
: To a
reasonale
e,tent
E 67 = 6;
6 To a small
e,tent
6 C; < :7
< ?ot at all 7 7 7 7
total :7 C77 :7 C77
Tale no <.C.:.D
Higure no <.C.:.D
It was found from a major numer of respondents that changes occurred in the pattern of
Training 2rograms conducted in past ; years to a great e,tent followed y some to a small e,tent
and some to a reasonale e,tent. There are less numer of respondents who said that there were
no changes in the Training 2rograms from long time. +ome employees did not respond& as their
service in the organization is only a few months. This si also important figure that displays how
much attention given to the update the contents and method of training and development in oth
organizations.
Chapter *
Concl$sions
0indings
1. Training programs provided by both "ampath bank and ,;( almost good.
%. <rgani!ation should focus on the benefits that are aimed towards self
improvement since of the employees satisfied.
'. There are 1+= and %:= in "ampath bank and ,;( employees are not satisfied
with changing pattern of the training programs. $uthorities of both
organi!ations should give attention more than now.
). <rgani!ation should provides training programs on the basis of employee
performance
+. >ost effective training for both kinds of organi!ations is on the job training method.
8. In organi!ation employee almost depend on ?. department for
Training programs.
,$ggestions
1. $long with training programs organi!ation should provide some other motivational programs
%. Implement training institutions at near the organi!ations
'. #valuate cost of training and its result of training.
). 0rame the training programs chart and proper care should be taken while conducting the
training.
+. $ proper performance appraisal system should be adopted.
8. in my opinion if the above suggestions are followed total training program.
9. 0eedback must be collected from the entire trainer
. <rgani!ation should provide immediate supervisor solving employee/s problem
)nne,ure
2ersonal information
C. )ge
8ellow :; :;@6; 6;@<;
<;@;; 0ver ;;
:. Aender
Male Hemale
6. 4ivil +tatus
+ingle Married
<. Gducation
8ellow A.4.G -0!9. 2assed A.4.G -0!9.

2assed A.4.G -)!9. Degree
2ostgraduate Degree 0ther ''''''''..
;. Designation
0ffice )ssistant +taff )ssistant Bunior G,e. 0fficer
+enior G,e. 0fficer )ssistant Manager 8ranch Manager

Technician +upervisor
0ther ''''''''.
2rofessional Information
E. How many years have you een worked in anking industryN
^; ;@C; C;@:; :;^
=. 8riefly descrie your work responsiilities! assign
dutiesN ....................................................................................................................
Training and development
1. Is Training and Development given ade*uate importance in your organizationN
a. To a great e,tent
. To a reasonale e,tent
c. To a small e,tent
d. ?ot at all
%. Have you e,perienced any improvement in your self@confidence levels after attending the
Training 2rogrammesN
a. To a great e,tent
. To a reasonale e,tent
c. To a small e,tent
d. ?ot at all
'. Do you think the Training 2rogrammes are relevant to your work environmentN
a. To a great e,tent
. To a reasonale e,tent
c. To a small e,tent
d. ?ot at all
). )re training needs regularly assessed at your companyN
a. 3es& y Human Resources
. 3es& y outside consultants
c. 3es& y department heads
d. ?o
+. Is employees permitted time@off from work to attend trainingN
a. ?o
. 3es& with pay
c. 3es& without pay
d. ?o& only after work hours
e. ?o& only in special cases
8. Is in@house training provided for employeesN
a. ?o
. 3es& with training director
c. 3es& conducted y supervisors and human resources department
d. 3es& conducted y outside professionals
9. Fhat is the minimum hour per year in which employees must participate in trainingN
a. ?o minimum
. (p to J hours
c. D to :< hours
d. :; to <7 hours
e. 0ver <7 hours
. Fhat methods of training using in your organizationN
a. 0n the jo training
. 9ecture method
c. +kill uilders
d. Lestiule training
e. )pprentice training
f. 0ff the jo training
g. In@asket training
h. +ensitivity training
i. Role plying
j. 0ther methods'''''''''''''''''''''

''''''''''''''''''..
7. )re there any changes occurred in the pattern of Training 2rogrammes conducted to you
in past five yearsN
a. To a great e,tent
. To a reasonale e,tent
c. To a small e,tent
d. ?ot at all
e.
1:. How is the feedack collectedN
a. Ouestionnaire
. Interviews
c. Tests
11. Is your feedack considered for further Training 2rogrammes organizedN
a. 3es
. ?o
c. ?ot aware
4)+G +T(D3
) very rilliant marketing professional went to )ra for the sale of his company%s soft drink. 8ut
he came ack with no results.
Fhen asked aout the failure of the mission& he answered that he prepared three cartoons.
4artoon@C@ Displaying a man looking e,hausted and tired& is walking in desert in scorching heat.
4artoon@:@ Displaying the same man opening ottle and drinking the soft drink.
4artoon@6@ Displaying the man feeling alive and refresh again.
Though& his strategy was good& unfortunately fails ecause he was unaware that )ra people
read from right to left.
Moral here is localization is a key to success.
There are some major arriers in the transfer of training when it comes to giving training in other
countries.
4ulture
Lalues and ?orms
)ttitude
)ge& Aender& and 2rofessional +tatus.
9anguage
+poken
(nspoken
+ocial +tructure
Individual
Aroup
)ssumptions.
Training 4ulture
4ommunicating the information to different people from different Training cultures and different
nationalities can give rise to many prolems. Many simple things that seem simple and
straightforward to communicate ecome difficult when it comes to communicating in different
environment. Aiving training in one%s own culture is *uite different from giving training in
different culture. 8eing a good trainer is not the only re*uirement ut understanding socio@
economic and cultural ackgrounds has now ecome an important part.
Lalues& norms& attitude are the uilding locks of Training culture. Lalues means what a group
of people elieves to e good& ad& right& or wrong. ?orms means the social rules and guidelines
that prescrie appropriate ehavior.
)ttitude disposes a person to act in a certain way toward something in a certain situation. )
trainer giving training in different culture has to keep these things in mind efore delivering
content.
Instances" ) good case that concerns attitude towards time in different cities" 2eople are very
punctual in (nited +tates. 2eople from (+ tend to come little early for any meeting& or when
invited for dinner& party to someone%s home ecause in their culture it is considered to e polite
to arrive on time.
In Areat 8ritain& people tend to come late for any appointment. If called at ; 2.M.& that means
come at ;.67 or E 2.M.
Gven for )rgentineans& coming on e,act time is far too early.
Hor instance& In (+& if the trainer gets late for a scheduled training session it is treated as a
reach of eti*uette. )nd it may result in loss of trainer%s respect and failure in transfer of
training.
)ge& Aender& and 2rofessional +tatus 1 Different cultures give different regard to age& gender&
and professional *ualification. Hor e,ample& in Bapan& people give high regard to older people.
0lder people are regarded as having greater knowledge& skills& wisdom& and ailities. Respect in
the sense that people are more willing to listen to and seriously consider the information. In such
a culture& a young trainer might have to work harder to gain attention and face prolems in
e,ecuting the program and transfer of training.
+imilarly& some countries are also iased aout the gender. 9ike in Aulf countries& women%s role
is limited to households only. In such a culture& it is not possile for women trainers to undergo
training programs ecause people will not e as receptive as in other culture.
+ame is with high professional status @ the higher the *ualification of the trainer& the more will e
the importance attached to the information.
9anguage 2rolem in Training and Development
9anguage comprises of oth spoken and unspoken means of communication. 8estest of the est
training program will fail if trainer is not well versed in communicating trainees% language.
9anguage is one of the most important ingredients of culture.
+poken 9anguage1 Trainees% receiving training prefer to speak in their own language and trainer
eing ale to speak the local language can help estalishing rapport among trainees& which may
e very important for the transfer of training. 9anguage is one of the major arriers when it
comes to giving training in cross@cultural environment. 4hinese is the mother tongue of the
largest numer of people -shown elow.& followed uy Gnglish and Hindi.
2ercentage of the people speaking their first language
(nspoken 9anguage1 means non@veral communication& a very important part of
communication. It is a communication that uses ody movements and gestures such as& raising
eyerows& smiling& hand movements& facial e,pressions& etc. ) failure to understand unspoken
language can lead to a failure of communication ecause ody language is not the same in every
culture.
Hor instance& raising eyerows is a sign of recognition in most cultures& ut in some cultures& it%s
not. +imilarly& making a circle with the thum and forefinger is a friendly gesture in the (+& ut
it is oscene invitation in Turkey and Areece. )lso& thums up gesture is used to indicate that
#its fineR in the (+ and Gurope& ut it is vulgar gesture in Areece.
)nother case of unspoken language is the amount of distance etween the persons talking to
each other. In 9atin )merica& the distance adopted y parties in a usiness discussion is 6 to ;
feet while in the (+& it is ; to J feet.
In the training conte,t& if the trainer gives training in 9atin )merica and maintains a much larger
distance than desired in their training culture& then in turn& it may result in a regrettale lack of
rapport etween the trainer and the trainee.
Therefore& using the right ody language is very important in cross@cultural training.
Aloal Training 4lass 1 +ocial +tructure
+ocial +tructure refers to asic social organization. It consists of many aspects such as& the
degree to which the social organization laid emphasis on the individual& as opposed to the group.
Individualism1
+ome countries emphasizes on individual achievement. Festern countries emphasize on
individual performance& this in turn& leads to high level of creativity& high degree of managerial
moility& entrepreneurial activity& etc. 0n the other hand& encouraging individualism also make it
difficult to work in teams. It may e difficult for them to co@operate which may serve as an
ostruction in smooth flow of training.
Aroup1 In most of the countries& group is the primary unit of organizations. 9ike in Bapan& the
social status of an individual is determined as much as in y standing of the group. This may lead
to etter cooperationI on the other hand it suppresses entrepreneurial activity& individual
creativity& etc. This in turn& may result& in loss of recognition of individual achievement at work
after training.
Therefore& trainer has to keep in mind the factor of the individual and the group while giving
training ecause encouraging a particular individual in Bapan might e considered as impolite or
vice@versa.
)ssumptions 1 Fe all make assumptions every day. It may e positive or negative& good or ad.
)ssumptions influence our attitudes& perceptions. Most people see what they want to see and
elieve what they want to elieve. It some times leads to coinciding and some time clashes. This
tendency to make assumptions and forming attitudes regarding certain things can e a ig
prolem in a cross cultural training. Differences in assumptions can some times e very
prolematic. )s an e,ample& trainer may elieve that if the trainees do not *uestion& they
understand the content. 0n the other hand& trainees may elieve that if they will ask *uestion& the
trainer might think they are dull.
TR)I?I?A +4G?)RI0 I? I?DI)? I?D(+TR3
Fith the world@wide e,pansion of companies and changing technologies& Indian 0rganizations
have realized the importance of corporate training. Training is considered as more of retention
tool than a cost.
Today& human resource is now a source of competitive advantage for all organizations.
Therefore& the training system in Indian Industry has een changed to create a smarter workforce
and yield the est results. Fith increase in competition& every company wants to optimize the
utilization of its resources to yield the ma,imum possile results. Training is re*uired in every
field e it +ales& Marketing& Human Resource& Relationship uilding& 9ogistics& 2roduction&
Gngineering& etc. It is now a usiness effective tool and is linked with the usiness outcome.
Fith increase in awareness of corporate training in Indian Industry& a gradual shift from general
to specific approach has een realized.
)ccording to ?)++40M -?ational )ssociation of +oftware and +ervices 4ompanies.& the IT
corporate training market is e,pected to reach Rs E77 crore in :7C7 from Rs :C7 4rore in :77E.
In Indian market& ;7K of the training company%s revenue comes from the retail training and rest
from other segments.
0n the other hand& in many organizations training is regarded as non@essential or a need ased
activity. +ome organizations start a training department in order to look modern. In fact& some
organizations are headed y unwanted employees rather than employees of outstanding merit.
Fhile some organizations do not have a separate udget to hire highly *ualified trainers for
training and development.
Training and Development in Retail@HM4A +ector"
Retail!HM4A +ector is the most ooming sector in the Indian economy and is e,pected to reach
(+X C=;@:77 illion y :7CE. Fith this rapid e,pansion and coming up of major players in the
sector& the need of human resource development has increased. 9ack of skilled workers is the
major factor that is holding ack the retail sector for high growth. The sector is facing the severe
shortage of trainers. )lso& the current education system is not sufficiently prepared to address the
new processes& according the industry majors.
TR)I?I?A 2R0AR)M+ I? RGT)I9!HM4A +G4T0R
+ome of the training programs that are given in the retail sector are"
+ales Training
0n@the@Bo Training
+eminars!Forkshops
4ustomer Relationship Management
0nline 4ourse
Aroup +tudy
4omputer@8ased Training
+elf@Directed Training
Training Institutes for Retail management
+ome of the institutes for retail management are"
Indian Retail +chool
9oyola Institute of 8usiness )dministration -9I8).
+ 2 Bain 4entre of Management
Institute for Integrated 9earning in Management -II9M.
Felingkar Institute of Management& 4entre for Retail +tudies
5 B +omaiya Institute of Management +tudies $ Research
Mudra Institute of 4ommunications
)mity 8usiness +chool
Training in 8anking and Insurance +ector
Havorale economic climate and numer of other factors such as& growing uranization&
increasing consumerism& rise in the standard of living& increase in financial services for people
living in rural areas& etc has increased the demand for wide range of financial products that has
led to mutually eneficial growth to the anking sector and economic growth process. This was
coincided y technology development in the anking operations.
Today most of the Indian cities have networked anking facility as well as Internet anking
facility. +ome of the major players in the anking sector are +tate 8ank of India& HDH4 8ank&
4itiank& I4I4I 8ank& 2unja ?ational 8ank& etc.
In the Insurance sector also& rapid e,pansion has created aout ; lakh jo opportunities
appro,imately in the past five years. These openings are mainly in the field of insurance advisors
or marketing agents. The eligiility criteria for these jos is graduation with some e,perience in
marketing or ecome insurance agents after completing school ut this needs some relevant
training.
Garlier there were no training programs as such for insurance agents ut on@the@jo training only
that was given once the new agent was appointed. 8ut now the scenario has een changed& with
the coming up of ig players like I4I4I 9ife Insurance& I4I4I 9omard& HDH4 9ife Insurance&
Tata )IA Aeneral Insurance& etc in this sector& people whoSve had some formal training are
preferred while recruitment ecause it can e helpful in the insurance field.
However& only the insurance degree in this field does not guarantee success. To e successful an
agent must have strong interpersonal& networking& and communication skills.
?umer of opportunities in 8anking and Insurance sector has increased than ever efore. Fith
this rapid e,pansion and coming up of major players like I4I4I& HDH4& (TI& 8ajaj )llianz& etc
in the sector& the need of human resource development has increased.
Training and Development in )utomoile +ector
The Indian automoile sector is growing at a rate of aout CEK per annum and is now going to
e a second fastest growing automoile market in the world. The sector is going through a phase
of rapid change and high growth. Fith the coming up of new projects& the industry is undergoing
technological change. The major players such as& Honda& Toyota& 8ajaj& Maruti are now focusing
on mass customization& mass production& etc. and are e,panding their plants.
)ccording to ?ational Development and Reform 4ommission -?DR4.& India%s auto making
capacity is e,pected to ecome C; million units y the end of the year :77= e,ceeding the yearly
demand of aout = million units.
This rapid e,pansion is ecause of growing uranization& rise in the standard of living of
consumers& easy availaility of finance& lieralization& privatization& and gloalization of Indian
Industry. This rapid e,pansion has created lots of jo opportunities. Interested one in this sector
has to specialize in automoile!mechanical engineering. 4urrently& )utomoile in India is
retaining around C7 million employees and is e,pected to employ more people in near future.
(norganized sector in employing E=K people while& organized sector is employing only 66K
people& which is a major drawack for automoile sector.
Fith this rapid e,pansion and coming up of major players in the sector& the focus is more on the
skilled employees and the need of human resource development has increased. The companies
are looking for skilled and hard working people who can give their est to the organization.
Larious companies are opening training institutes to train interested ones in this sector& like
Toyota has recently opened Toyota Technical Training Institute -TTTI. near 8angalore that will
offer < courses in automoile assemly& mechatronics -a comination of mechanical and
industrial electronics.& automoile weld and automoile paint. TTTI will provide oth a high
standard of education and training in automotive technology as well as employment
opportunities.
Training and Development in Telecom +ector
Telecom is one of the fastest growing sectors in India with a growth of :CK and revenue of Rs
JE&=:7 crore in the year :77E. The sector is e,pected to grow over C;7K y :7C:. Fith increase
in competition etween the major players like 8+?9& MT?9& Hutchison Gssar& 829& Idea&
8harti Tele services& Tata& etc& the re*uirement for moile analysts& software engineers& and
hardware engineers for moile handsets has increased. However& holding an engineering degree
is not enough to survive in the Telecom +ector. There is constant need of updating of knowledge&
skills& and attitudes.
Fith this rapid growth in Telecom +ector& the need for trained professionals in ound to rise and
so is the training need. The total training market in Telecom +ector is estimated to e Rs <77
crore.
Many top players are spending a huge amount on training and development& for e,ample 8+?9
alone spends more than C77 crore on training and development of its employees through the
)dvanced 9evel Telecommunications Training 4entre -)9TT4. and <6 other regional training
institutes. Reliance has also estalished Dhiruhai )mani Institute of Information and
4ommunication Technology. In addition to that& 8harti has also tied@up with IIT Delhi for the
8harti +chool of Telecommunication Technology and Management.
Fith the increase in competition& availaility of huge amount of information through internet&
magazines& newspapers& TL& etc& and increased awareness among customers& the demand to
impart proper training in non@technological areas like customer care and marketing has increased
too.
Rapid technological changes& network security threat& moile application development& growing
I2 deployment in the sector have rought ack the training and development in the priority
catalog.
Training and Development in 520 +ector
520 is 5nowledge 2rocessing 0utsourcing& not to e confused with 820& which is 8usiness
2rocessing 0utsourcing. 520 is aout providing knowledge ased services in the areas like
market research& usiness research& financial research& legal services& etc.& while 820 is aout
providing customer care services& technical support& tele@sales etc. 520 market is e,pected to
grow from (+ X C.6 illion in the year :776 to (+ X C= illion in the year :7C7. 520 sector is
e,pected to grow at a compounded annual growth rate -4)AR. of <D.;K till :7C7. )ccording to
the ?ational )ssociation of +oftware and +ervices 4ompanies -?)++40M.& 8ut according to
Rocsearch& a (5 ased research firm& 520 sector will e ale to reach C77&777 employees only
instead of :;7&777 employees. Therefore& to fill the demand and supply gap training has now
ecome an important tool like every other technical industry.
Fith the e,pected increase in numer of employees& training has ecome the core of 520
industry as well. ?o matter how much *ualified the person is he needs to e trained on processes.
)s the name itself implies& #knowledgeR& this sector re*uires high level of functional know@how
as well as domain know@how. There is a constant need of well@planned training programs as the
work profile re*uires understanding of market research ojectives and methodologies. This
sector re*uires ehavioral training as well as training to handle stress ecause of odd working
hours.
If a person is committed to deliver *uality& and is willing to learn with positive attitude then
definitely 520 is the right place to work for him.
Training and Development in 2harmaceutical +ector
India 2harmaceutical market is valued at aout (+ XJ illion and is e,pected to reach to (+ XC:
illion y :7C7. Indian pharmaceutical market is :K of world%s pharmaceutical market. In the
last two years& 6D77 new generic products have een launched ecause of which its market value
has een increased to aout (+ X6;; million.
Arowth in 2harmaceutical +ector
This rapid growth has also increased the training need of the sector.
Training )reas
8rand 2rotection
4ontamination 4ontrol
Drug Lerification
+upply 4hain Lisiility
Recall Management
+hrinkage Reductions
2referred Training Methods
+ome of the preferred training methods are"
Fe ased training
4lass room training
Forkshops
0n@the@jo training
0LGRLIGF
Hospitality sector is growing at a very fast rate in India. The sector is growing at a rate of
appro,imately JK. This sector can e classified into hotel industry& travel and tourism&
restaurants& pus& clus and ars& contract catering& and aviation. 0ther than that& opportunities
also e,ist in universities& sporting venues& e,hiition centers and smaller events management
companies.
The major challenge of this sector is shortage of skilled employees along with the challenge of
attrition rate. +killed chefs and managers are in great demand. Managers re*uire huge range of
competencies such as& people management& viale skills& usiness insights& analytic skills&
succession planning& and resource development in order to get success in this sector. In addition
to that& employees are not enough trained on 8usiness Gti*uettes& 4ourtesy& and 8usiness
4ommunication. Hospitality is all aout handling people. +o an employee must have right
attitude& tolerance& and listening skills in order to move up the hierarchy. There is still a long way
to go to inculcate good pulic relation& interpersonal skills.
Fith the increase in competition due to the coming up of major players like Hour +easons&
+hangri@9a& )man Resorts& etc the need to train employees has increased more than ever efore.
The major players are now strategizing to increase the turnover of the customers y training their
employees on 4ommunication& Dining and 8usiness eti*uettes& etc. +ome of the essentials
re*uired y this sector are"
Aood infrastructure
Trained trainer
Ouality of content
4ertification of training course
Gffective Training evaluation
Training and Development 2rograms are availale for the following areas"
Hood 2roduction
Hood and 8everage +ervice
Hront 0ffice
Housekeeping
TR)I?I?A I? H0+2IT)9IT3 +G4T0R
Training 2roviders
TheTrainingMarket.com
Training 2artners
Hospitality Handooks
)ir Hostess )cademy -)H).
8ritish Institute of )ir Hostess Training
Hrankfinn )ir Hostess )cademy
Hi@Hly )viation )cademy
4hetna 4onsultancy +ervices
+kill Tree India
Hi@Hly )viation )cademy
+ierra Training 9td
Hinesse +avvy
Icon 4onsultancy $ Gducation 9td
Hospitality Training Topics
Hood& Restaurants& Hotels and Hospitality
8ar Tending
Restaurant management
4ulinary skills
Hood preparation and safety
9eadership and 4hain Management
Hotel and Restaurant Health and +afety
Training 4ourses and 2rograms
4ertificate in 4atering 0perations
4ertificate in Tourism +kills
4ertificate in Hospitality
4ertificate in Hast Hood $ +nack 8ar Management
4ertificate in Healthy Gating $ Hood Hygiene
4ertificate in Auest House 0perations
4ertificate in Auest House 0perations
+erv+afe Manager 4ertification
8ar +ervice
4atering +ervices
Hood +ervice
5itchen +kills
8everage +ervice
8asic +kills for the guest services
)ccommodation +ervices -9aundry& Housekeeping& self@catering .
4areer for Trainers in Hospitality +ector
2referred Gducational Oualification
+ome of the educational *ualifications re*uired y the trainers are"
Gducation (A @ )ny Araduate @ )ny +pecialization
2A @ )ny 2A 4ourse @ )ny +pecialization
2A @ M8)!2ADM @ HR!marketing! operations!strategy
Araduate!Diploma @ Hotel Management and M8)
Diploma in Hotel Management& 4atering Technology $ )pplied ?utrition
M8)!2ADM @ HR!Industrial Relations
?ature of Fork "
2roviding training to aspirant 4ain 4rews $ )ir Hostesses on 9anguage
Training on 8usiness eti*uettes& 4ourtesy& 8usiness communication
Training on personality development
Training on time management
Training 4ourtesy 4rew memers for restaurant operations that is for Dine@in& Delivery and
product
2roviding ehavioral training
Training need analysis
)rranging and implementing training
Making training calendar
Training content development
Training evaluation
Training evaluation
2reparing training udgeting
Develop and deliver training to internal and e,ternal technical support teams
Implement new and e,isting training projects and initiatives
4onsistently review and improve training *uality and effectiveness
To implement and monitor the companySs STraining for futureS program
4ustomizing training content
+kills and )ttriutes Re*uired
+hould have very good oral and written communication skills
+hould have had e,perience in making training and development content
9anguage skills
Right attitude and listening skills
Dedication and Tolerance
+hould know to deal with people $ good interpersonal and pulic relation skills
+hould e presentale
2roficiency in Gnglish and Hindi
Must have effective vendor management& negotiation and relationship management skills
2roficiency in computer applications
G,cellent networking skills& with the aility to uild rapport
)ility to work well under pressure
)ility to think out of the o, and drive change and innovation
Lariation of +alary with G,perience
+alary offered to the trainers according to the relevant e,perience fall in the range of"
Training and Development in IT!+oftware Development Industry
The Indian IT sector is growing at a very fast pace and is e,pected to earn a revenue of (+
XJ= illion y :77J. In :77E& it has earned revenue of aout (+ X <7 illion with a growth rate of
67K. IT sector is e,pected to generate :.6 million jos y :7C7& according to ?)++40M
-?ational )ssociation of +oftware and +ervice 4ompanies.
Fith this rapid e,pansion of IT sector and coming up of major players and new technologies
like +)2& the need of human resource development has increased.
)ccording to the recent review y Harvard 8usiness Review& there is a direct link etween
training investment of the companies and the market capitalization. Those companies with higher
training investment had higher market capitalization. It clearly indicates that the companies
which have successfully implemented training programs have een ale to deliver customer
goals with effective results. It shows that good training results in enhancement of individual
performance& which in turn& helps the organization in achieving its usiness goals. Training is a
tool that can help in gaining competitive advantage in terms of human resource.
Fith the growing investment y IT companies in the development of their employees many
companies have now started their own learning centers. )s an e,ample& +un has its own training
department. )ccenture has Internet ased tool y the name of #My 9earningR that offers access
to its vast learning resources to its employees. 4ompanies are investing in oth the technical
training& which has always een an essential part in IT industry& as well as in managerial skills
development. 4ompanies now kept aside 6@;K of revenue for training programs. )s an e,ample&
some of the major players like Tata Gle,i and )ccenture are allocating =K and 6K respectively
of the company%s overall revenue.
)reas 4overed in Training 2rograms in IT!+oftware Development Industry
The specific areas where training is given in IT!+oftware Development sector are"
4omputer Manufacturing
GD2! G@ 4ommerce
Designing
Maintenance +ervice
0perating jos& 4omputer operators& Data Gntry
+ystem Developing !2rogramming !+oftware Gngineering
?etworking
)pplication 2rogramming
Research and Development in 2eripheral Integration
2roduct Ouality 4ontrol and Reliaility Testing
Gnterprise Resource 2lanning -GR2.
Dataase Farehousing and Management
Training 4ourses in +oftware Development Industry
8. Tech
84)
8+c. -H. 4omputer +cience
M. Tech
M4)
M+c. -H. 4omputer +cience
M.G. in 4omputer Technology $ )pplications
2ost Araduate Diploma in 4omputer )pplication -2.A.D.4.).
2referred Training Methods
+ome of the training methods of training are"
4omputer 8ased Training
Internet 8ased 9earning
9ectures
9as
0n@the@jo -0TB. Training
Distant 9earning
G@8ooks
Mentoring
4oaching
Bo Rotation
4areer 0pportunities Hor Trainers in +oftware Development Industry
2referred Gducational Oualification
M8)!2ADM!2AD8M in HR ! )dministration ! IR Gducation
(A @ 8.Tech!8.G. 1 4omputers
84)
M4)
8 +c. -H. 4omputer +cience! M +c 4omputer +cience
)ny 2A 4ourse @ )ny +pecialization
) post graduate in HR from a reputed Institute specializing in Training and Development
+kills and )ttriutes Re*uired
+kills and attriutes re*uired to ecome a successful trainer are"
Technical very sound
2resentale
Aood in making relationship with managers
4an handle *ueries of employees!IT 2rofessionals
Leral ! Fritten communication skills
G,cellent interpersonal skills
)ility to lead and mentor team memers
2resentation and networking skills
+hould e computer savvy
G,cellent coaching and mentoring skills
?ature of Fork
Training need )nalysis" ) 2rotocol to gather and review the inputs on the performance of the
hires serving the initial months of the employment. To design different Technical training
modules ased on the need for the same
)dvanced Training" 4ontent designing and +ession +cheduling to e done
Fork with technical managers to gauge current technical levels and align courses to deliver set
target levels
2ropose udget and spending plan for technical and soft skill
Gnsure R0I for training
Identification of training needs of employees y use of the appraisal data
4onsolidation and preparation of training calendar
4onduct service e,cellence and ehavioral modules for employees
4ontinuously conduct and monitor feedack after the program
2repares weekly!monthly and annual training reports
Tracks the mandatory training re*uirements for the entire division and informs the participants
on the compliance
Takes care of trainee%s needs during the training
Designing and developing instructional material for training courses that support companySs
goals
Manage team memer!s y assigning tasks and set goals ased on work load
Gmerging +cenario in IT Industry
Fith the rapid e,pansion in IT!ITG+ sector& now there is enough scope of IT training courses
and institutes. IT sector is soon going to face a huge shortfall of skilled employees& if the growth
in the software industry goes y as e,pected. )ccording to recent report of ?)++40M -The
?ational )ssociation of +oftware and +ervices 4ompanies. on software industry& the IT services
sector will see a shortfall of :&6;&777 people y :77J. IT spending in the gloal usiness world is
e,pected to grow y E to = K in the ne,t 6 years& which will e enough to give oost to the IT
training sector.
This huge IT spending is largely ecause of uptake in IT recruitment.
)ccording to a recent ID4 report& India alone spends X:CE million& i.e. :CK of the total spending
of IT training in the region& and is e,pected to e one of the largest contriutors in the coming
years. This is largely ecause India alone accounts for E7 K of the total )sia@2acific demand for
IT professionals.
4urrently& the IT training market is valued at Rs C77 crore& and is e,pected to reach Rs ;77 crore
over the ne,t 6 years.
The major factor that is responsile for growth in IT sector is the e@governance initiatives
introduced y central government and various other state governments.
?ow there is a notale shift from long@term course to short@term training certifications. Due to
this& the focus is now on hiring professionals with e,pertise in particular domains. The demand
has largely for B)L) and .?GT professionals. )nd on the ?GTF0R5I?A end& network storage
and 9inu, demand is taking a toll.
Lariation 0f +alary with G,perience in IT Industry
The following tales descries the salary offered to the trainers according to the e,perience $
variation of +alary with G,perience in +oftware +ervices Industry
In +oftware +ervices Industry
+alary offered to the trainers according to the relevant e,perience fall in the range of"
Lariation of +alary with G,perience in 820!520!ITG+ +ector
+alary offered to the trainers according to the relevant e,perience fall in the range of"
Training and Development in 820 Industry
820 is 8usiness 2rocess 0utsourcing. It is an agreement etween two parties for specific
usiness task. The 820 industry is growing at an annual growth rate of C<K and is e,pected to
cross X6C7 illion y :77J. Bo seekers prefer 820%s over other sectors ecause it is providing
high paying jos to graduates!undergraduates. To deliver desired services to customer& who is
C7&777 miles away& it is important to have good amount of usiness knowledge and re*uired
e,pertise.
The various reasons ehind the increasing training need in the 820 industry are"
C. 820 industry is e,pected to generate C.C million jos y :77J& and E million jos y :7C;&
which is why training need has increased more than ever efore.
:. High attrition rate in this sector reason eing unsatisfied employee& monotonous work&
neglected talent& inade*uate know@how& etc
6. 4oming up of high profile 820s
Training has ecome a major tool to retain employees. 2eople working in 820 sector face the
prolem of night shift& jo stress that results in de motivation. Fell designed training program
with clear career path increases the jo satisfaction among the young professionals and help them
in ecoming efficient and effective at the work place. Therefore& organizations have to handle
such challenges of meeting training needs& although& the sector is taking a lot of initiatives in
conducting training for new joinees. 4ompanies are now aligning usiness goals with training
costs. 8ut what more important is& is the development of the skills of middle management.
Larious 820%s have an elaorate training infrastructure that includes 4omputer@8ased Training
rooms& and specially trained and *ualified in@house trainers.
The companies are now usy designing training programs for their employees. These companies
try identifying the strengths and weaknesses and are emphasizing more on their personalities&
prolem@solving skills& and leadership skills.
Fith constant change in processes& technologies& techni*ues& methods& etc& there is a constant
need of updation& training and development the 820 employees to consistently deliver customer
goals.
4)RGGR 0220RT(?ITIG+ I? 820 +G4T0R
29)3GR+ I? 820 Training 2rograms in 820
Training 2rograms In 820. )reas 4overed in Training 2rograms
The specific areas where training is given in 820 sector are"
4ustomer 4are
Technical +upport
2ayroll Maintenance
2ulishing
+ales and Telemarketing
Hinance and )ccounting
Human Resources
Intellectual 2roperty Research and Documentation.
Role of 0rganization in Training and Development
Demand for Training also increases when there is change in the nature of jo& change in taste of
consumer& change in methods of product development& etc. The organization goes through the
following steps for the transfer of training to the field.
8ut the prolem arises when the organization outsource the training process. In this situation the
organization assumes that the trainer must e aware of the type of training need s of the
participants and their organization and their content will meet those needs. This leads to failure
of the program& which results in collusion. Therefore& itSs a foremost duty of the organization to
make the trainer and their organization aware of their culture& climate& responsiilities of
organization& etc.
Trainee 1 Role 0f Trainee in Transfer of Training
The trainee is a major stakeholder in a training program. The whole training program is
developed for the trainees only. Gach candidate plays an important role in the transfer of training
ecause one participantSs attitude regarding the training influence the other participants and also
each participant can assist y advancing the learning process to realize the training ojectives.
2articipantSs willingness to invest in the program is directly proportional to the enefits of the
learning that the trainee could e,pect. Gach participant forms their own perception towards
training. +ome perceptions remain the same during the program& while some faded depending
upon the assessment of a program y the participant.
+ome personal factors that affect the traineeSs learning are"
Hamily +ituation
2ersonal 2rolems
Relation etween the training program and personal ojective
9evel of self esteem
8enefits e,pected from training
4omfort level with the trainer
9earning style of trainee
5+) of trainee
2revious training e,periences
Desire for professional growth and development
+ome environmental factors that affect the traineeSs learning are"
Relationship with colleagues and suordinates
Training team
Trainer team
Training ojective
4ontent of training
Training design i.e. methods& techni*ues& and strategies
Gnvironment in the program
4omposition of training group
Infrastructure i.e. eating facilities& tea!coffee reaks
?o matter how good the training program is& in the end it is the participant only who decides
whether to change his ehavior or not. Trainees do not change their ehavior merely ecause
someone tells them to do. They change when they feel there is a need of it. They do it with their
own learning style. The trainer and the organization can only try to remove the mental locks of
the trainee& rest depends on trainee itself.
Importance of Trainer& Role of Trainer
The effective transfer of training depends a lot on the trainer ecause it is the trainer only who
can remove the mental lock of trainee& motivate the trainee to learn& delete the negative
perception of the trainee regarding the training. 8esides all that& a lot depends on personality of
trainer also.
The major competencies that are re*uired to e present in a trainer are"
2resentation +kills
8usiness +kills i.e. udgeting& time management& negotiation& etc.
4ontent Development i.e. material production& graphics& layouts& etc
+elf development i.e. interpersonal skills& good listening skills& fle,ile& accepting the share of
accountaility& etc
Trainer%s +kills
The skills that need to e present in a trainer are"
Training Design
Gvaluating the training program
Training need analysis
Forksheet design
G,ercises design
Role of Trainer
H)4I9IT)TI0? 0H TR)I?I?A
G,pected 2erformance is directly proportional to the multiplication of motivation& re*uired
5+)s& and e,pectations towards training i.e.
Motivation 1 If the trainee is not motivated to learn& no learning is likely to occur no matter how
good the training methods are& or how talented the trainees are. Therefore& it is important to
intervene efore training and provide them the information aout the learning outcome that they
can e,pect and how the learning outcome will help in achieving the ojectives. This increases the
motivation to learn and to e successful in training.
1 2ositive e,pectations matter a lot in a training program. If the trainee perceives the training as
waste of time& and waste of resources& no learning is likely to occur. ?o learning is possile with
negative perception. 0n the other hand& if the trainee elieves and e,pects that the training would
help him to improve upon his professional skills and would further help him in achieving his
personal goals& the proaility of training to meet the ojective increases.
5nowledge& +kills& and )ttitudes -5+)s. 1 It is important that the selected trainees should have
the right 5+)s for the training ecause even if the methods and contents of the training is good
ut the candidates do not have the right 5+)s& the training program will fail. )lso the training
methods would not e effective if the candidates are lacking the desired skills. Therefore& proper
selection techni*ue is must that would ensure that hired have the re*uisite 5+)s to e successful
in training.
Hacilitation of Training Through 0rganization Intervention
Hailure of training is not always ecause of lack of 5+)s ut sometimes it is ecause of the
organizational forces also. These forces also hold ack the transfer of training& and learning.
Therefore& it is important to keep in check those forces. Hor the successful transfer of training& it
is necessary to have supervisor support& trainer support& peer support& reward system& climate and
culture.
2GGR+ +(220RT 1 2eer support can also help in transfer of training& for e,ample& if the trainee
is the only one who is receiving training in the department then proaly the e,perienced peers
might put pressure on trainee to forget the training and work. This situation also hampers in
transfer of training. However& this situation can e avoided y involving the entire department in
training&
+(2GRLI+0R +(220RT 1 can affect their employees learning in numer of ways& for
e,ample& if the trainee is motivated to learn and receives full support from their supervisor& then
this support in turn encourages the employee to learn as much as possile. )lso& supervisor can
also reduce the negative factors of training& such as& the work that piles up during training that
makes the employee uncomfortale and employees% negative perception aout the training
program& also y encouraging the learning culture in the organization.
TR)I?GR +(220RT 1 can also have a positive impact on the transfer of training. Aone are the
days& when the trainers% role used to get over once the training program is done. Trainers% role is
now e,tended to the work place also. 8esides training& trainer%s role is to keep a check on how
trainees are performing and help them and discuss with them if they encounter any prolem in
the workplace.
49IM)TG 1 )part from supervisor support& peers support& trainer support& 4limate factor also
comprises of company polices& attitude of upper management towards employee& towards
training. If these factors are positive then the climate will also support the transfer of training. It
is the organizations foremost duty to make the employees realize through these factors that
ade*uate amount of time and resources are spent on them for their professional and personal
development.
4(9T(RG 1 also have the impact over the transfer of training. If the culture of the organization
provides enough opportunities to its employees to implement what they have learnt in the
workplace and provide them variety of others factors such as& social support& challenging jos&
etc then the likelihood of the transfer of training increases.
RGF)RD +3+TGM+ 1 If the learning outcome that helps in achieving the ojectives is linked
to reward system then the proaility of the success of training would increase.
Role of 0rganization in Training and Development
)n organization has a very close relationship with the trainee and the trainer ecause it is the
first contact for oth.
The demand for the training in the organization increases when the organization wants"
To hire new people 1 training as a means of training new recruits
To G,pand 1 Fhen the company wants to increase its headcount
To increase certain numer of staff -in position. y a certain date
To enhance the performance of employees
0rganizationSs name to e a part of training unit
Demand for Training also increases when there is change in the nature of jo& change in taste of
consumer& change in methods of product development& etc. The organization goes through the
following steps for the transfer of training to the field.
8ut the prolem arises when the organization outsource the training process. In this situation the
organization assumes that the trainer must e aware of the type of training need s of the
participants and their organization and their content will meet those needs. This leads to failure
of the program& which results in collusion. Therefore& itSs a foremost duty of the organization to
make the trainer and their organization aware of their culture& climate& responsiilities of
organization& etc.
T)RAGT )(DIG?4G
Fith a huge numer of organizations recognizing the worth of giving training across the
complete value chain& respondents were asked to point out who the receivers were of the
outsourced training. ?inety three percent of review participants revealed that their organizational
employees were the audience of outsourced training program. ?ineteen percent of the review
participants said it was their clients or regular consumers. +i,teen percent mentioned that they
provided outsourced training to their associates& partners or allies& and ; K said they avail
training programs for their suppliers.
The majority of review participants revealed that they provide outsourced training to internal
employees& there appears to a strong numer also using training outsourcing to reach partners&
associates& or allies and customers& or clients. )ccording to ID4& this represents a considerale
reak for oth uyers and sellers of outsourcing function.
Internal Gmployees 1 D6K
4ustomers 1 CDK
2artners 1 CEK
+uppliers 1 ;K
Top :7 Training 2roviders
The Top :7 Training 2roviders list includes those leaders in the outsourcing industry that have
recognized knowledge& skill& know@how and *uality in providing educational services to a range
of clients.
The 9ist is shown elow"
+.?0.
40M2)?3 ?)MG
C. )ccenture 9earning
:. RFD Technologies
6. Aeo 9earning
<. Aeneral 2hysics @ A2
;. ?IIT& 9td.
;. Glement 5
E. )dayana
=. I8M 9earning +olutions
J. Delta 4ollege
D Raytheon 2rofessional +ervices
C7. )ffiliated 4omputer +ervices& Inc. -)4+
CC. )ptech Forldwide 4orporation
C:. 4onvergys
C6. Aloal 5nowledge
C<. Intrepid 9earning +olution
C;. Innovatia
CE. +kill +oft
C=. 9ionridge
CJ. G,pertus
CD. 5nowledge 2ool
:7. Development Dimensions International
4)+G +T(D3@C
Training and Development at Aodrej
TMany Indian companies have increased their emphasis on training tremendously. I think it is
asolutely essential to spend a lot of money on training and continuous improvement. In our
group every employee has to undergo at least five days of training a year.T
@ )DI A0DRGB& 4H)IRM)? A0DRGB AR0(2.
Introduction
In Banuary :77:& Aodrej Industries 9td. -AI9. ought a :EK stake in T2ersonalitree )cademy
9td.T 2ersonalitree provided interactive soft skills training programmes online to corporates.
2ersonalitreeSs training modules have since een a part of AodrejSs training and development
initiatives.
It all started in CDDE with the reak@up of the joint venture etween Aodrej +oaps 9td -A+9. and
2roctor and Aamle -2$A.. 2ost reak@up& A+9 was ereft of a distriution system and had to
start from scratch. )s part of the reuilding e,ercise& A+9 recruited aout :;7 new employees
who had to e aligned with its corporate culture. In CDD=& A+9 conducted a Total Ouality
Management -TOM. workshop for all its ;777 employees to help them connect to their jo.
2arivartan: was launched in +eptemer :777 in A+9 to train new as well as e,isting employees
on various aspects of the usiness and to motivate them. In :77C& new initiatives like 3oung
Gntrepreneurs 8oard -3G8.& Red and 8lue Teams& Mentoring and Reverse Mentoring were
introduced in the Aodrej Aroup& -Aodrej. to encourage the involvement of youth in strategic
decision@making.
In early :77:& a need was felt among the top rass of Aodrej to instil a performance@ driven
culture in the company. In addition to upgrading the talents of e,isting employees& Aodrej had to
train new recruits.
Thus& Aodrej developed a comprehensive and innovative training programme for management
trainees and named it Aodrej )ccelerated 9earning 9eadership and 0rientation 2rogramme
-A)9902..
The ojective of A)9902 was to develop a newcomer into a professional y giving him or her
e,posure to various departments and inculcate in him or her& a sense of elonging.
9ater& in +eptemer :77:& AI9 introduced +park& a training programme for managers to help
them ecome effective coaches. Towards the end of :77:& G@gyan was introduced in AI9 to
increase the learning potential of employees.
In Banuary :776& a special HR programme on honing the interpersonal and negotiation skills of
officer@ level employees was launched in AI9. Hurther& in 0ctoer :776& an Gnglish language
training programme was held for floor workers of Aodrej and 8oyce Manufacturing 4ompany
9td -A8M9.& so that they could follow all instructions issued in that language independently.
8ackground ?ote
The Aodrej story started in CJD=& when )rdeshir 8urjorji Aodrej -)rdeshir. gave up his legal
practice and started manufacturing locks in a small shed at 9alaug near Mumai. Thus was
A8M9 orn. His rother& 2hirozshah Aodrej -2hirozshah.& carried on the pioneering work and in
CD7; A8M9 uilt its first safe& thus entering the security e*uipment usiness.
A8M9 e,panded its range of products y manufacturing office e*uipment& typewriters& tool@
room e*uipment& etc. In the early CD:7s& A8M9 started making soaps from vegetale oils and
incorporated A+9 in CD:J.
In CD;J& A8M9 started manufacturing refrigerators& its first home appliance product. A+9
ventured into animal feed in CD=C to help dairy and poultry farmers rear healthier livestock.
Aodrej 2acific commenced operations in CDJ: as the Glectronic 8usiness G*uipment -G8G.
Division of A8M9.
In CDJ;& A8M9 ventured into 4omputer )ided Designing services as part of its G8G division. In
CDD7& Aodrej 2roperties $ Investments 9imited -A2I9. was incorporated to provide
meticulously planned townships. In CDDC& the Aodrej group entered the processed food and
edile oil segment y incorporating Aodrej Hoods 9td -AH9..
The animal feed division was spun off into a distinctly focused animal@ feed and agricultural
input company in CDDC@D: and was named Aodrej )grovet 9imited -A)L9.. In CDD6& A8M9
entered into a joint venture with Aeneral Glectric -AG.& (+ and Aodrej@AG )ppliances was
formed.
It went on to manufacture washing machines and air conditioners. AG e,ited from the joint
venture in :77C and the appliances usiness ecame a division of A8M9. In CDD6& Aodrej
entered into a manufacturing and marketing alliance with 2roctor $ Aamle -2$A.. ) new
company 2$A@Aodrej 9td& with each company holding ;7K& was incorporated.
The entire distriution network of Aodrej was transferred to this company and the joint venture
was entrusted with the task of marketing oth Aodrej and 2$ASs toilet soap and detergents
rands.
The G8G division was spun off into Aeometric +oftware +olutions 9td in CDD< to offer complete
solutions to customers. In CDD<& Aodrej ventured into the insecticide market through A+9& which
ought =;K stake in Transelektra Domestic 2roducts 2vt 9td -TD29.& the manufacturer of the
TAood 5nightT rand.
In CDD;& Aodrej entered into a joint venture with the (+ multinational& +ara 9ee and the new
concern was called Aodrej@+ara 9ee. The venture was the worldSs largest manufacturer of
mos*uito repellents. In )ugust CDDE& 2$A@Aodrej 9td& terminated the arrangement and Aodrej
re@took charge of marketing its soap $ detergent rands ut without a distriution network of its
own.
In CDDD& A+9 sold ::.; per cent of its shareholding in Aodrej@+ara 9ee to the group holding
company A8M9 for Rs DD<.= million. Aodrej Infotech 9td was incorporated in CDDD to offer
software solutions. In March :77C& A+9 got de@merged and its consumer products division came
to e known as Aodrej 4onsumer 2roducts 9td -A429....
GQ4GR2T+
Total Ouality Management -TOM. Forkshops
Aodrej started total *uality management -TOM. workshops in CDD;& to inculcate a _positive work
cultureS in the company. In CDD=& all the ;&777 employees of A+9 were put through a three@day
workshop as part of the TvisioningT session of TOM...
S2arivartanS
In :777& S2arivartanS was launched in A+9 with the ojective of motivating employees as well as
imparting knowledge aout the sales functions of A+9. ) team of CJ senior e,ecutives from all
divisions spanning sales& logistics and HR were called on to provide necessary inputs...
Gconomic Lalue )dded -GL). Training
In :77C& Aodrej introduced Gconomic Lalue )dded -GL). in all its group companies. )n
e,tensive training program was undertaken for various managerial and officer levels. 0ver ;77
employees were trained to manage GL) y making appropriate decisions involving investments
and!or trade@offs etween the income statement and the alance sheet. This training programme
was conducted y +tern +tewart& ?ew 3ork ased management consultancy who had pioneered
the concept of GL)...
A)9902
A)9902 was instituted in early :77: as a structured and organised induction@training
programme at Aodrej. A)9902 aimed at nurturing the new recruits into leaders and dynamic
performers through this one@year programme. The programme started with an induction speech
y the chairman& followed y the speeches y the 4G0s of all the group companies.
The trainees were rotated in four departments other than their primary department including a
compulsory sales stint. This mandatory rotation in sales enaled the trainees to get a hands@on
e,perience in understanding the market...
+2)R5
The ojective of the +park programme& initiated y AI9 in +eptemer :77:& was to Ttrain the
trainersT. The training programme was aimed at e*uipping the managers to ecome successful
coaches. AI9& in association with a Delhi@ased HR consultant& conducted a host of workshops
to enale the managers assume the role of a coach...
G@A3)?
G@Ayan was the e@learning initiative of AI9 launched in the second half of :77:. It was an
attempt to move away from traditional training methods of workshops and help sharpen the
intellect of the employees y self@ learning initiatives. Initially& +atyam Gducation +ervices 9td
was the content provider and rendered the entire gamut of learning resources through its e@
learning portal @learnatsatyam.com. Internal communication measures like Senrolment on a first@
come@first@serve asisS and Se the first e@gyaneeS were circulated...
4RITI4I+M+
0ne criticism against the training and development programs at Aodrej was that there were no
measurement techni*ues to judge the effectiveness of the programs. Hor e,ample& no specific
measures were developed to determine the e,tent to which the interpersonal and negotiation
skills training aided the employees to develop a more roust usiness concept...
GQHI8IT+
5ey 8enefits of GL)
4)+G +T(D3 1 :
Training and Development @ The AG Fay
TAreat people uild great companies. Talent development is not a slogan at AG& it is a way of
life.TC
@ Back Felch& 4hief G,ecutive 0fficer -CDJC@:77C.& Aeneral Glectric 4o. in :77;.
TDeveloping leaders& developing people takes three things. It takes leadership commitment& it
takes disciplined processes and it takes commitment to people. It works for us.T :
@ 8o 4orcoran& 4hief 9earning 0fficer& Aeneral Glectric 4o. in :77<.
TThere is reason to elieve that they are a etter training ground than we are.T6
@ ?itin ?ohria& 2rofessor& Harvard 8usiness +chool in :776& commenting on AGSs aility to
develop managerial talent.
I?TR0D(4TI0?
In :77;& Aeneral Glectric 4ompany< -AG. was one of the worldSs iggest conglomerates with a
presence across CE7 countries& CC varied usinesses and employee strength of around 67=&777.
+ome of its usinesses were large enough to make it to the Hortune ;77 list on their own. AG had
not only survived successfully for C66 years; ut had also consistently generated great value for
its shareholders& despite its size. AG was the only company with a continuous listing in the Dow
Bones Industrial )verageE since the original inde, was constructed in CJDE. AG had won many
accolades as the worldSs most respected company= in appreciation of its people management and
sustained profitaility.
0ne of the factors that contriuted to the companySs success was its aility to train and develop
its multinational& diverse workforce in a successful manner. AG was one of the first companies to
estalish a management development center to train and develop its employees. During the
CDJ7s& this center put the company on a growth trajectory that very few corporations could
match. It inspired many other renowned companies like 8oeing 4o.& Home Depot and Toyota
Motors to model their training centers on the one at AG.
In the media& AG has een referred to as a Tcaptain@of@industry universityT or Tthe leadership
factoryT in recognition of its aility to produce e,ceptional leaders who went on to ecame 4G0s
at other Hortune ;77 companies. )nalysts acknowledged the fact that AG went far eyond
imparting traditional training. It Snurtured talentS to ring out the latent potential in its employees
through proper grooming.
The Fork@0ut 2rogram that AG developed to train its employees created such an impact that
later other companies egan to approach AG to try and develop similar programs for their
employees. AG usinesses like AG 4onsumer and Industrial were certified y professional
associations as authorized providers of education and training for their respective areas of
e,pertise. AG spent around XC illion on in@house Training and Development -T$D. every year.
In addition& AG invested over X6J million annually for reimursement of tuition fees for
employees who enrolled for outside degree programs.
AG was chosen as the est company for e,ecutive development in a survey conducted y
G,ecutive Development )ssociatesJ for the year :77; -Refer G,hiit II..
T$D Initiatives at AG
ForldSs Hirst 4orporate (niversity
)lthough on@the@jo@training had een used at AG since the CD:7s& formal corporate training
took shape during Ralph 4ordinerD -4ordiner.Ss tenure as 4G0. 0n taking up this position in
CD;7& 4ordiner started restructuring the company& decentralizing it y reaking it up into various
departments.
He felt decentralization would make the company more manageale in times of rapid growth. )s
a result of decentralization& AG had more than C77 divisions where earlier there were just eight
major units. ) general manager was appointed for each division& to oversee the divisionSs overall
working.
)s a result of the decentralized structure& the company faced another challenge. The new reed
of managers needed to e trained to enale them to handle their divisions successfully.
Therefore& estalishment of a corporate training center for AG e,ecutives ecame the logical ne,t
step.
4ordiner had envisioned a radically new approach to train e,ecutives for comple, management
responsiilities. To make this a reality& he sent a team of e,ecutives to look at usiness schools
and universities around the world. However& the team found that none of these schools would e
ale to meet their re*uirements.
+o& finally& 4ordiner decided that AG would estalish its own facility. The management
development center was set up in the year CD;E& at 4rotonvilleC7& in the village of 0ssining&
?ew 3ork. It was the worldSs first corporate university and a major milestone in the area of T$D
for the company...
GQ4GR2T+
H04(+ 0? G@9G)R?I?A
AG had started implementing on@line training way ack in the year CDDJ. Fhile it was analyzing
the return on investment for one of its courses at AG )ircraft Gngineering & the company
discovered that the three@day course cost the company X<= an hour in terms of productivity loss
per customer and XC&;77 for travel and living e,penses incurred on participants who had to e
flown in from various locations to AG TransportationSs 4incinnati head*uarters.
The e,isting training facility also needed a revamp and was estimated to cost X<.; million. It was
at this point that the company decided to implement an online course instead.
9ater& when the company assessed the effectiveness of the online program& it turned out that
employees were ale to asor nearly the same learning in a three hour online course.
It saved the time employees spent away from work. In addition& the company did not have to
incur any additional costs for travel and related e,penses...
The Impact
AG was recognized for its aility to ma,imize the value of the enterpriseSs intellectual capital y
producing e,ceptional leaders.
)nalysts oserved that AG never e,perienced any dearth of good leaders to take over the reins as
and when the need arose.
G,perts pointed out that another key enefit of AGSs focus on training was that it rought gloal
consistency to all its usinesses. )s Rick 5ennedy& manager& media relations& AG )ircraft
Gngines& remarked& TDespite the companySs size& everyone has a common set of ojectives to
work from and itSs very effective.T AG had een ale to use its diversity to transform itself into a
learning organization where employees could develop themselves continuously. The on@the@jo
rotational assignments that the company offered enaled employees to get tremendous e,posure
across its varied usiness segments and divisions and gave them unmatched practical e,posure to
sharpen their managerial capailities...
G,hiits
G,hiit I" AGSs Distinguished )lumni
G,hiit II" Top 4ompanies for G,ecutive Development
G,hiit III" 4rotonvilleSs Mission
G,hiit IL" Larious T$D 2rograms at Major 8usinesses of AG
G,hiit L" Hinancial Management 2rogram
G,hiit LI" Information Management 9eadership 2rogram
G,hiit LII" Gdison Gngineering Development 2rogram
G,hiit LIII" 0perations Management 9eadership 2rogram
G,hiit IQ" Distinguished HM2 Araduates
G,hiit Q" G,perienced 4ommercial 9eadership 2rogram
G,hiit QI" Human Resource 9eadership 2rogram
4)+G +T(D3 1 6
Gmployee Training and Development at Motorola
Hew companies take their commitment to employaility of people more seriously than
Motorola.TC
@ +umantra Ahoshal& 4hristopher a 8artlett $ 2eter Moran: in +loan Management Review.
TTraining and a strong learning ethic are emedded parts of MotorolaSs culture...The corporation
learned some time ago that dollars spent on training programs not only empowered their
employees ut provided the necessary skills for the companySs marketplace dominance.T6
@ Bames 8orton& 4olumnist& )sia Times.
Top Training 4ompany in the Forld
Hor nearly eight decades& the (+ ased Motorola Inc. -Motorola. has een recognized as one of
the est providers of training to its employees in the world. Motorola egan training its
employeesS right in CD:J& the year of its inception& on the factory floor as purely technical
product training.
Training& at that time& just meant teaching new recruits how to handle the manufacturing
e*uipment to perform various predetermined tasks assigned to them. 8ut y the CDJ7s& Motorola
had emerged as a model organization in the corporate world for employee education& training
and development.
The innovative training programs of Motorola turned training into a continuous learning process.
In the CDJ7s& the training initiatives of the company culminated in the setting up of the Motorola
Gducation and Training 4enter& an e,clusive institute to look after the training and development
re*uirements of MotorolaSs employees.
The institute was later elevated to the status of a university @ Motorola (niversity @ in CDJD.
These training e,periments ecame such a resounding success that employee productivity
improved year after year and *uality@wise MotorolaSs products ecame synonymous with
perfection.
9eading companies all over the world visited MotorolaSs head*uarters to study the high@
performance work practices of the company. They discovered that MotorolaSs success was uilt
on the strong foundations of corporate@wide learning practices and that Motorola (niversity was
the cornerstone of corporate learning.
In recognition of its e,cellent training and development practices& the )merican +ociety for
Training and Development -)+TD.< named Motorola the STop Training 4ompanyS and conferred
on Roert Aalvin -Aalvin.& the former 4G0 of the company& its S4hampion of Forkplace
9earning and 2erformance )wardS for the year CDDD. +peaking on MotorolaSs training initiatives
and AalvinSs contriution& Tina +ung& 2resident and 4G0 of )+TD& said& TAalvin is a true
champion of employees eing an integral part of the organizational success. He set the corporate
standard for investing in education and has demonstrated that training and development pay off
in productivity& performance and *uality.T;
8ackground ?ote
Motorola was founded in CD:J when the Aalvin rothers& 2aul and Boseph& set up the Aalvin
Manufacturing 4orporation& in 4hicago& Illinois& (+). Its first product was a Tattery
eliminator&T which allowed the consumers to operate radios directly using household current
instead of atteries.
In the CD67s& the company successfully commercialized car radios under the rand name
TMotorola&T a word which suggested sound in motion y comining TmotorT with TLictrolaE.T In
CD6E& Motorola entered the new field of radio communications with the product 2olice 4ruiser&
an )M automoile radio that was pre@set to a single fre*uency to receive police roadcasts.
In CD<7& Daniel ?ole -?ole.& a pioneer in HM radio communications and semiconductor
technology& joined Motorola as director of research. +oon& the company estalished a
communication division followed y a susidiary sales corporation& Motorola 4ommunications
and Glectronics in CD<C.
The Motorola trademark was so widely recognized that the companySs name was changed from
Aalvin Manufacturing 4orporation to Motorola Inc. in CD<=.
Motorola entered the television market in CD<=. In CD<D& ?ole launched a research $
development facility in )rizona to e,plore the potential of the newly invented transistor. In CD;E&
Motorola ecame a commercial producer and supplier of semiconductors for sale to other
manufacturers.
The company egan manufacturing integrated circuits and microprocessors in a id to find
customers outside the auto industry. In CD;J& Motorola opened an office in Tokyo& to promote
customer and supplier relations with Bapanese companies...
GQ4GR2T+
TR)I?I?A )?D DGLG902MG?T I?ITI)TILG+
THG I?ITI)9 GHH0RT+
Motorola had started training its employeesS way ack in the CD:7s& and the importance of
training continued to grow. Till the early CDJ7s& Motorola had its own standard employee
development activities in which training was the key element
During those days& when people were recruited for manufacturing& the company looked for three
essential *ualities in the employees @ the communication and computational skills of a seventh
graderI asic prolem solving ailities oth in an individual capacity and as a team playerI and
willingness to accept work hours as the time it took to achieve *uality output rather than regular
clock hours.
The *uality of the output was the primary consideration for Motorola& and employees were
e,pected to make full efforts to achieve *uality. Most of the employees learned their jo through
oserving the seniors at work and learning through the trial and error method. The training
lessons imparted to them involved techni*ues to improve their communication skills and sharpen
their calculation skills...
THG M0T0R09) (?ILGR+IT3
)fter conducting various training e,periments that spanned a few decades& Motorola came to
understand that training involved more than designing and implementing one particular program
for a set of employees. To keep improving performance& training should e a continuous learning
process involving each and every person in the organization. ?ormally& training was an ad hoc
measure& whereas education gave the recipient a vision. Gducation was viewed as an investment
rather than a cost. Therefore& Motorola decide to elevate MTG4 to the status of a university in
CDJD...
H04(+ 0? G@9G)R?I?A
Motorola (niversity created a new internal institute named 4ollege of 9earning Technologies
-49T. to develop educational delivery systems through satellite& Internet and virtual classrooms.
This department was responsile for providing innovative learning via virtual classrooms& online
e,periences& use of 4D@R0M+ and through multimedia such as video and satellite conferences.
The university placed a large selection of courses and training materials on its intranet & availale
around the world at any time to its employees...
GQHI8IT+
G,hiit I" Highlights of the Hive@2art 4urriculum
G,hiit II" 9ist of 4ourses 0ffered y Motorola (niversity
G,hiit III" G,ecutive Gducation 2rofile of Motorola in the CDD7s
G,hiit IL" ) 8rief ?ote on 5irkpatrick Gvaluation 9evels
G,hiit L" MotorolaSs Individual Dignity Gntitlement 2rogram
G,hiit LI" Highlights of MotorolaSs +elf@Directed 9earning 2rogram
40?49(+I0?
)s indicated from the variety of topics discussed& Human Resource Management covers a wide
range of topics. Today%s special lirary manager has a lot of jos to accomplish. )s a manager&
one must e familiar with the laws regarding today%s work environment& and keep up to date on
the new laws that develop. They must also e an effective communicator to ale to delegate
responsiility& and alleviate conflict. They have to deal with hiring new employees& and
terminating ad ones. Gffective Human Resource Managers strive to make the work environment
a healthy one& in every conceivale way.
3ou have almost reached the end of the module on Human Resource Management Hor Health.
4learly& we have not e,hausted the topic. Many topics were introduced& ut could have een
elaorated in much greater depth. Many topics could have een added& were it not for the lack of
space and time. Fe had to make choices. Fe tried to aim for a mi, of understanding the
importance of HR Management in the conte,t of developments in the health sector and of
gaining some knowledge and skills that will help you in your day@to@day practice as a human
resource manager. The challenges facing HR managers in the health sector today are serious and
seemingly endless" HIL!)ID+& rain drain& low morale& transformation fatigue& to name just a
few e,amples. Fe have not spent much time discussing these challenges per se. This would
proaly warrant another full module. However& many of the topics covered in this module are
influenced y or influence these challenges. Hor e,ample& motivation plays a crucial role in
lifting low morale. +o does a good supervisory system. Thorough staff induction and
development can go a long way to reducing role conflict.
8efore we let you go& we want you to spend another two to three hours working with the HRM
assessment tool we introduced in (nit C +ession < -Task :. and reflecting on the key challenges
we face in human resources in +outh )frica specifically& ut also in other )frican countries
today. Fe recently wrote an overview article for the +outh )frican Health Review& which talks
to these challenges. The article focuses on Human Resource Development in general& ut you
will see that most topics relate directly to HR Management.
8I89I0AR)2H3
C. 8aldwin& D. -CDDE.. The academic lirarian%s human resources handook. Gnglewood& 40"
9iraries (nlimited.
:. www.google.com
6. 4hadourne& R. -CDD;.. Grgonomics and the electronic workplace.
Filson 9irary 8ulletin& ED& :<@:E.
<. Hraser& B. ). -CDD6.. Managing emotions in the workplace" )dvice for managers on dealing
with employee an,iety in times of change. ?ew 3ork Times& C<:& H:;.
;. 9ewin& D. -CDD;.. 2reventive medicine at work. ?ations 8usiness& J6& 66.
E. Marmion& D. -CDDJ.. Hacing the challenge" Technology training in liraries. Information
Technology and 9iraries& C=& :CE.
=. +piegel& 9. -CDD<.. 4hange management eases comple, projects. InfoForld&CE& ;7.
J. Tenopir& 4. -CDDJ.. 2lagued y our own successes. 9irary Bournal& C:6& 6D@<C.
D. 0+H) Fe site. -CDDD.. http"!!www.osha.gov!comp@links.html
C7. 4ornell Fe site. -CDDD.. http"!!www.law.cornell.edu!topics!civil`rights.html
CC. 9earn 6 Rules for effective communication& ; traits you%ll need as a manager& C7 motivating
factors& and more. -CDD=.. 4areer Development Handook. ?ursing& :=& ;J@E7.