Preface

In order to achieve positive and concrete result with theoretical concept, exposure to real life
situation existing in corporate world is much needed. In todays scenario the practical knowledge
in education especially in professional course is very essential. Summer Training is the essential
part to one of the curriculum of any management program.

In the classroom coaching, we generally get theoretical knowledge of management, but this
knowledge does not prove to be adequate. As in future, management students have to work with
organization. By merely knowing what management is, they cannot be capable of applying it.
Summer Training is provided to the students to provide the opportunity, to get familiar with the
natural industrial atmosphere through participation and observation.

Summer training in MBA course and study content of such as practical knowledge makes the
student confident and introduce them about their ability.

I have done my training in JINDAL STAINLESS Ltd. in its Human Resource Department to
learn and know how actually work is done in any organization. It was a great experience for me
as I got industrial exposure over there. It also helped me in understanding and utilizing my
theoretical knowledge and my skills for being a successful manager.
Acknowledgement
The satisfaction and euphoria that accompany the successful completion of any task, would not
be complete without mentioning people who made it possible because success is the epitome of
hard work, and undeterred missionary zeal, steady fast determination unperturbed concentration
and dedication and above all adept advices. So with deep gratitude we acknowledge all those for
their advices and encouragement which served as beacon light.

I express my deep sense of gratitude to Mr. Padmakar Lal Das (AGM-HR) for their co-operation,
constructive counsel and valuable guidance proffered during the project work, without which it
would not have been possible for me to complete this work.

I would like to take this opportunity to acknowledgement the valuable help and guidance
received from Mr. Abhishek Sharma (A.MHR), and Mr. Dheeraj Dheer (A.MHR) in spite of
their extremely busy schedule. They not only gave me their valuable time but also provided
important details regarding the project.

I sincerely express my gratefulness to all employees of H.R Department who stood behind me in
any situation and without whom this project could ever have been presented in this form.
Last but not least I would like to express my sentiments to my parents, my teachers and God
whose silent wishes guided my efforts without which it was not possible for me to reach at this
stage.

Shubhangini Singh
10-MB-3011

Declaration

I SHUBHANGINI SINGH, hereby declare that the work presented in this project report titled
Training Need Analysis in Jindal Stainless Limited. Submitted to the Human Resource
Department, is an authentic record of my work carried out during summer training after
completion of my MBA first year.

This project is being carried out under the supervision of my trainers.

The matter embodied in this report has not been submitted by anybody for the award of any
degree or diploma.

Shubhangini Singh
10-MB-3011

Contents

1. Jindal Group

2. About JSL Ltd.

3. Milestones

4. Vision

5. Core Values

6. Operations

7. Stainless Steel

8. Products

9. Organization Structure
 10. Human Capital

11. Subsidiary Companies

12. Training Concepts

13. Training Need Identification Process

14. JSL Training Procedure

15. External Training

16. Skill Enhancement Process

17. Conclusion

18. Suggestion

19. Learning During Training

20. Annexure

21. Bibliography

Jindal Group
Shri O. P. Jindal had a vision of a progressive state A state where men and women would work
shoulder to shoulder towards making a happier tomorrow. Jindal Stainless constantly echoes
these values and gives due cognizance of its role as a responsible corporate citizen. Community
Service has been the uppermost Corporate Value and Jindal Stainless has contributed to the
community cause through Rural Development Initiatives, Womens Upliftment, and Health &
Education Programs. Schools at various levels have been set up to educate the students in future.

The Vidya Devi Jindal School, a residential girls school and the Jindal Modern School, a 10+2
co-educational school at Hisar are engaged in the holistic development of students. Efforts
towards providing good quality health care are provided through N. C. Jindal Institute of
Medicare & Research at Hisar. Immunization drives and free health care camps on different
medical aspects are also conducted from time to time. A Cancer Research Institute and Hospital
is also being built to provide medical care to the community at a nominal cost.

Jindal Stainless is in many ways very much like the material it produces. Like Stainless Steel, the
company is versatile in its thought process; strong and unrelenting in its operations; environment
friendly in its manufacturing process; bright, shining and beautiful in its community support
activities. Jindal Stainless has always been committed to innovation, progress, research and
development.

Our innovations are admired beyond the geographical boundaries of our country. No wonder, we
are the preferred strategic partners of global leaders. Our achievements narrate a story of our
determination to succeed and our passion to win. We will continue to leverage our opportunities
in creating excellence that the world cannot even think about. Today we are the largest integrated
stainless steel producer in India, tomorrow we will rule the world.

JSL is ISO: 9001, ISO: 14001and OHSAS: 18000 certified flagship company of the Jindal
Organization. The company today has come a long way from a single factory establishment,
started in 1970. As the numerous Uno it has taken on the task of making stainless steel a part of
everybody's life by taking a 360 degrees approach from production of raw materials to supply of
architecture and lifestyle related products.

About JSL Ltd

Jindal Organization, set up in 1970 by the steel visionary Mr. O.P. Jindal, has grown from an
indigenous single-unit steel plant in Hisar, Haryana to the present multi-billion, multi-national
and multi-product steel conglomerate. The organization is still expanding, integrating,
amalgamating and growing.

The group places its commitment to sustainable development, of its people and the communities
in which it operates, at the heart of its strategy and aspires to be a benchmark for players in the
industry the world over. The Jindal Organization today is a global player. Its relentless quest for
excellence has reaped rich benefits and it is today one of the worlds most admired and respected
groups within the steel fraternity.

O.P JINDAL GROUP

1. RATAN JINDAL

JSL Ltd.

Stainless Steel, HR/CR coils, High Carbon Ferro Chrome.

2. NAVEEN JINDAL

JSPL Ltd.

Sponge iron, Power RUBM, MS Slabs.

3. SAJJAN JINDAL

JINDAL JSW Ltd.

HR/CR sheets, Integrated Steel Plant.

4. P.R.JINDAL

JINDAL SAW Ltd.

Submerged Arc Welded Pipes.

Milestones
1952:

After independence, a young man with fiery ambitions to start life afresh left his village for
Calcutta in 1950 only to return to his native soil to start an industrial group. His only asset then
was a deep understanding of pipe manufacturing and an innovative mind. Om Prakash Jindal, in
1952, started his first unit to manufacture steel pipes, bends and sockets at Liluah in Calcutta.

1960:

Jindal Industries sets up Pipe Mill at Hisar. Today, even after four decades it is a brand leader in
the market.

1970:
Birth of the Jindal Organization. A mini steel plant established as Jindal Strips Limited at Hisar.
This plant was one of its kinds in the country. It manufactured hot rolled steel coils, plates, slabs
and blooms through the electric arc furnace route to use cost effective raw materials and bring
down the production cost.

1977:

Hisar plant started manufacturing Stainless Steel based on in house R&D. Hence, the beginning
of a 28 year period in which Jindal Strips forged ahead as one of the largest Stainless Steel
producer in India.

1979:

Om Prakash Jindal efforts heralded first indigenously manufactured Stainless Steel at the Hisar
plant. This year marked the installation of Indias first Argon-Oxygen Decarburization (AOD)
converter at the factory a major breakthrough in Stainless Steel Technology.

1987:

Supplies of Ferro chrome, the important ingredient for Stainless Steel, were still dependent on
vagaries of external factors. This coupled with erratic price escalation of Ferro-chrome affected
production at Hisar plant thus, setting up of the Ferro Alloys Division at Kothavalasa,
Vishakhapatnam.

1991:

Manufacturing of Blade Stainless Steel started at Hisar. The company stepped on the road of
becoming an exclusive producer of Stainless Steel Strips for making Razor and Surgical Blades
in India. With an all-time high Nickel prices, Jindal Stainless develops chrome-manganese
Stainless Steel, a cost effective alternative to 18/8 type (304) grade for certain applications. This
contains chromium (16.0%-18.0%), nickel (1.0%-4.0%) along with appropriate combination of
manganese, copper and nitrogen.

2002:

Restructuring of Jindal Strips and the manufacturing operations spun off to be called Jindal
Stainless. Art dinox launches designer Stainless Steel lifestyle products in the retail market.

2003:

ARC, the Architecture Division launches pioneering products with innovative use of Stainless
Steel in Architecture, Building and Construction segment.

2005 & Beyond:

Ratan Jindal at the helm of affairs sets the ball rolling for the setting up of a 1.6 Million Ton
integrated Stainless Steel project at Kalinga Nagar Industrial Complex in Jajpur District of
Orissa. The company acquires Maspion Stainless Steel plant in Indonesia. To keep itself ahead in
ever changing market dynamics and its customer focus, Jindal Stainless signs joint venture with
Steel way in Italy to provide customized products to its potential customers in the new Service
Centre.

Jindal Stainless Limited-Vision 2015

Core Values

INTEGRITY

Conduct all business dealings along transparent lines.

RESPECT FOR INDIVIDUAL

Recognize individuals contribution in the growth and development of the company. Treat all
Jindalites with respect and dignity.

MERITOCRACY

Foster an environment of excellence in performance.

DYNAMIC THINKING

Demonstrate a winners attitude with a crystal clear focus to deliver sustained value for all
stakeholders.

CREATIVITY & INNOVATION

Encourage creative experimentation, embrace new ideas and institutionalize continuous

improvement in all aspects of business and performance.

SOCIAL RESPONSIBILITY

Dedicate efforts to the social and environmental issues to enrich the quality of life of the
commune.

Operations...
HISAR PLANT (HARYANA, INDIA)

At Hisar lies Indias only fully integrated Stainless Steel plant. An exclusive complex for
manufacturing Stainless Steel for razor and surgical blades has been created and a coin blanking
line has also been installed.

VIZAG PLANT (ANDHRA PRADESH, INDIA)

The Ferro alloys plant is situated at Jindal Nagar, Andhra Pradesh. The installed capacity is
40,000 metric tons per annum of high carbon Ferro chrome. The plant is also equipped with an
ultra modern testing laboratory to ensure global standards.

GREEN FIELD PROJECT AT ORISSA, INDIA

Jindal Stainless is setting up a Greenfield fully integrated Stainless Steel project in the state of
Orissa which would involve mining of iron, manganese and chrome ore for production of Ferro
alloys and Stainless Steel. This Stainless Steel plant will have a capacity of 1.6 million tons per
annum.

PT JINDAL STAINLESS INDONESIA

This acquisition of a Stainless Steel cold rolling plant from Maspion Stainless Steel has further
enhanced our presence in the South East Asian region. It has increased our cold rolling capacity
and expanded our presence in the global markets.

ART DINOX

The Lifestyle Products Division was set up with the objective of creating exclusive Stainless
Steel lifestyle products. The product range encompasses tableware, serving ware, gifts, home
accessories and office accessories.

ARC

The Architecture Division has taken an initiative to promote Stainless Steel products and
technology solutions to cater to emerging markets of Stainless Steel for Architecture, Building
and Construction (ABC) in India.

Art dinox is the exciting new form of ultimate style. The name translates to the art of Stainless
Steel. And thats precisely what it is: Works of art in Stainless Steel. Art dinox has been set up
with the objective of creating exclusive Stainless Steel lifestyle products, which are synonymous
with quality, beauty and functionality.

The professionally qualified in-house design team is dedicated to exploring the frontiers of
design and the product range is a celebration of both form and function. The range encompasses
tableware, serving ware, gifts, home and office accessories.

JINDAL STAINLESS STEELWAY LIMITED

A joint initiative with Steel way s.r.l. of Italy, this service center is another step forward to keep
ourselves ahead in the ever changing market dynamics. This venture provides customized
products and distribution services in Stainless Steel to meet specific requirements of customers
on just-in-time basis.

Stainless Steel
In 1912, an English metallurgist, Harry Blearily, accidentally discovered Stainless Steel. In the
process of discovering an alloy to protect cannon bores in England, what came into existence
was stainless steel.
Stainless steel is a generic term used a group of corrosion resistant steel containing a minimum
of 10.5 % of chromium, varying additions, of Nickel, Molybdenum, Titanium, Manganese,
Copper and other elements may be added to attain desired properties for various applications.

Steel is made through Electric Arc Furnace route using Sponge Iron and scrap as main raw
materials. Steel melt shop has facilities for ladle refining and vacuum degassing for
manufacturing quality steels. The strength of Stainless lies in its durability and the fact that
unlike other metals, it does not rust, tarnish, oxidize or de-generate. Stainless Steel lends itself
unstintingly to molding, into forms, which are breathtaking in their minimalism.

JSL Stainless Products

Jindal strips Ltd. Products almost all principal grades of stainless steel at its Hisar plant. The
plant uses the latest steel technology of ultra high power furnace melting. The hot rolled strips
are further reduces in a modern 20-hi mill to produce uniform thickness cold rolled strips to a
thickness of as 0.15 mm stainless product are classified as:

A. Continuous cast products

Slabs

Cast in single strand slab caster of steel melt shop I. Liquid steel is produce through electric arc
furnace-AOD Convertor/VOD-Ladle refining furnace route.

Blooms

Liquid steel is produce through electric arc furnace-AOD convertor-ladle refining furnace route.

Size: 160 mm-sq

200 mm sq

B. Hot rolled products

HR coils:- As cast/ ground slabs are first heated and soaked in reheating furnace, rolled in
roughing mill to intermediate thickness and then to the final thickness in the steckel mill.

HRAP Coils:- Hot rolled annealed pickled coils are produce after continuous annealing and
pickling.
HRAP Plates:-No1 finish plates are produce after annealing and pickling or by cutting hot rolled
annealed pickled coils to desired lengths.

C. Cold rolled products

Cold rolled coils and sheets are produced after being processed in the 20 Hi Mill, continuous
anneal & pickle line, skin pass mill slitting line and cut to length lines.

Absolute flat sheets are produce after put through the Voss leveler. Sheets & cold rolled coils are
available in different finishes 2D, 2B, No3, No4 and BA.

D. Blade steel

The company is the exclusive producer of stainless steel strips for making razor blades and
surgical blades in India. The plant has a capacity to produce 10,000 metric tones per annum. JSL
can readily supply Stainless Razor Blade Steel as per the broad material specifications / details
given below:

(a) Size: -
Thickness = 0.10 mm (+/- 0.007 mm)
Width = 22.40 mm (+/- 0.03 mm) and up to 340 mm (Max.)

Organization Structure
Like other organization JSL too has its own organization structure meeting the needs and
requirement in a benefiting manner. It has got the following departments:

23. Strip Mill

24. Electrical and Automation Department

1. Administration Department

2. Marketing and Sales Department

3. Finance and Account Department

4. HR Department

5. Personnel Office

6. Quality Laboratory

7. R&D Department

8. Information Technology Department

9. Excise Department

10. Environment Laboratory

11. Purchase Department

12. Store Department

13. Hydraulics Department

14. Mechanical Workshop

15. Oxygen Plant

16. Steel Melting Shop

17. Blade Steel Department

18. Coin Blanking Line

19. Library Department

20. Marketing and Sales Department

21. Production Planning Control Department

22. Dispatch Department

JSL Human Capital

 3000 2803

2500
2040
Management
2000
Executive/GET

1500 General
Supervisory
1000 Workmen
Total
500

0
Hisar Delhi 132 Orrisa 458 Vizag 173 Total

JSL limited believe that employees are the key to success and the most important assets.
Companys partnership with people is deeply rooted to the work ethos and organization value
.The innate values of Respect and Care and sustainable growth through people is demonstrated
in the way the company builds teams, creates shared vision, execute its growth plans and
nurtures human talents to address the busyness challenges.

The company is systematically focusing on Talent Management initiative and building a robust
pipeline of talent at all levels to drive aggressive business growth .the quality focus on hiring
both at entry and lateral levels present a very rich complement of professionals.

70% of the workforce is professional qualified.

51% of the management staff comprise of engineering background. At entry level the company
hires Graduate Engineer from premiere engineer campus.

Partners in progress - SUBSIDIARY COMPANIES

JSL has following subsidiaries:

1. PT Jindal Stainless, Indonesia

2. Jindal Stainless Steel way Limited ( JSSL )
3. Austenitic Creations Private Limited ( ACPL )
4. Jindal Architecture Limited ( JAL )
5. Green Delhi BQS Limited
6. Parivartan City Infrastructure Limited
7. Jindal Stainless Madencilik Sanayi Ve Ticaret A.S., Turkey
8. Jindal Stainless UK Limited
9. Jindal Stainless Italy s. r. l
10. Jindal Stainless FZE, Dubai

Training Concepts and Methodologies...

TRAINING CONCEPTS

During the last one hundred years in the training development field, it has seen many rapidly
changes and still continues experiencing them in its head long rush to keep up with the
evolutionary process of adaptation to an ever changing world and its ever changing technology.
With this comes the never-ending process of developing new learning process and methods to
meet this changing technology.
Training is the most essential aspect for the growth and development of any organization. It is
still more relevant for organizations that are involved in manufacturing and processing of goods
in these modern times. With the advent of new technologies emerging at a very fast pace, it
becomes essential to upgrade the knowledge and skill of staff and personnel of technical
organizations.

The very concept of training involves improvement of knowledge and skill of the people who are
at grass root level. The entire plant operation and maintenance of machinery is practically in the
hands of workers. They run the plant and machinery in order to produce a product. If they are not
having a high proficiency level in the field of operation as well as maintenance, the product will
be neither be a good quality product nor it will be produced t a competitive cost.

The word "Training" is an encompassing term, which is often used, in describing changes
occurring in our behaviors because of an experience we have encountered at some point in our
lives. We usually call it Training.

Webster dictionary defines "training" as, the act, process, or method of one that trains, the skill,
knowledge, or experience acquired by one that trains, the state of being trained. And defines the
word experience as a direct observation of or participation in events as a basis of knowledge, the
fact or state of having been affected by or gained knowledge through direct observation or
participation, practical knowledge, skill, or practice derived from direct observation of or
participation in events or in a particular activity, the conscious events that make up an individual
life and the events that make up the conscious past of a community or nation or mankind
generally something personally encountered, undergone, or lived through the act or process of
directly perceiving events or reality.

Training
Training is a process of learning, a sequence of programming behavior and an application of
knowledge. It gives people awareness of the rules and procedures in order to guide their
behavioral aspects. It attempts to improve their performance on their current job or prepare them
for the proposed or identified job.

By EDWIN B. FLIPPO
 Training is the act of increasing knowledge and skills of an employee for doing a particular
job.

By MICHAEL ARMSTRONG
Training is the systematic development of knowledge, skills and attitude required by an
individual to perform adequately a given task or job.

Need of Training
Good communications and consultation are essential for efficient operation in any organization.
However, their impact is often diminished by a lack of skill or knowledge on the part of the
participants. It is important, therefore, to provide both managers and employees with training in
the skills and techniques required for communication and consultation.

Training can help employees better understand the information they are given and can encourage
them to play a fuller part in the way the organization conducts its affairs. Training courses in
particular can be a useful way of giving employees factual information about their employment
because they necessarily include a substantial element of explanation and provide opportunities
for questions to be answered.

Managers have an important role to play in communicating and consulting and good training can
enable them to:

become more aware of the importance of good communication and consultation practice

understand their roles and responsibilities as communicators

Support those who are less outspoken and improve their ability to communicate.

Training is particularly important for supervisors who have important communications

responsibilities but often limited experience. Communication and consultation skills should have
a place in any development programme for them as well as for other managers.

Trade unions should also ensure that they provide adequate training for their representatives to
enable them to take a full part in employee communications and consultation.

Wherever possible training should be participative and trainees should be encouraged to

exchange views, take part in discussions and share ideas and experiences. Such participation not
only makes for more effective training but also helps to foster the idea of employee involvement
which is an underlying principle of consultation and communication.

It is good practice to evaluate periodically the effectiveness of any training undertaken.

Employment of inexperienced labor requires detailed instruction for their effective

performance on job.
People to work effectively with minimum supervision, minimum cost of production, with
reduced waste and spoilage and produce goods and services of quality.
Personnel are required to be trained on new methods on adoption of modern techniques in
production and other operations.
The employees need to be kept abreast of the improved techniques and use of
sophisticated tools/equipment.
Training is also essential when an employee is moved from one job to another job on
transfer or promotion or demotion.

A program of training becomes essential for purposes of meeting the specific problems
encountered by an organization arising out of introduction of new line of production, changes in
process of design, demands of market condition and the economy, the quality of the materials
processed, volume of business and on hand development of the personnel in the organization.

Importance of Training and Constant Upgrading Of Skills

When we were in school our syllabus used to change almost every year. There was a constant
need to learn the advance methods in each subject as lessons would become outdated at the blink
of an eye. It is the similar case with our skills at our jobs. There is a constant need to get
yourself trained and upgrade your skills to keep in pace with the rapidly changing world
irrespective of your hierarchy.

Most top level employees forget that it is the top management that provides direction and support
to the entire organization and think they dont need to undergo any training sessions. As it is
important for junior and middle level employees to hone their skills it is of utmost important for
top level managers to know the latest trends.

For the junior level managers training related to soft skills are given importance, especially
training like team work, leadership, trust building because they are the future of the company.

It is not also important for the CEO or high level management to get trained with the latest for a
better future. The training for various levels is different in terms of their depth, for example,
middle level managers need to be trained in how to build and maintain trust.

At the same time high level managers can be given trainings on maintaining integrity and
dealing with failures and probably corporate governance. The trainers face more challenges in
training high level managers as they are already experts in their fields. The trainer needs to have
a human touch, should be extremely well read and most importantly - be able to deal with all
sorts of questions. The trainer needs to be ahead of the change. Identifying training needs also
holds a challenging aspect for a trainer. No matter which profession upgrading of skills is a must.

By this-

Trained workers can work more efficiently.

Training contributes to higher production, fewer mistakes, greater job satisfaction and
lower labor turnover.

It makes relationship between management and employee cordial.

Helps in introducing and adopting latest technology in order to absorb changes.

Makes employee more loyal towards organization.

Helps in employee to move from one organization to another easily, can be more mobile
and pursue career goals easily.

Less labor turnover.

Less requirement of supervision.

Importance of Training Objectives
Training objectives are one of the most important parts of training program. While some people
think of training objective as a waste of valuable time. The counterargument here is that
resources are always limited and the training objectives actually lead the design of training. It
provides the clear guidelines and develops the training program in less time because objectives
focus specifically on needs. It helps in adhering to a plan.

Training objective tell the trainee that what is expected out of him at the end of the training
program.

Training objectives are of great significance from a number of stakeholder perspectives.

Trainer
 Trainee

Designer

Evaluator

Trainer

The training objective is also beneficial to trainer because it helps the trainer to measure the
progress of trainees and make the required adjustments. Also, trainer comes in a position to
establish a relationship between objectives and particular segments of training.

Trainee

The training objective is beneficial to the trainee because it helps in reducing the anxiety of the
trainee up to some extent. Not knowing anything or going to a place which is unknown creates
anxiety that can negatively affect learning. Therefore, it is important to keep the participants
aware of the happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the training
successful. The objectives create an image of the training program in trainees mind that
actually helps in gaining attention

Thirdly, if the goal is set to be challenging and motivating, then the likelihood of achieving
those goals is much higher than the situation in which no goal is set. Therefore, training
objectives helps in increasing the probability that the participants will be successful in training.
Designer

The training objective is beneficial to the training designer because if the designer is aware
what is to be achieved in the end then hell buy the training package according to that only. The
training designer would then look for the training methods, training equipments, and training
content accordingly to achieve those objectives. Furthermore, planning always helps in dealing
effectively in an unexpected situation. Consider an example; the objective of one training
program is to deal effectively with customers to increase the sales. Since the objective is
known, the designer will design a training program that will include ways to improve the
interpersonal skills, such as verbal and non verbal language, dealing in unexpected 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 be designed appropriately.

Evaluator

It becomes easy for the training evaluator to measure the progress of the trainees because the
objectives define the expected performance of trainees. Training objective is an important to
tool to judge the performance of participants.

Training Process
Trainee
The trainee is a major stakeholder in a training program. The whole training program is
developed for the trainees only. Each candidate plays an important role in the transfer of training
because one participant's attitude regarding the training influence the other participants and also
each participant can assist by advancing the learning process to realize the training objectives

Participant's willingness to invest in the program is directly proportional to the benefits of the
learning that the trainee could expect. Each participant forms their own perception towards
training. Some perceptions remain the same during the program, while some faded depending
upon the assessment of a program by the participant.

Some personal factors that affect the trainee's learning are:

Family Situation
 Personal Problems

Relation between the training program and personal objective

Level of self esteem

Benefits expected from training

Comfort level with the trainer

Learning style of trainee

KSA of trainee

Previous training experiences

Desire for professional growth and development

Some environmental factors that affect the trainee's learning are:

Relationship with colleagues and subordinates

Training team

Trainer team

Training objective

Content of training

Training design i.e. methods, techniques, and strategies

Environment in the program

Composition of training group

Infrastructure i.e. eating facilities, tea/coffee breaks

No matter how good the training program is, in the end it is the participant only who decides
whether to change his behavior or not. Trainees do not change their behavior merely because
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 blocks of
the trainee, rest depends on trainee itself.
Trainer
The effective transfer of training depends a lot on the trainer because it is the trainer only who
can remove the mental block of trainee, motivate the trainee to learn, delete the negative
perception of the trainee regarding the training. Besides all that, a lot depends on personality of
trainer also.

The major competencies that are required to be present in a trainer are:

Presentation Skills

Business Skills i.e. budgeting, time management, negotiation, etc.

Content Development i.e. material production, graphics, layouts, etc

Self development i.e. interpersonal skills, good listening skills, flexible, accepting the
share of accountability, etc
Trainers Skills

The skills that need to be present in a trainer are:

Training Design

Evaluating the training program

Training need analysis

Worksheet design

Exercises design

Education and Training

This is the most important pillar of TPM philosophy without which essence of philosophy could
not be percolated down to the lowest levels. An Education and Training Committee is formed in
order to run the activities of the 6th pillar, i.e., education and training. It is essential to form
Education and Training Committee whose responsibility is to establish training policies for
different areas and disciplines of the company.

TheEducation and Training Committee has to coordinate with JISU HOZEN Committee,
KOBETSU KAIZEN Committee, Planned Maintenance Committee and Quality Maintenance
Committee to establish training need analysis initially. The shop floor people are involved to
assess the theoretical and practical

knowledge of the operators and maintenance staff. They are supposed to fill a format (attach as
annexure) for a particular duty post. This actually can provide a clear-cut picture of the training
requirement of the workers, of the operators and of maintenance workers regarding their training
requirements.
Training Models
Training is a sub-system of the organization because the departments such as, marketing & sales,
HR, production, finance, etc depends on training for its survival. Training is a transforming
process that requires some input and in turn it produces output in the form of knowledge, skills,
and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular
function. An organization is a system and training is a sub system of the organization.

The System Approach views training as a sub system of an organization. System Approach can
be used to examine broad issues like objectives, functions, and aim. It establishes a logical
relationship between the sequential stages in the process of training need analysis (TNA),
formulating, delivering, and evaluating.

There are 4 necessary inputs i.e. technology, man, material, time required in every system to
produce products or services. And every system must have some output from these inputs in
order to survive. The output can be tangible or intangible depending upon the organizations
requirement. A system approach to training is planned creation of training program. This
approach uses step-by-step procedures to solve the problems. Under systematic approach,
training is undertaken on planned basis. Out of this planned effort, one such basic model of five
steps is system model that is explained below.

Organization are working in open environment i.e. there are some internal and external forces,
that poses threats and opportunities, therefore, trainers need to be 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 better learning environment; need to be up to date with
the latest technologies.

A. SYSTEM MODEL

The system model consists of five phases and should be repeated on a regular basis to make
further improvements. The training should achieve the purpose of helping employee to perform
their work to required standards. The steps involved in System Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job, employees
requirement, who needs training, what do they need to learn, estimating training cost, etc The
next step is to develop a performance measure on the basis of which actual performance would
be evaluated.
2. Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying

3. Develop- This phase requires listing the activities in the training program that will assist the
participants to learn, selecting delivery method, examining the training material, validating
information to be imparted to make sure it accomplishes all the goals & objectives.

4. Implementing is the hardest part of the system because one wrong step can lead to the failure
of whole training program.

5. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work
performance. Making necessary amendments to any of the previous stage in order to remedy or
improve failure practices.

SYSTEM MODEL
B.INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL (ISD) MODEL
Instructional System Development model or ISD training model was made to answer the training
problems. This model is widely used now-a-days in the organization because it is concerned with
the training need on the job performance. Training objectives are defined on the basis of job
responsibilities and job description and on the basis of the defined objectives individual progress
is measured. This model also helps in determining and developing the favorable strategies,
sequencing the content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS This phase consist of training need assessment, job analysis, and target audience
analysis.

2. PLANNING This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training material,
media selection, methods of evaluating the trainee, trainer and the training program, strategies to
impart knowledge i.e. selection of content, sequencing of content, etc.

3. DEVELOPMENT This phase translates design decisions into training material. It

consists of developing course material for the trainer including handouts, workbooks, visual
aids, demonstration props, etc, course material for the trainee including handouts of summary.

4. EXECUTION This phase focuses on logistical arrangements, such as arranging speakers,

equipments, benches, podium, food facilities, cooling, lighting, parking, and other training
accessories.

5. EVALUATION The purpose of this phase is to make sure that the training program has
achieved its aim in terms of subsequent work performance. This phase consists of identifying
strengths and weaknesses and making necessary amendments to any of the previous stage in
order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also
highlights that feedback is an important phase throughout the entire training program. In this
model, the output of one phase is an input to the next phase.

ISD MODEL
C.TRANSITIONAL MODEL

Transitional model focuses on the organization as a whole. The outer loop describes the vision,
mission and values of the organization on the basis of which training model i.e. inner loop is
executed.

Vision focuses on the milestones that the organization would like to achieve after the defined
point of time. A vision statement tells that where the organization sees itself few years down the
line. A vision may include setting a role model, or bringing some internal transformation, or may
be promising to meet some other deadlines.

Mission explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and inform the
employees regarding the organization. The mission statement tells about the identity that how the
organization would like to be viewed by the customers, employees, and all other stakeholders.
Values is the translation of vision and mission into communicable ideals. It reflects the deeply
held values of the organization and is independent of current industry environment. For example,
values may include social responsibility, excellent customer service, etc.

The mission, vision, and values precede the objective in the inner loop. This model considers the
organization as a whole. The objective is formulated keeping these three things in mind and then
the training model is further implemented

TRANSITIONAL MODEL

Training Methods
There are various methods of training, which can be divided in to cognitive and behavioral
methods. Trainers need to understand the pros and cons of each method, also its impact on
trainees keeping their background and skills in mind before giving training.

1. Cognitive methods are more of giving theoretical training to the trainees. The various
methods under Cognitive approach provide the rules for how to do something, written or verbal
information, demonstrate relationships among concepts, etc. These methods are associated with
changes in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

Lectures
Demonstrations
Discussions
Computer Based Training (CBT)
Intelligent Tutorial System (ITS)
Virtual Reality

2. Behavioral methods are more of giving practical training to the trainees. The various
methods under Behavioral approach allow the trainee to behavior in a real fashion. These
methods are best used for skill development.

The various methods that come under Behavioral approach are:

Games and Simulations

Behavior-Modeling
Business Games
Case Studies
Equipment Stimulators
In-Basket Technique
Role Plays

3. Management Development

The more future oriented method and more concerned with education of the employees.
To become a better performer by education implies that management development
activities attempt to instill sound reasoning processes.
 Management development method is further divided into two parts:

A. ON THE JOB TRAINING

The development of a manager's abilities can take place on the job. The four techniques
for on the job development.

Coaching
Mentoring
Job Rotation
Job Instruction Technique (JIT)

B. OFF THE JOB TRAINING

There is many management development techniques that an employee can take in off the
job. The few popular methods are:

Sensitivity Analysis
Transactional Analysis
Simulation Analysis
Case Study

Methodologies And Strategies Adopted For Training At JSL

INTRODUCTION:

In the modern industrial world today everyone needs to excel in order to achieve excellence in
manufacturing. This is only possible if at all the entire workforce will work cohesively and
ensure to produce the best quality and value added product at lowest cost. While observing all
safety norms, at the same time helping to maintain the surrounding environment. Since this is a
very difficult task to achieve, the whole industrial work force needs very specific tools and rules
to follow in a very strict and disciplined manner.

The following most essential tools are available to achieve excellence in manufacturing: -

TOTAL PRODUCTIVE MAINTENANCE (T P M).

SYSTEMS.
SIX SIGMA.

TOTAL PRODUCTIVE MAINTENANCE (T P M)

Tools such as TPM cannot be developed over night. It is philosophy and methodology. TPM is a
philosophical tool for industrial work force to help achieve specified goals in industrial
manufacturing. The industrial work force has to follow certain proven philosophies. TPM is one
of the philosophies used world over to achieve best manufacturing business. All the industries
that are involved in producing some kind of products, whether in engineering or a process
industry, are expected to excel in the following four categories of industrial work requirement.

These are described as below: -

Production.
Maintenance of plant and m/c involved in accessories.
Support products.
Quality assessment.

Looking into these large areas in which a very large number of management personnel as well as
personnel of plant and m/c are involved, it is important to have the best managing tools available
in an industry.

TPM philosophy is one of them and based on eight basic TPM pillars.

These are described as below: -

JISU HOZEN (Autonomous Maintenance).

KOBETSU KAIZEN (focused Improvement).
Planned Maintenance.
Quality Maintenance.
Development Management.
Education and Training.
Safety, Health and Environment.
 Office TPM.

TNI Process at JSL

SELECTING THE EMPLOYEES TO BE ASSESSSED

DEFINING THE TASKS TO BE DONE BY EACH EMPLOYEE

IDENTIFYING THE SKILLS REQUIRED TO DO THESE TASKS

DEFINING THE LEVEL AT WHICH THESE SKILLS ARE REQUIRED

RECORDING THE EXIXTING LEVEL OF THE SKILLS POSSESSED BY THE

EMPLOYEES

COMPARING THE EXISTING SKILL LEVEL WITH THE REQUIRED SKILL LEVEL AND
DETERMINING DEFICIENCIES, IF ANY

USING THE RESULTS IN THE PREVIOUS STEP IN DECIDING THE TYPE AND TIME OF
TRAINING, ITS METHOD, ETC.

STEP 1:

SELECTING THE EMPLOYEES TO BE ASSESSED

In the first step, the employees whose training needs are to be assessed are identified. To identify
the needs, the gap between existing skill level and the required skill level is measured. This
project begins in the month of June every year and it covers all the employees. This year, it was
first carried for the supervisors, and later for the workmen.

STEP 2:

DEFINING THE TASKS TO BE DONE BY EACH EMPLOYEE

In this step the work to be done by each employee is broken down into a set of tasks. The broad
categories are the core tasks and the ancillary tasks .this provides a clearer and expanded version
of the responsibilities of each employee.

STEP 3:

IDENTIFYING THE SKILLS REQUIRED TO CARRY THESE TASKS

Here the skills which the employee must possess to carry the tasks effectively are identified.
Again, these skills are categorised as core and ancillary.

STEP 4:

DECIDING THE LEVEL AT WHICH THESE SKILLS ARE REQUIRED

Different skills might be required at different proficiency levels. So it is important to identify this
level so that the level of training may as well be decided.

STEP 5:

RECORDING THE ORIGINAL LEVEL OF SKILLS POSSESSED BY THE EMPLOYEES

In this step the actual skill level of the employees at the given point of time is recorded so that
comparisons be made. For the workers, it is the supervisor who rates the employees and for the
supervisors, managers rate them.

STEP 6:

COMPARING THE EXISTING SKILL LEVEL WITH THE REQUIRED ONE AND NOTING
DEFICIENCIES, IF ANY

To identify the deficiency area, the required level is compared with the existing level of skill so
that the training area may be decided.

STEP 7:

BY USING THE RESULTS OBTAINED IN THE PREVIOUS STEP, DECIDING THE AREA,
METHOD, TIMING, ETC FOR TRAINING

Here, important questions like who will be the trainee, who will be the trainer, where will be
training held, etc are answered using the results obtained in the previous step. Training calendar
is prepared which is quarter wise and batches of trainees are prepared using the data already
available by now.
Training Nominations
Nominations to training programs will be done by the training head.
All employees are required to attend training as per scheduled. Employee can withdraw
within 48 hours by informing the training head and departmental head only on account of
personal exigencies.
Training coordinator will ensure attendance is recorded for training programs.

Training Need Identification at JSL

In todays world of fast paced changes in business environment, continuously acquiring new
knowledge and skills is very important for all employees.

JSL acknowledges the very fact. Emphasis is made not only on acquiring new skills that may
enhance performance but also on filling the gaps between the existing skill level and the required
skill level .I have been fortunate to be a part of the actual TNI process at JSL which generally
begins in the month of June every year. The TNI process at JSL is very well defined and tasks are
properly assigned to the HR personnel. TNI is done for the supervisors as well as the workmen.
After the completion of TNI process, training calendars are made for each quarter.

Once the training deficiencies have been noted, it becomes easy to determine what type of
training an employee requires. Batches of employees made and they are informed beforehand
about the time and venue of the training.

Training Calender

Training calendar will be based on the following categories:

- General / core training

- Management / supervisory training
- Departmental orientation
- Computer training
- Technical skills training
- Any other identified special need

The training head-plant will discuss with department heads on both behavioral and technical
training needs and issue a monthly technical training schedule by 5 th of each month for
supervisory and below cadre.

For management cadre employees quarter / annual calendar would be prepared. Training dates
for employees will be identified by Training Head in consultation with Department Heads.

Training Need Assessment

NEEDS ASSESSMENT

A "training needs assessment", or "training needs analysis", is the systematic method of

determining if a training need exists and if it does, what training is required to fill the gap
between the standard and the actual performance of the employee.

Therefore, training needs analysis is

Systematic method of determining performance discrepancies

Causes of performance discrepancies

A needs assessment is the process of collecting information about an expressed or implied
organizational need that could be met by conducting training.

The need can be a desire to improve current performance or to correct a deficiency. A deficiency
is a performance that does not meet the current standard. It means that there is a prescribed or
best way of doing a task and that variance from it is creating a problem. The needs assessment
process helps the trainer and the person requesting training to specify the training need or
performance deficiency.

Assessments can be

Formal (using survey and interview techniques)

Informal (asking some questions of those involved).

Reasons to conduct training needs analysis

Identify the deficiencies

Determine whether employees lack KSAs

Benchmark for evaluation of training

Makes sure training is provided to the right people

Increases the motivation of training

Training needs analysis includes:

1.Organizational Analysis

It includes the analysis of-

Mission & strategies of organization

The resources and their allocation

Internal environment- attitudes of people

2.Operational Analysis

Determine KSAs required for standard performance

 Job analysis

3.Person Analysis

Specific areas of training required by the individual

Whether an individual is capable of being trained

The data regarding the person analysis can be collected through-

Performance data

Behavioral and aptitude tests &

Performance appraisal

NEEDS ASSESSMENTS: VALUABLE TO AN ORGANIZATION

Conducting a needs assessment protects the assets of an organization and assures that resources
set aside to address training issues are conserved and used only for that purpose. A need
assessment can help determine whether training is the appropriate solution to a performance
deficiency. If increasing an employees knowledge and skills will not help resolve a deficiency,
then training is not appropriate. Conducting training without assuring there is a training need is a
waste of time and resources.

Why Conduct A Needs Assessment...

The purpose of a needs assessment is to answer some familiar questions: why, who, how, what,
and when.

1. Why conduct the training:

To tie the performance deficiency to a business need and be sure the benefits of
conducting the training are greater than the problems being caused by the performance
deficiency.

Conduct two types of analysis to answer this question:

Needs versus wants analysis.

Feasibility analysis.
 2. Who is involved in the training:
Involve appropriate parties to solve the deficiency.
Conduct a target population analysis to learn as much as possible about those involved in
the deficiency and how to customize a training program to capture their interest.

3. How can the performance deficiency be fixed:

Training can fix the performance deficiency or suggest other remediation if training is not
appropriate. Conduct a performance analysis to identify what skill deficiency is to be
fixed by a training remedy.

4. What is the best way to perform?

There is a better or preferred way to do a task to get the best results. Conduct a task
analysis to identify the best way to perform.

5. When will training take place:

The best timing to deliver training because attendance at training can be impacted by
business cycles, holidays, and so forth. Conduct a contextual analysis to answer logistics
questions.

How To Conduct A Needs Assessment

Training need assessment involves the following steps.

STEP ONE:

IDENTIFY PROBLEM OR NEED

The first step is to identify the problem or need, stated in dollar terms, if possible. Find out what
the problem is costing the organization in errors, turnover, lost business, or additional help.

Remember that the desired outcome minus the current outcome identifies the need.

After the need has been determined, define the specific objective the training program should
meet. The objective must state the desired performance or behavior and be measurable,
observable, realistic, and fixable.
STEP TWO:

DETERMINE NEEDS-ASSESSMENT DESIGN

To determine the true causes, not just the symptoms, of the problem or need, employ several
investigative tools and techniques, including interviews, surveys, questionnaires, observation,
and document examinassions. Choose investigative or data-collection methods on the basis of
their appropriateness to the problem. The choice of methods will depend on various criteria such
as time, cost, or available resources.

STEP THREE:

COLLECT DATA

Many methods are available for conducting a needs assessment.

Data-Collection Methods and Tools:

Interviews
Questionnaires
Attitude surveys
Observation
Tests of proficiency
Turnover records
Performance appraisals
Training evaluations
Exit interviews
Samples of work
Job descriptions

STEP FOUR:

ANALYZE DATA

Data analysis can be simple or quite complex, depending on the methods chosen. For qualitative
data, such as individual or group interviews, as well as open-ended questionnaires and
observation, do a content analysis, sorting information into categories (for example, positive and
negative reactions) and identifying common themes.

For quantitative data do a statistical analysis .Look at the data in terms of mean (the average,
calculated by adding all the values and dividing by the number in the group), mode (the number
that occurs most frequently), and median (the middle number in a numerical listing).
Skill Enhancement Programmes
The following Skill enhancement Programmes are run at JSL Training Centre:-

Training Strategies.
Training Target Setting and Planning.

1. TRAINING STRATEGIES:
Training strategies are divided into the following two categories:-
- Workers Training.
- Supervisors Training.

A) WORKERS TRAINING

Workers training is covered under following heads:-

8 Basic Element Training for Operators.

Equipment Based Training for Operators.
Maintenance Based Training for Maintenance Fitters.
Basic Electronic & Maintenance for Electricians.
 Digital Electronics & Maintenance for Electricians.

B) SUPERVISORS TRAINING

The supervisory staff is imparted training in the following areas:-

Regular training for Basic Elements.

Maintenance Based Training for Supervisors.
Basic & Digital Electronics and Maintenance for Supervisors.
Basics of PLC and Maintenance for Supervisors.
Basics of Instrumentation & Control.
Communication Skills for Supervisors.
TPM Related Training Programme (Kobetsu Kaizen, 16 Major Losses).

2. TRAINING TARGET SETTING & PLANNING

The planning for the training for the workers and the supervisors is done in the following
manner: -

A) WORKERS PROGRAMME

Identification of target participants in each department.

Segregating them according to Qualification and Experience.
Segregating target participants for enhancing qualification to ITI level.
Identifying Proficiency Level of m/c Operators, Maintenance Fitters, Electricians and
Hydraulic Fitters.
Organize comprehensive Training Programme for each group.
Link their Acquired Proficiency Level to Yearly Appraisal.

B) SUPERVISORS PROGRAMME

Identification of target participants in each department.

Segregating them according to Qualification and Experience.
Identifying Proficiency Level of Mechanical, Electrical, and Instrumentation Supervisors.
Organize comprehensive Training Programme for each group.
Link their Acquired Proficiency Level to Yearly Appraisal.
 External
Training

NOMINATION TO EXTERNAL TRAINING

Nomination to an external learning will be done in the following situations:

- no in house expertise available

- Insufficient employees to constitute a minimum.
- specialized skill set learning
- MDPs

Internal nominations will be done by the Training Head-Plant and the participants / HODs will
be intimated at least 10 days in advance.

The training head will identify external institutes / faculty for training programs.
External faculty

External faculty / learning agency will be used in the following situations:

- In house expertise available, but the learning capacity required additional trainers.
- No in house expertise available to conduct the course.
- Any mass specialist program

All costs / fees for an external faculty will be cleared by the training head and D (I/C) in charge
at plant level and Sr. VP (Group-HR) for corporate.

Training Effectiveness Evaluation

In order to achieve an acceptable return on investment in learning & development, the training
must be related closely to the business needs of JSL Ltd.

At the end of each training, the participant will write down his/her action plan on training
feedback form. Subsequently, after 30 days participant will list down the actions taken on his /
her action plans on training evaluation form. Further, actions taken by the participant in their
training feedback form would be reviewed by his / her HOD after 90 days.

Measurement of training effectiveness will be done three monthly by training head by assessing:
 Job performance

Business process development

Self development changes

Improved problem solving skills

A variety of methods can be used to measure the effectiveness of the training. Some of these
include:

Participant self assessment

Written or practical tests

Structured interviews

Questionnaires etc.

Kirkpatricks learning and training evaluation theory

Donald L Kirkpatrick's training evaluation model - the four levels of learning evaluation

Donald L Kirkpatrick, Professor Emeritus, University Of Wisconsin (where he achieved his

BBA, MBA and PhD), first published his ideas in 1959, in a series of articles in the Journal of
American Society of Training Directors. The articles were subsequently included in Kirkpatrick's
book Evaluating Training Programs (originally published in 1994; now in its 3rd edition -
Berrett-Koehler Publishers).

Donald Kirkpatrick was president of the American Society for Training and Development
(ASTD) in 1975. Kirkpatrick has written several other significant books about training and
evaluation, more recently with his similarly inclined son James, and has consulted with some of
the world's largest corporations.

Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his originally published
ideas of 1959, thereby further increasing awareness of them, so that his theory has now become
arguably the most widely used and popular model for the evaluation of training and learning.
Kirkpatrick's four-level model is now considered an industry standard across the HR and training
communities.

More recently Don Kirkpatrick formed his own company, Kirkpatrick Partners, whose website
provides information about their services and methods, etc.

Kirkpatrick's Four Levels Of Evaluation Model

The four levels of Kirkpatrick's evaluation model essentially measure:

reaction of student - what they thought and felt about the training

learning - the resulting increase in knowledge or capability

behaviour - extent of behaviour and capability improvement and

implementation/application

results - the effects on the business or environment resulting from the trainee's
performance

All these measures are recommended for full and meaningful evaluation of learning in
organizations, although their application broadly increases in complexity, and usually cost,
through the levels from level 1-4.

Quick Training Evaluation and Feedback Form, based on Kirkpatrick's Learning Evaluation
Model -
Kirkpatricks four levels of training evaluation

This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this one,
is the same thing with more detail.

leve evaluation evaluation examples of evaluation relevance and

l type (what is description and tools and methods practicability
measured) characteristics

1 Reaction Reaction 'Happy sheets', feedback Quick and very easy to

evaluation is forms. obtain.
how the
delegates felt Verbal reaction, post- Not expensive to gather
about the training surveys or or to analyse.
training or questionnaires.
learning
experience.

2 Learning Learning Typically assessments or Relatively simple to set

evaluation is the tests before and after the up; clear-cut for
measurement of training. quantifiable skills.
the increase in
knowledge - Interview or observation Less easy for complex
before and after. can also be used. learning.

3 Behaviour Behaviour Observation and interview Measurement of

evaluation is the over time are required to behaviour change
extent of assess change, relevance typically requires
applied learning of change, and cooperation and skill of
back on the job sustainability of change. line-managers.
-
implementation.

4 Results Results Measures are already in Individually not difficult;

evaluation is the place via normal unlike whole
effect on the management systems and organisation.
business or reporting - the challenge
environment by is to relate to the trainee. Process must attribute
the trainee. clear accountabilities.
KIRKPATRICKS FOUR LEVELS OF TRAINING EVALUATION IN DETAIL:

This grid illustrates the Kirkpatrick's structure detail, and particularly the modern-day
interpretation of the Kirkpatrick learning evaluation model, usage, implications, and examples of
tools and methods. This diagram is the same format as the one above but with more detail and
explanation:

evaluation evaluation description examples of evaluation relevance and

level and and characteristics tools and methods practicability
type

1. Reaction Reaction evaluation is Typically 'happy sheets'. Can be done

how the delegates felt, immediately the training
and their personal Feedback forms based on ends.
reactions to the training subjective personal reaction
or learning experience, to the training experience. Very easy to obtain
for example: reaction feedback
Verbal reaction which can
Did the trainees like and be noted and analysed. Feedback is not
enjoy the training? expensive to gather or to
Post-training surveys or analyse for groups.
Did they consider the questionnaires.
training relevant? Important to know that
Online evaluation or people were not upset or
Was it a good use of their grading by delegates. disappointed.
time? Subsequent verbal or Important that people
Did they like the venue, written reports given by give a positive
the style, timing, delegates to managers back impression when
domestics, etc? at their jobs. relating their experience
to others who might be
Level of participation. deciding whether to
Ease and comfort of experience same.
experience.

Level of effort required

to make the most of the
learning.

Perceived practicability
and potential for
 applying the learning.

2. Learning evaluation is Typically assessments or Relatively simple to set

Learning the measurement of the tests before and after the up, but more investment
increase in knowledge or training. and thought required
intellectual capability than reaction evaluation.
from before to after the Interview or observation
learning experience: can be used before and after Highly relevant and
although this is time- clear-cut for certain
Did the trainees learn consuming and can be training such as
what what intended to be inconsistent. quantifiable or technical
taught? skills.
Methods of assessment
Did the trainee need to be closely related to Less easy for more
experience what was the aims of the learning. complex learning such
intended for them to as attitudinal
experience? Measurement and analysis development, which is
is possible and easy on a famously difficult to
What is the extent of group scale. assess.
advancement or change
in the trainees after the Reliable, clear scoring and Cost escalates if systems
training, in the direction measurements need to be are poorly designed,
or area that was established, so as to limit which increases work
intended? the risk of inconsistent required to measure and
assessment. analyse.
Hard-copy, electronic,
online or interview style
assessments are all possible.

3. Behaviour evaluation is Observation and interview Measurement of

Behaviour the extent to which the over time are required to behaviour change is less
trainees applied the assess change, relevance of easy to quantify and
learning and changed change, and sustainability interpret than reaction
their behaviour, and this of change. and learning evaluation.
can be immediately and
several months after the Arbitrary snapshot Simple quick response
training, depending on assessments are not reliable systems unlikely to be
the situation: because people change in adequate.
different ways at different
Did the trainees put their Cooperation and skill of
learning into effect when times. observers, typically line-
back on the job? managers, are important
Assessments need to be factors, and difficult to
Were the relevant skills subtle and ongoing, and control.
and knowledge used then transferred to a suitable
analysis tool. Management and
Was there noticeable and analysis of ongoing
measurable change in the Assessments need to be subtle assessments are
activity and performance designed to reduce difficult, and virtually
of the trainees when subjective judgement of the impossible without a
back in their roles? observer or interviewer, well-designed system
which is a variable factor from the beginning.
Was the change in that can affect reliability
behaviour and new level and consistency of Evaluation of
of knowledge sustained? measurements. implementation and
Would the trainee be able The opinion of the trainee, application is an
to transfer their learning which extremely important
is a relevant assessment - there is
to another person? indicator, is also subjective little point in a good
Is the trainee aware of and unreliable, and so needs reaction and good
their change in to be measured in a increase in capability if
behaviour, knowledge, consistent defined way. nothing changes back in
skill level? 360-degree feedback is the job, therefore
useful method and need not evaluation in this area is
be used before training, vital, albeit challenging.
because respondents can Behaviour change
make a judgement as to evaluation is possible
change after training, and given good support and
this can be analysed for involvement from line
groups of respondents and managers or trainees, so
trainees. it is helpful to involve
Assessments can be them from the start, and
designed around relevant to identify benefits for
performance scenarios, and them, which links to the
specific key performance level 4 evaluation
indicators or criteria. below.

Online and electronic

assessments are more
difficult to incorporate -
 assessments tend to be more
successful when integrated
within existing management
and coaching protocols.

Self-assessment can be
useful, using carefully
designed criteria and
measurements.

4. Results Results evaluation is the It is possible that many of Individually, results

effect on the business or these measures are already evaluation is not
environment resulting in place via normal particularly difficult;
from the improved management systems and across an entire
performance of the reporting. organisation it becomes
trainee - it is the acid very much more
test. The challenge is to identify challenging, not least
which and how relate to to because of the reliance
Measures would the trainee's input and on line-management,
typically be business or influence. and the frequency and
organisational key scale of changing
performance indicators, Therefore it is important to structures,
such as: identify and agree
accountability and relevance responsibilities and
Volumes, values, with the trainee at the start roles, which complicates
percentages, timescales, of the training, so they the process of attributing
return on investment, understand what is to be clear accountability.
and other quantifiable measured. Also, external factors
aspects of organisational greatly affect
performance, for This process overlays
organisational and
instance; numbers of normal good management business performance,
complaints, staff practice - it simply needs which cloud the true
turnover, attrition, linking to the training input. cause of good or poor
failures, wastage, non- Failure to link to training results.
compliance, quality input type and timing will
ratings, achievement of greatly reduce the ease by
standards and which results can be
accreditations, growth, attributed to the training.
retention, etc.
For senior people
particularly, annual
 appraisals and ongoing
agreement of key business
objectives are integral to
measuring business results
derived from training.

Since Kirkpatrick established his original model, other theorists (for example Jack Phillips), and
indeed Kirkpatrick himself, have referred to a possible fifth level, namely ROI (Return On
Investment). In my view ROI can easily be included in Kirkpatrick's original fourth level
'Results'. The inclusion and relevance of a fifth level is therefore arguably only relevant if the
assessment of Return On Investment might otherwise be ignored or forgotten when referring
simply to the 'Results' level.

Learning evaluation is a widely researched area. This is understandable since the subject is
fundamental to the existence and performance of education around the world, not least
universities, which of course contain most of the researchers and writers.

While Kirkpatrick's model is not the only one of its type, for most industrial and commercial
applications it suffices; indeed most organizations would be absolutely thrilled if their training
and learning evaluation, and thereby their ongoing people-development, were planned and
managed according to Kirkpatrick's model.

Suggestions...

No. of batches can be increased.

Behavioral skills training like Positive Thinking should be given to employees

families also.
 It should be checked that first of all skills learnt in one training session are
implemented and then the trainee should move to next training session.

Behavioral training like Team Work, Self Development should be given to all
employees irrespective of their need.

Workload of employees should be reduced so that employees do not miss training

programs and attend training programs willingly.

More training sessions must be conducted at CRD.

Instead of giving training for the whole day, training batches should be conducted for
a short period over a number of days.

Conclusion...
Plant equipment and machinery today is becoming more and more complex. New ideas,
processes, methods, techniques and materials have been introduced much faster during the recent
times. To keep pace with these developments, effective maintenance demands the application of
new skills and techniques that can only be achieved by imparting regular training to the operators
& workers and the supervisory staff.

The need for higher productively and increased production has accelerated the development of
automation. Due to stringent competition, consistent efforts are made to reduce or stabilize
manufacturing costs. All these factors have necessitated going in for higher level of training
standards in an organization.

With the increasing sophistication and capital intensity of the modern machinery, training has
emerged as a vital management function of the HRD and has become an indispensable part of a
production system. Training personnel now carry more responsibilities and are exposed to
greater challenges.

When the Organizations spend a huge amount on Training, then it is very necessary to measure
the effectiveness of the training programmes. It is a difficult to measure the
efficiency/effectiveness of the Training Programmes, because we have not any instrument which
can measure it in fix terms. Methods of evaluation and assessment can offer us the illusion of
being able to measure the immeasurable anomalies of human experience. They can help us make
judgments within hierarchical frameworks about how well we are doing by comparison with
others. They can help us give an account of our and others contribution to particular projects and
ventures. They can give us some insight into our own growth, progress and development.

In fact we can no longer opt out to this growing trend towards accountability. The best we can do
it is to be clear as possible why we are evaluating or assessing something or someone. Where we
have power we can leave room for challenge by others and be pragmatic about the percentage of
resources we invest in these endeavors. Where we are at the mercy of the others criteria and
processes, we can use our insights to get the maximum learning and value out of them for
ourselves.

The corporate objective of a company being To Earn profit its imperative for a company to
organize all the functions including training, in an integrated manner so that their overall effect
and ultimate aim to raise its profitability, is achieved. Until and unless companys top
management duly recognizes the importance of training, it would be difficult for the company to
ensure that all their joint efforts are directed to achieving its corporate goal. It is essential that
attitude towards training are re-oriented a fresh and this important activity is viewed in its proper
perspective.

Learnings during Training

My training period was really knowledgeable and interesting. Understanding the concepts
practically and doing each job by own was a great experience for me. I learned many things in
JINDAL STAINLEES STEEL COMPANY.

I learned-

How human resource dept. work in organization.

Its inter-relationship with other departments of the organization.
Maintaining records related to training.
How training needs are being assessed.
How to Plan Training Programs for all.
Effect of training programs on the employees.
Regular performance appraisal schedules prepared for employees.
How JSL collectively co-ordinate and fulfills its training needs.

Annexure Details
It includes following forms.

1. Organization Hierarchy
2. Training Vision

3. Training Need Identification Forms

IDP

Appraisal Form

Skill Chart

4. Training Calender

5. Training Schedule

6. Training Attendance Form

7. Training Feedback Form

Immediate Feedback

30 Days Feedback

90 Days Feedback

8. External Training

9. Training Effectiveness Form

10. Training Assessment Form

11. PED Training Results

Organization Hierarchy
MANAGEMENT STAFF
RL5 0 DIRECTORS IDP
1 Sr.V.P.
 2 V.P.
3 A.V.P.
RL4 4 G.M.
5 ALD. GM
6 D.G.M.
RL3
7 A.G.M.
8 Sr. MANAGER
RL2
9 MANAGER
14 DY.MANAGER
RL1
10 ASSOCIATE MGR.
Total Management Staff
EXECUTIVE STAFF
Executive 11 EXECUTIVE
12 GET/MT
Total Executive Staff
GENERAL STAFF (Office)
13 JR. EXECUTIVE
GENERAL

(Office)
STAFF

31 OFFICER
32 SR. ASSISTANT
33 ASSISTANT Appraisal
Total General Staff (Office) Form
SUPERVISORY STAFF (Technical)
51 ASST. ENGINEER
SUPERVISORY

(Technical)

52 SR. FOREMAN
STAFF

53 JR. ENGINEER
56 DET
54 FOREMAN
55 JR. FOREMAN
Total Supervisory Staff (Technical)
WORKERS
101 HIGH SKILLED (H.S.)
WORKE

Skill Chart
RS

102 SKILLED
103 SEMI-SKILLED (S.S.)
Total Workers
 TRAINING EFFECTIVENESS EVALUATION FORM

Name: Course:

Job Location: Job

Function:

Please Rate the Following for Each Lowest (1) Specify which Highest (5)
number reflects your
Skill: opinion.

(1 Through 5)

Skill A:

1 I use this skill regularly on the never use use

job. frequently

1A Answer this question if the skill is never used.

This skill is never used because, (circle the most appropriate responses),

a.) It isnt part of my job.

b.) It is too difficult.

c.) I forget how to do it.

If your response is a, you can skip questions 2 through 5 for this skill.

2 I have mastered this skill. unable to expert

perform
 TRAINING EFFECTIVENESS EVALUATION FORM

Name: Course:

Job Location: Job

Function:

Please Rate the Following for Each Lowest (1) Specify which Highest (5)
number reflects your
Skill: opinion.

(1 Through 5)

2A Answer this question if you are unable to perform this skill. Skip questions 3 through 5
for this skill.

I am unable to perform this skill because (circle the most appropriate responses),

a.) It is too difficult and complicated.

b.) No one else is using it.

c.) No one is available to help.

3 I was able to perform this skill took two immediately

immediately after I received the weeks to proficient
training. learn

4 I learned to perform this skill as obtained the learned in

a direct result of the training necessary training
course. information
from another
source

5 The skill is performed in the procedure procedure

manner described during the from training from
 TRAINING EFFECTIVENESS EVALUATION FORM

Name: Course:

Job Location: Job

Function:

Please Rate the Following for Each Lowest (1) Specify which Highest (5)
number reflects your
Skill: opinion.

(1 Through 5)

training. is completely training is

wrong exactly right

General Comments:
Bibliography
For making this project, material is collected from many sources. It was not possible to give
picture to this project without the help of all these references.

Some of these are:-

BOOKS

Aswathappa K, Human Resource & Personnel Management (Sixth edition), Tata

McGraw-Hill Publishing Co. Ltd., New Delhi, 2001.
Human resource management, Pearson Education ,New Delhi, (Twelfth edition)
C.B.Mamoria,S.V.Gankar, Personnel Management, Sultan Chand & Sons
David A Decenzo, Stephen P Robbins, Personnel /HRM, Prentice Hall of India Pvt. Ltd.

JOURNALS & NEWSPAPERS

Article By Dr. John Sullivan, Head and Professor of Human Resource Management
College of Business, San Francisco State University
ARTICLE - HR Information Systems
JSL monthly bulletin.

WEBSITES

http://www.Jindalstainless.com
http://www.mindagroup.com
http://www.citeHR.com
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