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INTRODUCTION OF THE TOPIC

TRAINING AND DEVELOPMENT

SCALING NEW HEIGHTS


Corporate success depends upon having and retaining talented people. This is true today as it has always been. The shortage of such people is widely accepted and training, at long last, is beginning to be recognized as part of the solution and hence the total investment in training is on the rise. This is true for all organizations. There really is no alternative than to make sure that human skill so vital to the corporate success are recognized, harnessed, developed and suitably maintained. Training is not however, one one-off investment. It is a continuing investment. Not only is it needed to create the skilled workforce, but also maintain the high levels of skills demanded by the ever changing, highly dynamic work place.
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The return on investment on HRD is still controversial in view of the time variable in achieving the desired change and effectiveness in the employees. The top management looks at the loss and profit equation for any activity. It is interested in the benefits to the organization in the terms of increased productivity, increased profitability, reduction in wastage etc in return for investment in training. Hence, evaluation of training programmers and introduction of the necessary corrective measures also assumes considerable significance. Training is the most important function that contributes directly to the development of human resources. If human resources have to be developed, the organization should create conditions in which people acquire new knowledge and skills and develop healthy patterns of behavior and styles. One of the main mechanisms of achieving this environment is training. Training is essential because technology is developing continuously and at a fast rate. Systems and practices get outdated soon due to new discoveries in technology, including technical, managerial and

behavioral aspects. Organizations, which do not develop mechanisms to catch up with and use the growing technology, soon become outdated. However, developing individuals in the organization can contribute to the effectiveness of the organization. Training and development are important activities in all organizations, large and small. Every organization, regardless of size, needs to have well-trained employees in its workforce who are prepared to perform their jobs.

The term 'Training' refers to the acquisition of specific skills or knowledge. Training programs attempt to teach trainees to perform a specific job and a particular activity. The term 'Development' usually refers to improving the intellectual or emotional abilities needed to do a better job.

PRINCIPLES AND EVALUATION OF TRAINING Training is the process of assisting a person for enhancing his efficiency and effectiveness at work by improving and updating his professional knowledge, by developing skills relevant to his work and cultivating appropriate behavior and attitude towards work and people. Training could be designed either for improving present capabilities at work or for preparing a person for assuming higher. Responsibilities in future which would call for additional knowledge and superior skills. Training is different from education particularly formal education. While education is concerned mainly with enhancement of knowledge, training aims essentially at increasing knowledge, stimulating aptitude and imparting skills related to a specific job. In India, considerable importance has been accorded to training in social development and this is evident form the fact that the community spends roughly six million dollars annually on training every year. But there are complains about the ineffectiveness of training and possible waste of resources because of the use of stereotyped and conventional methods in training which are often not set completely in tune with job requirements. It is a continuous process Training is a continuous and life long process. Right form the time a child is born he starts receiving training form his mother for a variety of needs, so that he becomes a social being. His training continues in the school and the college situations. However training as an organized effort, designed with certain objectives, for example to help the trainees to be informed of the subject matter which they have to use in their
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work situation. Apart from change of attitudes, their skills have to be improved and knowledge or information has to be imparted through effective methods. In other worlds, training provides and synthesizing with the help of the trainers, the information already available on the subject. Training is a time-bound programme. Thus there is a separate specialized discipline of trainers specializing in the field of human activity. Prevailing concept New concept

1. The acquisition of subject matter 1. Motivation and skills lead to action. knowledge by a participant leads to action. 2. The participant learns what the 2. Learning is a complex function of trainer teaches. Learning is a simple function of the capacity of the participant to learn and the ability of the trainer to teach. the motivation and capacity of the individual participant, the norms of the training groups the training methods and the behavior of the trainers and the general climate of the institution. The participant's motivation is influenced by the climate of his work organization. 3. Individual action leads to 3. Improvement on the job is complex function of individual learning the norms of the working group and the general climate of the organization. Individual learning used leads to frustration. 4. Training is the responsibility of the 4. Training is the responsibility of training institution. It begins and ends with the course.
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Skills are acquired through practice.

improvement on the job.

three

partners:

the

participant

organization the participant, and the

training

institution.

It

has and

a a

preparatory

pertaining

subsequent, post-training phase. All are equally important to the success of training. There has been in some quarters criticism of training and it is often argued that personnel can acquire administrative capabilities and work skills through apprenticeship capabilities and work skills through apprenticeship rather than through formal training. While the training cannot by itself guarantee the success of a development program, its untrained personnel are unlikely to prove effective. It is in this context that expert; administrators and planners greatly appreciate the relevance of training in development process.

INTERACTION BETWEEN TRAINING & DEVELOPMENT AND OTHER HUMAN RESOURCE FUNCTIONS

Training opportunities reduce the demand for highly qualified applicants Staffing Careful Selection may reduce the need for training. But hiring additional employees adds to training needs Training helps employees perform better Performance evaluations provide information that helps to assess training needs Performance evaluation

Training development

and

Training should improve performance and result in higher levels of pay Compensation Financial incentives can create greater enthusiasm for training and increased participation Skilled employees should perform better, reducing the probability of grievances and discipline Unions may participate in the design and presentation of the training

Employee relations

The Training Cycle A training cycle consists of a series of steps which lead to a training event being undertaken. Evaluation provides feedback which links back to the initial stages of training design. Indeed, it is the evaluation/ feedback process which makes this a cyclical event without it training would be a linear process leading from initiating training through to its implementation. The steps in the cycle are:Stage1: Identification of training needs. Examining what skills and attributes are necessary for the job to be undertaken, the skills and attributes of the job holder and the extent of the gap. Stage2: Design, preparation and delivery of training. Stage 3: Discovering the trainees attitude to training (reaction) and whether the training has been useful from the point of view of training. Reaction involves the participants feelings towards the training process, including the training content, the trainer and the training methods used. Learning is the extent to which the trainee has actually absorbed the content of the learning event. Stage 4: Discovering whether the lessons learnt during training have been transferred to the job and are being used effectively in doing the job.

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Identification of training needs

DESIGN, PREPARATI
Reaction to and learning from the training

Transferring training tot he work place

Evaluation of the impact on the organisation

Measuring perspective effects. Stage5: Evaluating the effects of the training on the organization. Thus is the area on which there is perhaps most confusion, subsequently little real action to clear it. Stage 6: Reinforcement of positive behavior. It is optimal that positive outcomes are maintained for as long as possible. It is not rare event for changes in behavior to be temporary, with a gentle slide back to previous ways of working. It is important to note the feedback loops. Feedback on the process of actually delivering the training can come
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from the reaction and learning stage, the transfer of the training to the work place and the evaluation of the impact of the training. The main, feedback for the identification of training needs comes from an assessment of the transfer of work to the training and the evaluation of the impact on the organization. It is important to note that these feedback loops may consist of two very different types of information. To determine the worth of training to the organization- a process best done by quantitative methods and with hard, numerical data.

Allowing insights into the method of learning, where the experience of those involved are the main focus, thus using mainly softer, qualitative information.

Identification of training needs The procedure of identifying training and development needs is crucial for the success of the training function and requires to be carried out systematically on a regular basis, preferably every year. How are training needs identified to match the organizational

requirements in terms of technology /task/ people? Has the training bought the desired change in the individuals performance and if so, how is it assessed? These are the focal points, which require attention of the HR professionals to assess the training needs of the employees working in the organization. Many organizations have their own system to identifying training needs every year. However, need identification exercise can do real harm if
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the needs are not met by conducting suitable programs. Managers must perceive that their recommendations are grown due consideration and suitable actions are initiated to satisfy the felt needs. Only then, they will take this exercise seriously. Hence, formulation of suitable and need based training programs and their timely implementation is very important for the success of any training program. Evaluation of Training Programs Training programs are conducted with a view to help the employees to acquire the knowledge, skills and attitude necessary to perform the task assigned to them. They are conducted in order to bring about a planned change which in turn involves substantial investment of money, time and efforts. Therefore, one has to know whether such an investment in training yielded the desired results. This desire naturally leads to evaluation of training. Evaluation means literally, the assessment of value or worth. Strictly speaking the act of evaluating training is the act of judging whether or not it was worthwhile in terms of some criterion of value, in the light of the information available. Evaluation is the tool whereby information about the result of trainees, interaction with the learning experiences systematically collected and analyzed. Thus, evaluation can provide useful data both for improvement of training and enhancement of learning. In brief it is important in 3 ways.

It indicates whether appropriate monetary investment is made on the implementation of training programs.

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It determines the degree of effectiveness and success of the training programs.

It provides a basis for introductory the necessary corrective measures.

The

benefits

of

constructive,

practical

evaluation

of

training

substantially outweigh the costs six direct benefits of evaluating training programs are:Quality Control: Quality control systems are designed to ensure that products or services are fit for their intended purpose. Evaluation in training will assess the extent to which work-related results can be demonstrated to arise from the training. Successful, positive elements of training can be maintained and reinforced, whilst negative elements removed or revised. If results cannot be justified, then it becomes hard to justify the commitment of any resources to the training activity and they can be re-allocated to Where they may make a greater impact. Efficient training design: It throws an emphasis on those elements of a training system which matter, such as proper definition of objectives and setting criteria on now these objectives are to be measured. Enhanced professional esteem: Training professionals can gain enhanced stature from having systematic evaluation of data rather than intuitive assessment of their contribution to the business. Being assessed on their contribution to the bottom-line of the business puts the HRD function on the same footing as other functions, instead of claiming that the nature of their work does not allow an application of the same
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criteria. This helps to break down the barriers facing the integration of HRD professionals within the organization. Enhanced negotiating power: On much the same tack evaluation makes it possible for the HR function to demonstrate a successful contribution to the business over a period of time. When resources are to be allocated and new investment decisions to be made, them being able to show the outcomes of training would be invaluable. Appropriate criteria of assessment: Individuals within an

organization will make judgments about how effective the

training

function is, regardless of whether an evaluation system is in place or not. Given this, it is very important that the HR controls the choices of appropriate criteria, which it can most safely do on the back of a formal evaluation process. Intervention strategy: Evaluation can be a tool for changing the way that training is integrated into the organization. It offers a means by which the HR function can build on its enhanced esteem and negotiating power to play a more active role in developing policies.

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MODEL FOR TRAINING Assessment Phase Assess Training needs and training resources Identify training objective Training and development phase Select training Pretest methods and trainees learning principles Evaluation phase Compare training outcomes against criteria

Develop criteria

Conduct training

Monitor training

Feed back

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BENEFITS OF TRAINING: Training usually is a strategic human resource activity because it plays a major role in determining the effectiveness and efficiency of an organization. A successful training and development program will achieve the following benefits: 1. 2. Improve the quality and quantity of work done. Reduce the learning time required for employees to reach acceptable standards of performance.
3.

Create more favorable attitudes, loyalty and cooperation. Satisfy human resource planning requirements. Reduce the number and cost of accidents. Help employees in their personal development and advancement. Help organizations to respond to dynamic market conditions and changing consumer demands.

4. 5. 6. 7.

Different jobs require different capabilities. These capabilities can be considered under four categories: 1. Technical 2. Managerial 3. Behavioral 4. Conceptual

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TECHNICAL CAPABILITIES: They deal with the technology of the job or the tasks the employee is expected to perform. They include information, skills and knowledge. MANAGERIAL CAPABILITIES: They include the ability to organize, coordinate, plan, monitor, evaluate and redesign a variety of activities. As managers have the task of getting things done by others with optimal use of resources for achieving the best possible results, they need to possess managerial capabilities. Knowledge of management techniques like PERT, systems analysis, performance budgeting etc. are evidences of managerial capabilities. Management skills involve the application of these techniques for better planning, better coordination, better monitoring, and for better achievement of results. BEHAVIOURAL CAPABILITIES: These include leadership skills, ability to motivate others, communication skills, ability to work as a team member, dynamism, initiative etc. Mere knowledge of behavioral sciences does not ensure that person has behavioral capabilities. Attitudes and orientations play an important role in determining the effectiveness of the employees to a great degree.

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CONCEPTUAL CAPABILITIES: These involve conceptual understanding of one's own tasks in relation to those of others, imagination, futuristic thinking, model building capabilities and perception of various tasks and their interrelationships within the organization and outside it. TYPES OF TRAINING: 1. Orientation/Induction Training: The orientation or induction training is given to employees as soon as they join an organization. The purpose of this training is to orient the employee to the company and its tasks, to help his role in detail and see the link his role has with other roles in the company, to help him understand the expectations of other employees from him, and to give him a feel of the organization and feel part of it. The induction training normally does not focus on skill development. It focuses more on perspective development and understanding of the organization. Without such understanding of the organization, its mission etc., the employee may soon feel alienated. Induction training is one way in which culture and traditions are established and maintained through socialization of the new employees into the culture of that organization.

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2. On-The-Job Coaching: On-the-job coaching is another way of training employees. This type of training is given to employees who are new to a given job (not necessarily to the organization). The purpose of this kind of training is to equip the employee with the capabilities required to perform various tasks of his job. This may involve skill training by the supervisor of the employee, either on a day-to-day basis or periodically. On-the-job training techniques also include job instruction training, job rotations, internships, coaching and counseling. On-the-job training should be particularly stressed upon during the early stages of their careers. 3. Apprentice Training: Apprentice training is given to those who have just completed their studies and are about to enter the organizational world. The apprenticeship involves practical training under the guidance of one or more instructors designated by the organization to train the trainees. IN-HOUSE TRAINING: In-house training programs are programs offered exclusively for the employees of an organization by the organization. The Training Department assesses the training needs of various categories of employees periodically, invite suggestions from the senior executives of that company on the training needs as perceived by them, keep in touch with the new developments taking place in the outside world that have relevance to their own organizational activities and periodically invite outside trainers to train their employees. In the in-house training programmes, the training department may use its own senior employees as trainers or may depend exclusively on outsiders or may use both sets of resources.
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SPONSORED TRAINING: As most organizations do not have sizeable units of training, it is easier for them to sponsor a few employees for training by outside agencies. DISTANCE TRAINING: Distance training is the training conducted without the trainer being physically present near the trainee. The most well known forms of distance training are correspondence courses, auto-teaching machines, programmed instruction materials, video and audio cassette programs, alumni bulletins etc. This form of training is useful mainly to keep the trainee informed about various developments in his field or to acquaint him with new technology, processes etc. CAREER DEVELOPMENT PROGRAMS Career Development programs help people grow and continue after they begin their employment. Career Development refers to helping individuals plan their future careers within the organization. The objectives of career development are to help individuals achieve maximum self-development and also to help the organization achieve its objectives. INDIVIDUAL BENEFITS: For the individual, the most immediate benefits of career development include a better job, more money, increased responsibility, greater mobility, and the acquisition of skills that improve productivity. Career Development also provides less tangible benefits for individuals, such as increased job satisfaction, the development of a career orientation rather than a job orientation, increased involvement at work, greater exposure, a better understanding of what is expected and broader knowledge of additional areas of career interest.
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ORGANIZATIONAL BENEFITS: Through the development of competent employees, organizations are able to identify future managers and prepare them to achieve organizational goals. By developing competent replacement managers, an organization is able to practice promotion from within, which increases the level of motivation for aspiring managers. Employees who remain in the same position for an extended period typically become obsolete, either because of a lack of training or a lack of motivation. Career planning helps to prevent the problems of obsolescence by providing employee training by moving employees into different jobs, and by motivating employees to make valuable contributions to the organization. An organization that tries to help employees plan their careers can benefit directly through lower turnover and personal costs. DEVELOPMENTAL PROGRAMS: 1. Mentoring: Some organizations assign an experienced employee to serve as a mentor for new employees. A mentor is a trusted counselor, coach or advisor who provides advice and assistance. Effective mentors teach these new employees a number of things, which include: 1. Provide instruction in specific skills and knowledge critical to successful job performance. 2. Help in socializing them in the culture of the organization and understanding the unwritten rules of the organization. 3. Answer questions and provide useful insights.
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4. Offer emotional support and encouragement. 5. Serve as a role model. 6. Create an environment in which mistakes can be made without losing selfconfidence. 2. Career Counseling: Most organizations provide some form of career counseling on various occasions: during employment interviews when employees are first hired, during employees' annual performance evaluation interviews, and as part of the special career counseling that is provided for high-potential employees. Career counseling typically occurs as part of the day-to-day relationship between a supervisor and a subordinate. Moreover, some organizations provide special career counseling by conducting psychological assessments of employees and helping them interpret their individual results. 3. Career Pathing: Career pathing refers to identifying a sequence of jobs through which an individual can expect to progress towards high levels of management. Some organizations provide job progression plans for all new employees, while others do it only for exceptionally bright and promising candidates. Career path information must be provided to the employees before a possible career path can be charted out for them. 4. Career Development Programs: Career development includes any and all activities that prepare a person for progression along a designated career path. Career development usually involves both formal and informal means. These programs maybe conducted in-house or
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by external sources, such as professional organizations or colleges and universities and are organized by the T&D department of an organization. Internal Mobility There is a possibility in organizations that over a period of time an employee will change his role or position, from one job to another laterally or vertically in the organization structure. This kind of employees movement within an

organization is known as internal mobility. Internal mobility includes a cluster comprising, may take place between jobs in section, sections, departments, division or even between plants in multi - plant operations. Promotion Promotion is the upward reassignment of an individual in an organizations hierarchy, accompanied by increased responsibilities, enhanced status, and usually with increased income, though not always so. On being promoted, the promoters duties and responsibilities increase, and the higher one goes in an organization the greater the implications of the individuals decisions on the viability of the enterprise. After promotion, an individuals duties and responsibilities usually becomes qualitatively different from those of this earlier job. The following are the objectives of promotion: 1. It is recognition of a job well done by an employee. 2. It is a device to retain and reward and employee for his years of service to the company. 3. It is to increase individual and organizational effectiveness. 4. It is to promote a sense of job satisfaction in the employee.
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5. It is to build loyalty, morale and a sense of belongingness in the employee. 6. It is to impress upon others that opportunities are open to them also in the organization, if they perform well. An internal mobility system also needs as supportive information system to make it viable. It is desirable to have a central, maintain a detailed inventory of the skills of all employees and coordinate all information promo -table posts available, posts vacant, number of employees on transfer, permanent and temporary posts. When making internal mobility decisions, organizations tend to place emphasis on their objectives, filling job vacancies, eliminating employee surpluses, correcting behavioral problems, etc. Promotion maintains organizational effectiveness through maintenance of employee moral and favorable attitudes towards the organization. Demotions frequently used as from of disciplinary action since it represents loss of status and earning. Transfers are required in the process of organization job requirements, job rotations and filling in absenteeism, separations and termination, such as discharge and dismissal, from a part of the outward mobility of an organization.

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REVIEW OF LITERATURE
A number of studies on the identification of training needs in India are available. Some of them deal with the general framework while others are specific company based studies. For training activity to be meaningful, Dayal (1970a) suggests that a detailed study of jobs and skill analysis is absolutely necessary. The training, thus, imparted would help the employee to adjust to their job requirements. As far as the supervisory category is concerned. Sundaram (19709) points out that the training needs for supervisors can be identified through careful observation of their work which is indicative of poor performance, low production, high cost, poor product quality, high scrap, spoilage, wastage, accidents, absenteeism, and turnover. The day-to-day complaints and grievances also form useful sources for identifying their training needs. Given that supervisors are the first contact point for the workers. Ghosh (1984) stresses the need for behavioral inputs in any training programme organized for managers. Srinivasan (1977) recommends that their training programmes should focus on corporate planning, organizational development, and personnel management. Bhatia (1981) sees a shift from knowledge to attitude as the main objective of training. He identifies three areas of training- technical skills and knowledge, knowledge of organization and external systems, and conceptual and interpersonal skills. He suggests that the emphasis on these three must vary according to the level of the employee. The workers training should focus on technical skills and knowledge followed by conceptual and interpersonal skills, and knowledge of
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organization and external systems. In the case of supervisors, conceptual and interpersonal skills should be emphasized followed by technical skills and knowledge, and knowledge of organisation and external environment. As far as managers are concerned, the sequence is the same as that for supervisors except that the order of knowledge of organization and external environment and technical skills and knowledge is interchanged. Seth (1984) administered a 720item questionnaire on 119 personnel managers. The cluster analysis revealed personnel managers to be more employee oriented; able to recognize the utility of group processes, and having fait in workers ability to take initiative and handle responsibility. On the basis of results. Seth suggested that training for personnel managers should be directed towards attitudes and beliefs underlying managerial philosophy and their inter relatedness. As far as identifying training needs by the company is concerned, Glaxo Laboratories considers the following factors. 1. Level and rapidity of technological and administrative changes 2. Level of individual and group performance. 3. Changing organizational structure
4.

Perceived organizational imbalances.

At the individual level, the person himself identifies the need for training and records it or the appraise discusses the individuals training needs in view of this deficiencies on the job. Since Glaxo uses the MBO system, this process helps a great deal in making training useful to both the employees and the organization (lawande, 1980)
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Studies on the identification of training needs thus emphasis not only the organizational analysis but job and individual role analysis as well. It is also useful to note that many studies emphasis the need for training in human resources management. Johnson (1967) suggests that clues for training needs can also come from a number of written sources. He lists 17 sources for identifying training needs. Some of them are highlighted below.
1.

Articles: Articles published in journals or magazines often indicate individual companys experiences with personnel utilizations and the ways organizations improve productivity. Such individual

experiences could be a good source of learning from the experiences of others.


2.

Books: Knowledge in training and development is increasing at a faster speed today than before. Many books are published every year on training and they provide useful sources in learning newer techniques developed in identifying training needs.

3.

Case studies: In an attempt to find solutions to specific problems people often show gaps in understanding. These can become useful themes for training.

4.

Companies: All organizations in organizations provide useful data for preparing people to not only face such situations but learn to avoid them in future.

5.

Crisis: Crisis situations in organizations provide useful data for preparing people to not only face such situations but learn to avoid them in future.
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6.

Factual data: Factual information such aspects as absenteeism, wastage, turnover, machine breakdown, sales, and the like also open avenues to identify what can possibly be done to improve upon them.

7.

Grievances: Formal grievances are important sources to identify training needs.

8.

Reports: Often reports submitted by many departments provide useful clues on what is lacking or what should be reinforced.

9.

Rumors and grapevine: Taken seriously, they provide useful feedback on the total activity of an organization and may often identify gaps in various areas of organizational functioning.

10.

Suggestions: A number of organizations are very particular about suggestions and take them very seriously. Since suggestions have a base in experience they provide useful clues for training needs.

A more direct approach for identifying training needs was used by Kanitkar etc. al.(1994). Instead of going to HRM department, they approached section heads and senior managers of 73 milk unions associated with National Dairy Development Board. Their study revealed five contents of training that were identified by a very large majority of respondents. These were cost consciousness, loss control, marketing, sanitation and hygiene, and operations and maintenance of utilities. Who needs what kind of training was the focus of a study by Singh et.al. (1998). In a study of 92 Anganwadi workers, they found that the need for training correlated inversely with age and in service training. In other words those who were older did not feel ten needs for training and if offered in service they did not want to go through it. However the need
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for training correlated significantly and positively with education, years of experience, communication skill, job satisfaction, knowledge level and attitude towards integrated Child Development Service. Scheme. Mayo and DuBois (1987) cite eight criteria for including a task in a training course. Think about how you would apply these criteria to a task area that you teach (e.g., performance appraisals,. project management, etc.) Criteria for selecting a Training task 1. The percentage of job incumbents who actually perform the tasks 2. The percentage of total work time that job incumbents spend on the task. 3. How critical the task is.
4.

World processing,

The among of delay that can be tolerated between the time when the need for performance of the task becomes evident and the time when actual performance must begin.

5. The frequency with which the task is performed. 6. The difficulty or complexity of the task.
7.

The probability of deficient performance of the task on the part of job incumbents.

8. How soon the task must be performed after a person is assigned to a job that involves it. Finally, the selection of training objectives may hinge on ones under standing of adult learning needs.

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OBJECTIVES

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OBJECTIVES
The objective of my study is to examine the training and development process being followed by Amtek auto Ltd by Honing up identified functional skill areas of personnel, for more effective contribution to the organization. Providing platforms for professional growth and exploration leading to overall improved organizational health and quality of life. Developing human resources in consonance with broader corporate horizon and long range vision of the organization.

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SCOPE OF THE PROJECT

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SCOPE OF THE STUDY


The training needs analysis is the base for all training activities in Amtek auto Ltd.. Efforts at all levels of the organization are made to identify and meet the training needs of the employees. Priority is given to need base training which can have direct impact on the employees performance and improve work efficiency. The training and development department takes into consideration the annual appraisal report of the employees for analyzing the training needs. The training programs usually provided valuable inputs to the trainees for performing present as well as future roles effectively. Also, at the end of each training session trainers impressions about the session should be recorded in a register which gives a weight into the trainees performance during the training period. The timely feedback of both the trainers and the trainees helps in taking corrective action for future training programs. This analysis has depicted what common training and development techniques are adopted by from and has provided an insight into the training and development system followed by Amtek Auto Ltd.. But still much more can be done. Suitable strategies can be framed to develop a team of highly motivated and committed work force so that the company can make inroads into the international markets and build a favorable image there. The quest for improvement should never end as it is an endless journey.

``.

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COMPANY PROFILE
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COMPANY PROFILE

Amtek Group
Amtek Group is a leading international manufacturer of automotive components and assemblies with production facilities located strategically across North America, Europe & Asia. The Group's extensive manufacturing capabilities encompass Sub assemblies, Iron, Gravity & Aluminum Castings, Forgings, Complex Machining & Ring Gears Flywheel Assembly.

Amtek Group was established in year 1985 with the incorporation of the flagship company, Amtek Auto Limited. Since then, it has grown rapidly to emerge as a frontrunner in the global automotive component industry through a number of strategic acquisitions across Asia, Europe and North America, production levels enhancement by technological upgrades and product segment rationalization measures.

$ 1billion global automotive components manufacturer 34 manufacturing facilities across North America, Europe & Asia Global auto components supplier with proven capabilities in Forging Iron Casting & Ductile Aluminum Casting and Gravity Die Casting Machini Extensive product portfolio with a range of highly engineered components Preferred OEM supplier for Motorcycles Passenger cars Light Commercial Vehicles Heavy Commercial Vehicles Agricultural Equipment Heavy Earth Moving Equipment

Management at Amtek
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The senior management at Amtek has a long and distinguished experience in handling large-scale automotive manufacturing operations. It has been successful in meeting the ever-increasing demands of the global automotive giants in terms of product quality, development, delivery and cost control while improving the company's profitability and ensuring a consistent growth for the last nearly two decades. The senior management at Amtek is as follows:

Arvind Dham , Chairman Group Chairman & Managing Director, Mr. Dham is a professionally qualified, self-made industrialist. A recipient of "Udyog Patra" award from the Government of India in the year 1992, he has distinguished experience in setting up and managing large-scale automotive manufacturing operations. Avijit Banerjee - Director Mr. Avijit Banerjee is a graduate in Mechanical Engineering with over 35 years of experience in Forging, Steel & Auto Component industry. Having established and managed several forges, he is a pioneer in bringing precision forging technology to India. He has worked and traveled extensively all over the world in connection with metal forming technology and establishing business partnerships.

Gautam Malhotra, JMD Mr. Gautam Malhotra is an MBA from Manchester Business School currently responsible for setting up a Greenfield foundry in Rajasthan, India. He is also a core member of the M&A and Integration, IT Systems and Lean Six Sigma initiatives within the Group.

DS Malik- Managing Director Mr. D.S. Malik is a Mechanical Engineer, from Pilani and a Business management graduate. He has over 30 years of experience in Projects and Operations with companies like DCM, Piaggio, Eicher, Escorts and now Amtek. He started his career as a management consultant and then got into the Auto Industry. He has a rich experience in setting up and operations of farm tractor manufacturing plants, engines and scooter/ motorcycle manufacturing facilities, auto ancillary business like shock absorbers, engine and transmission components manufacturing, setting up and operating several plants for domestic and overseas customers.

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Derek Benton, Group Finance Director - Overseas Operations Derek Benton is a qualified accountant and has extensive experience as a Finance Director in manufacturing industry. He has experience in the automotive, aerospace and power generation sectors working for Hawker Siddeley, GEC and Lucas. Derek is currently based in the UK Corporate Office of Amtek

John Flintham, CEO - Overseas Operations John Flintham is a Mechanical Engineer by education and prior to joining Amtek he has had a distinguished career in the global automotive industry. He is also the former CEO of the Triplex Group - a leading automotive components manufacturing group of UK. John is currently based at the UK Corporate office of Amtek

Phil Smith, MD & CEO - Group Ring Gear Manufacturing Phil Smith is a Mechanical Engineer by education and prior to joining Amtek he has had a distinguished career in the leading automotive components manufacturing companies in the UK

Amtek History

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\ Established a new manufacturing facility at Sanaswadi, Pune (India) for Forging, Casting and Machining

Set up a new machining facility at Dharuhera (India) MPT Magna India Ltd (India) (JV with Magna Powertrain for manufacturing Fractured Connecting Rod Modules) Large scale Aluminum High Pressure Die Casting facility at Ranjangaon, Pune (India)

Acquisition of Hallberg Guss Aluminum, an Aluminium Casting facility at UK Took over Zelter GmbH (Germany), one of the largest manufacturers of Turbo Charger Housing in the world Amtek Tekfor Automotive Ltd (India) (JV with Neumayer Tekfor for manufacturing one and two piece flex plates)
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Acquired UK based Sigmacast Iron Ltd Set up a Ring Gears facility Amtek Gears Inc (USA)

Took over Letchworth (UK) based GWK Group Ltd., known for complex machining and high level module assembly Acquired UKs largest manufacturer of Ring Gears and Flywheels Lloyds Brierly Hill Ltd.

Acquired Midwest Mfg, a US based ring gears manufacturer Ahmednagar Forgings (India) was taken over Established an Iron Casting facility at Bhiwadi (India)

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Acquisition of auto component manufacturing firm, Wesman Halverscheidt Forgings (India) Indsil Auto components Coimbatore (India), a fully automated foundry with machining facilities,

wa

Amtek Siccardi, Manesar (India) (JV with Ateliers de Siccardi for Crankshaft manufacturing)

A new Machining unit was set up at Gurgaon (India)

Benda Amtek Ltd Gurgaon (India) (JV with Benda Kogyo Japan for Flywheel Ring Gears manufacturin
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Established a Machining unit at Gurgaon (India)

Initiation of forging operations at Gurgaon, India

Start of manufacturing at the Machining facility based at Sohna, India

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OUR CULTUR

. We aspire to share collaborative & trustworthy relationship with our employees, customers and stakeholders . Our continuous aim is to focus on caring and retaining our people by developing values and potential through continuous learning and organization development activities. Amtek is a Cohesive & Dynamic Organization, where people enjoy functional autonomy resulting in consistent growth of the organization

OUR HR MISSION

The Human Resources team will lead by example, working to build a culture that drives high-energy committed professionals, who understand the relevance of continuous improvement and customer
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service for every position, to develop Amtek Organization as a recognized employer of choice

Our Vision & Mission


Vision We aspire to be the most preferred and reliable provider of automotive components & supplies globally, with an unflinching commitment towards technological excellence.

Mission Amtek Group seeks to create value for all its stakeholders by providing high value environmental friendly products and services constantly innovating and ensuring timely supply of quality products at competitive prices setting standards of excellence through global benchmarking maintaining ethical standards
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OUR VALUE PROPOSITION

OUR VALUES

Our value proposition rests on the following key pillars that form the foundation of excellence throughout our organization:

Customer focus Openness & Transparency


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Commitment to excellence Team spirit Learning Organization Commitment to Society & Environment

Our Commitment to Quality:

Drive continual improvement of products and services by building quality into all processes throughout the organisation Achieve enhanced customer satisfaction and world-class quality through stringent quality systems that comply with quality standards like TS 16949 and ISO14001 Exceed global manufacturing benchmarks through systematic deployment of Lean and Six Sigma strategy Promote quality across functions and businesses via Amtek Business Excellence Programme (ABEP) Encourage quality down the line through development of a Supply Chain network using a Supplier Technical Assistance (STA) group

Our Quality Conviction:

Product & Services Amtek product portfolio consists of an extensive range of components for 2-3 wheelers, Cars,Tractors, LCV, HCV and Stationary engines. The major categories of components manufactured are Connecting Rod Assemblies, Flywheel Ring
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Gears and Assembly, Steering Knuckles, Suspension and Steering Arms, CV joints, Crankshaft Assemblies, Torque Links. Groups wide range of product portfolio is backed by in-house Design & Development facilities. Highest level of quality is ensured for all its products and services through processes governed by Lean and Six Sigma methodology.

Product Portfolio

Amtek Group Major Business area


Crankshaft Complex Machining Connecting Rod Assy.

Steel Forgings

SG and Gray Iron Castings

Gear Shift Forks

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Product Portfolio OUR COUSTMER


o o o o o o o o o o

Cylinder Block & Head Transmission Housings Brake Carriers & Caliper Trumpet casings Crankshafts Intake and Exhaust Manifolds Flywheels & Flywheel Housings Turbo Charger Bell Housings Linkshafts

o o o o o o o o o o o o o o o

Connecting rods & Caps Crankshafts & Camshafts Steering Levers Gear shifter forks Sector gears & shafts Front Impact Beams Drive Shafts Spindlers Hubs & Flanges Transmission Components Steering Parts Pistons Propeller Fork Shafts Stub Axle Front Axle Beam Front & Rear Axle Shaft

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AWARDS
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Amtek Auto Limited recently won the best investor of the year award 2008 - UK Trade & Investment. Adjudged Best Performing Vendor

Technology group Machine Parts Maruti Suzuki (1994-95)

Won Supplier of the Year Award


TVS Motors Ltd to Amtek Bhopal(2002-03) Forging and Casting group from Honda Motor Cycles & Scooters India Ltd to Amtek Bhopal(2005-06) Honda Motor Cycles Scooters India Ltd (2005-06 & 2006-07) to Amtek Bhopal

Declared ET- Best Emerging Company of the Year Prestigious ET- Best Emerging Company of the Year 2006 at The Economic Times Awards For Corporate Excellence

AMTEK RING GEAR DIVISION - DHARUHERA - VISION INDIA

This modern manufacturing facility is engaged in the machining of a variety of large and medium sized automotive components. It was established in the year 2006 at Dharuhera and is serving major OEM suppliers. The plant is equipped with CNC equipment, flex machining systems and fully automotive lines with processes governed by six sigma.
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TS-16949 ISO-14001

Ring Gear Flywheel Ring Gears Assembly & Auto Components Box type casting components

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RESEARCH METHODOLOGY

RESEARCH METHODOLOGY
Sampling Technique A sample size of 40 was taken, which consisted of 14 employees who were senior managers and above and 20 employees who were of the level senior officers to assistant managers

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Primary Questionnaire - A questionnaire was designed and administered to the training incharge professionals, and employees drawn from various levels and various departments in the organization. Internal Information regarding the training policies and procedures was also obtained through personal discussions with trainers, senior managers and assistant managers. Secondary This involved extensive research on Krishnas databases. Training/HRD manuals, company reports, house journal records etc. Latest books and magazines on HRD

The Questionnaire The questionnaire consisted of 9 questions which were a combination of multiple and open ended questions.

ADVANTAGES AND DISADVANTAGES OF ON THE JOB AND OFF THE JOB TECHNIQUES ON THE JOB METHOD ADVANTAGES

No special facilities needed No additional staff needed


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Real life situation, not simulated productive in terms of departments work Trainee can establish work relationship from the start Learning can be controlled No off the job cost involved No transferability of trainee required

DISADVANTAGES

Cost lost in departmental budget Risk to machine, equipment etc and increase in scrap due to lack of experience

Part time instructor may lack training skills

Lack of time due to pressures of production Difficulty in accommodating trainee idiosyncrasies

Psychological pressures on trainee due to exposure before experienced workers

OFF THE JOB TECHNIQUE ADVANTAGES


Away from work and home pressures More time available Trainee specific difficulty can be easily sorted Relaxed atmosphere more conducive to learning

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Under this method trainee attention can be obtained more easily as the distraction is minimum Enables testing of hypothesis and ideas in low risk environment Improves morale and motivation for self development

DISADVANTAGES

Cost of external facilities Artificial sheltered environment Difficulty of simulating work problems Difficulty of transferring learning to work situation Resistance of trainees being away from home Difficulty of transferring learning to work situation Generally more time consuming Often involves traveling costs and inconvenience

EVALUATION OF TRAINING AND DEVELOPMENT


It basically involves the following steps

Setting the evaluation criteria Selecting the trainees to be tested Testing on the basis of set criteria Finding out the gap between the actual and set standard performance
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Giving feedback, showing the path to improvement Transfer to the job Follow up studies

REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS WHY TRAINING RESULTS ARE NOT EVALUATED

Many training directors dont have the proper skills to conduct a rigorous evaluation research Some managers are just reluctant to evaluate something which they have already convinced themselves is worthwhile Many organizations carry out training because their competitors are doing so or the unions are demanding it Training is in itself expensive, evaluation adds up to the cost Some training cannot be evaluated because of the complexity of the behaviour being taught

BENEFITS OF TRAINING

Leads to improved profitability and or more positive attitude towards profit orientation Improves the job knowledge and skills at all levels of an organization Improve the morale of the workplace Helps create a better corporate image Helps people identify with organizational goals Foster authenticity, openness and trust Improves the relationship between boss and subordinates Aids in organizational development
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The organization may learn from the inputs given by the trainees Helps prepare guidelines for work Aids in understanding and carrying out organizational responsibilities Provides information for future needs in all areas of the organization Helps employees adjust to change Aids in improving organizational communication

SECONDARY DATA ON TRAINING NEEDS IDENTIFICATION IN INDIAN INDUSTRIES A few years ago a survey was conducted to identify the training needs in Indian industry. I have included this to get a better view of the overall picture

SAMPLE The questionnaire was distributed to 100 executives of which about 40 completed forms were received. This sample of companies was drawn up on the basis of three criteria

Adequate representation of various industry groups Enough common ground to allow meaningful comparison between companies All core aspects of management were covered i.e. Production, Marketing Finance, Personnel, Systems etc

TOOL The data was collected through as structured questionnaire namely Training Needs Assessment Questionnaire developed by Pattanayak and Dhar, 1996. The
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questionnaire comprised of 13 items is designed to elicit detailed information with respect to the assessment of training needs.

PROCEDURE The questionnaire was distributed to the executives both personally and through post and later on collected. The participants for the various Executive Development Programs (EDP) at NITIE were also contacted and they filled questionnaires. The TNA variables were evaluated on the pre decided scale as shown

Strongly agree Agree Neutral Disagree

- 5 points - 4 points - 3 points - 2 points

Strongly disagree - 1 point

The executives were broadly classed as those working in the


Public sector Private sector

They were further classified as


Senior level Middle level Junior level; in each category

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DATA ANALYSIS AND INTERPRETATION

DATA ANALYSIS AND INTERPRETATION

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Q. NO. 01. CONSISTANCY & LOYALTY OF THE EMPLOYEE IN THE COMPANY

25 20 15 10 5 0 Series1 YES 16 NO 24

INTERPRETATIONAmong the 25 employees , only 16 say consistency in the company & 24 goes with loyalty.
Q. NO 02. EXPERIENCE OF THE CANDIDATE IN THE COMPANY. THE EXPERIENCE AND THE TRAINING QUANTITY BOTH ARE RELATED

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18 16 14 12 10 8 6 4 2 0 5 12 18

Series1

5 .03-05 Years .6-10 Years ABOVE 10 Years

0-2 Years

INTERPRETATION5 employees spends 0-2 yrs in the company. 12 employees spends 3-5 yrs in the company.
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18 employees spends 6-10 yrs in the company. 5 employees spends above then 10yrs in the company.

Q. NO. 03. Job Responsibility is clear or training need is there for the clarity of the job responsibility.

4 0 3 0 N 's o o f P o ers n 2 0 1 0 0 N 's o

YS E 3 7

N O 3

INTERPRETATION37 Out of 40, think that training required.

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Q. No. 04. This gives the information about something not required / not important in job responsibilities.

40 30 No's of Person 20 10 0 No's

YES 40

NO 0

INTERPRETATIONThere is majority think that the

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Q. No 05. Efficiency and effectiveness of the candidate can be judge. Training need for the job can be judge.

No's

YES

NO

INTERPRETATION30% of employees think that training need for the job can be judge.

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Q. No 06. TYPE OF SKILLS USED IS IDENTIFIED HERE. SOME NEED TECHNICAL SKILL AND SOME BEHAVIROUR.

Others 4 ,

Machine, 07

Computer, 15

Automatic 14 ,

INTERPRETATIONOut of 40 employees , skill require: 15 have computer skill. 14 have automatic skill. 07 have machine skill. 04 have other skill.
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Q. No. 07. Lackness of technical skills & Training needs identification for technical skills.

NO

13

No's of persons

YES

27

INTERPRETATION27 out of 40 think it is true to say lackness of technical skills & training needs identification for technical skills.

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Q. No. 08. Team Sprit can be identified by this question.

Part a Team

32

No's of persons

Alone

INTERPRETATION32 out of 40 play as a part of team.

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Q. No. 09. Can be a part of Team or not can be identified.

Rarely

Sometime

7 No's of persons

Occasionally

22

Generally

INTERPRETATION22 Out of 40 choose the occasionally .

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Q. No 10. The spirit of team player can be identified by the responses.

A lot , 6

Very Little , 5

Moderately , 29

INTERPRETATION29 out of 40 have moderately can identified by the responses. 06 out of 40 have a lot can identified by responses. 05 out of 40 have a very little identified by responses.

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Q. No 11. Need Identification for different kinds of trainings can be identified. Somebody need technical but some need the behavior training.

25 21 20 No of 15 Persons 10 5 0 Engineer Computer Behaviour Others No of Persons 9 7 3

INTERPRETATION21 persons need engineer training. 09 persons need computer training.

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07 persons need behavior training. 03 need other training.

Q. No 12. Along with the technical training, the behavioral need alsoidentified.

25 20 15 No of Persons 10 5 0
O pe ra ti on

21

7 3

N eg ot ia ti on

ne

M ac hi

O cc

up at i

on al H

O th er

ea lt h

Sk ill

No of Persons

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INTERPRETATION21 machine operation require technical training as well as behavioral training. 09 other require technical training as well as behavioral training. 07 and 03 require technical training as well as behavioral taining.

FINDINGS
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FINDINGS
Cumulative results of the senior level executives surveyed showed that they had greater concern for training needs in the areas as organizational and personal development. Cumulative results of the middle were also along the pattern of senior level executives with greater emphasis on personal and organizational development. Junior survey differ from senior and middle level executives survey who identified maximum training needs for organizational development.
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There are certain areas in which almost all level executives both public and private sector wanted some sort of training, which varied with individual requirements. 1) Performance improvement 2) Quality of work life improvement 3) Quality improvement of the job itself 4) Managing organization professionally 5) Improving presentation and communicational skills Some of the areas which remained untouched i.e. in which they remain least bothered are: 1) Increasing ethical values in business 2) Commitment to organization 3) Increasing awareness about occupational health

CONCLUSION
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CONCLUSION
Statements for the training needs were classified into three categories namely personal, development, organizational development and customer relationship development based on the following criteria: 1. Personal development related statements are those which primarily

target individual growth and development. Statements under this category include training needs to improve personal performance, promote positive attitude facilitate individual growth and development, acquisition of new skills, learning and practice of ethical values, increased awareness of safety measures, updating technical skills and general knowledge, shaping creative potentials, development and managing self etc. 2. Organizational development training need s are those which when imparted, improve organizational efficiency and effectiveness by
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understanding organizational climate and job requirements Statements under this include understanding quality requirements of the job, enhancing organizational effectiveness minimizing gap between planning and 3. implementation, increasing job involvement, professional management, learning MIS, managing conflict etc. Customer development specific needs include training to serve customer needs in terms of delivery, complaint settlement, quality of product and service, understanding of needs and expectations. These are required to improve the external image of the company. Based on the survey conducted, the results were analyzed and inferences drawn from senior, middle and junior level executives of public and private sectors.

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LIMITATIONS OF THE STUDY

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LIMITATIONS OF THE STUDY

The topic was such that it required vast and thorough study necessitating complete enumeration of the organization and analysis of several issues that considerable time which was a major limiting factor. Collecting information from people during the working hours was also critical. Besides this, the issue of confidentiality was a tough obstacle to conquer. But finally persuasion won and the study was completed with a degree of comprehensiveness

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RECOMMENDATION AND SUGGESTIONS

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RECOMMENDATIONS AND SUGGESTIONS


1.

Training should be given according to the job profile of the employees. e.g. Managers should be made to attend more of team oriented workshops since they are required to work in teams. Whereas an officer level employee needs to enhance his computer skills. Hence training programs have to be designed accordingly.

2.

Since a few employees felt that the training they had undergone in the last two years didnt help them at all, a feedback session should be made mandatory after every training session, in order to ascertain whether the above idea behind the training program had been accomplished or not.

3.

Every now and then the employees should be encouraged to identify their own training needs which would enhance employee morale and also shift the burden from the superior to the employee him self.

4.

Rather than just investing money on various training programs, Amtek auto Ltd.. should also concentrate on regular training evaluation.

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BIBLIOGRAPHY

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BIBLIOGRAPHY
www.krishnagroup.com Amtek auto Ltd. Induction Book HR.com Citihr.com www.google.co www.yahoo.co.in www.wikipedia.com www.amtek.com

1.Mirza S. Saiyadain Management McGraw-Hill. 2 nd

Edition

Human Publishers

Resource Tata

2.V.K. Dubey Management of Training and Development and Motivation Skills.


3.Saul Carliner Training design basics(ASTD).
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4.Tim Hatcher Ethics & HRD: A new approach to leading responsible organization. 5.Jack Phillips how to measure training results. 6.Raymond Noe Employee Training & development. 7.Cy Charney The trainers kit. 8.Carolyn Nilson how to start a training program. 9.Mel Silberman Active training. 10.Rives Hassell Corbiell Developing training courses. 11.Barry M Staw Psychological dimensions of

organizational behavior (3 rd edition). 12.M Armstorng (2003) A handbook of human resource management. 13.Dave Ulrich (3 books) results & Human resource HR

champions,Delievering management.

tomarrows

14.William J. Rothwells workplanning review. 15.Anton Obholzer- The unconscious at work: individual & organizational stress in the human services . 16.Dr. TV Rao HRD.
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17.Dr. VSP Rao A text book for HRD. 18. S.K. Bhatia, Training and Development-Concepts and Practices, Deep and
Deep Publications Pvt. Ltd., New Delhi 19. J.P.Saxena and Anita Kakkar, Training and Development, Institute of Applied Manpower Research, New Delhi 20. Dr. Mousumi S Bhattacharya and Dr. Nilanjan Sengupta, Emotional Intelligence-myth or reality, Excel Books, New Delhi

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QUESTIONAIRE

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QUESTIONAIRE.

Q. No. 1. Are you a new employee or a long standing employee of the company? Ans. Yes
16

No

24

Q. No. 2. How long have you been in your present job? Ans. 0-2 Years 6-10 Years 5 18 3-5 Years above 10 Years 12 5

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Q. No 3. Do you have a duty statement for your job? Ans. Yes 37 No 3

Q. No 4. Is your job accurately described in the duty statement? Ans. Yes 37 No 3

Q. No 5. Is duties which are no longer part of your job can be deleted form your duty statement?
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Ans.

Yes

40

No

00

JOB ANALYSIS

Q. No 6 Are there tasks you regularly perform that are critical to carrying out you job effectively. Ans. Yes 2 No 38

Q. No 7. Describe the type of equipment you are required to use (for example, keyboard machinery, tools of trade, etc.) Ans. Machine Computer 07 15 Automatic Others 14 04

Q. No 8. Do you require a high degree of technical knowledge for your job?


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Ans.

Yes

27

No

13

Q. No 9. How do your work? Please circle Ans. Alone 08 Part of a team 32

Q. No 10 If you work as part of a team, do you perform the same of different work to members of your team? Ans. Generally Sometime 07 07 Occasionally Rarely 22 04

Q. No 11. To what extent does you job require you to work closely with other people, such a customer, clients or people in you own organization? Please tick
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Ans.

Very little

05

Moderately

29

A lot

06

TRAINING NEEDS

Q. No 12. To perform you job: - what training do you still need (either on the job or a formal course) to perform your current job competently. Ans. Engineer Behavior 21 07 Computer Others 03 09

Q. No 13. To perform other jobs in the organization: - What training or experience would be required. Ans. Machine operation Occupational Health 21 07 Negotiation skill Others 03 09

RECOGNITION OF PRIOR LEARNING

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Q. No. 14 How many training have your attended with in the last three year? (This will help identify if any training sessions have been missed or if any refresher training is required.) Ans. 0-2 Years 5-7 Years 04 25 3-5 Years above 7 years 04 07

Q. No 15. What training or skill have you acquired outside your current job that may be relevant to the wider organization? Ans. ..

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