SUMMER TRAINING REPORT ON TRAINING AND DEVELOPMENT LIC

Submitted for Partial Fulfillment of the Degree of Award of MBA

ORGANISATION GUIDE FACULTY GUIDE

SUBMITTED BY: SHALINI SINGH

ACKNOWLEDGEMENT
It is my pleasure to submit this Dissertation on the topic

TRAINING AND DEVELOPMENT AT BSNL. I have put all my efforts to bring out the best while preparing this Dissertation I would ta!e this as opportunity to e"tend my sincere than!s to Prof for granting me permission to undergo training in this

prestigious and esteemed organi#ation I am grateful for her !ind support and co$operation from time to time% without which pro&ect would not have been presented as it is being I also than!s to the entire staff members and teacher of my Institute For their constant guidance% help and encouragement during the preparation of this pro&ect

PREFACE
'raining is the most important function that directly contributes to the development of human resources which have to be developed 'he organi#ation should create conditions in which people ac(uire new !nowledge and s!ills and develop neatly patterns of behavior and styles 'raining and development programmes are necessary in any organi#ation for improving the (uality of wor! of the employees at all levels% particularly in the world of fast changing technology% values and environment 'he main difference between two is in respect to the levels of employees for whom these are meant and the content and techni(ues employed 'raining and development plays a ma&or role in building one)s personality *apability of a person depends on his ability to wor! and the type of training one receives% therefore% more of the organi#ations underta!e some !ind of training for employees In Indian

organi#ation% training and development activities have assumed high importance in recent years because of their contribution to the achievement of organi#ation ob&ectives

+mployee training is the process whereby people learn the s!ills% !nowledge% attitudes and behavior needed in order to perform their &ob effectively ,o big industrial organi#ation can long ignore the training and development needs of its employees +ven the most careful selection does not eliminate the need for training% since people are not mounded to specifications and rarely meet the demands of their &ob ade(uately

CONTENTS

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OBJECTIVE

'he ob&ectives of this study are as followsC 'o !now the history of 8uman .esource Management in the past period 'o !now the basic concept followed in the present scenario 'o determine the changes in the welfare of employees as well as for the organi#ation 'o e"amine the implementation of new 8. practices for the employees as well as for the organi#ation 'o evaluate the value of concept in the modern system

INTRODUCTION HUMAN RESOURCE MANAGEMENT

'he most significant resource of any organi#ation is said to be its people who are associated with the organi#ation and meet organi#ational ob&ectives in a planned D with coordination manner An organi#ation that e"ists to produce goods D services has a good chance to survive and prosper if it consists of the right people In a similar manner people need organi#ation to wor! to support themselves and their families and to develop themselves so that people have their own identity 'o meet these multifarious needs people and organi#ations &oin together and a relationship is formed which we called 80MA, .+S/0.*+ MA,A9+M+,' 8uman .esource Management is a process of bringing people and organi#ations together so that the goals of each are met It is a part of the Management process which is concerned with the management of 8uman resources It tries to secure the best from the people by winning their wholehearted cooperation

So% 8uman .esource Management is the art of procuring developing D maintaining competent wor! force to achieve the organi#ational goal in a best possible Manner 8uman being are heterogeneous every individual have uni(ue personality different emotions% values% attitude% motives% learning ability s!ills Enowledge% perception which made them differ and complicated to understand and deal with them in a different manner and way So% these various factors made every organi#ation to adopt the 8uman resource management concept for the betterment and easiness to achieve the various organi#ational goals and ob&ectives 8.M plays a vital role in an organi#ation in the various field Personnel aspect$ 'his is concerned with manpower planning% recruitment% selection% placement% transfer% promotion% training D development% .emuneration% incentives% productivity =elfare aspect It deals with wor!ing condition and amenities such as canteen facilities% restrooms% housing% transport% medical% recreation health D safety etc
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OBJECTIVE OF HUMAN RESOURCE MANAGEMENT

As it is very !nown that human resource is a nervous system of every organi#ation without which organi#ation became

handicapped or not able to sustain in the mar!et among its competitors So% to complete the competitor organi#ation must

implement its 8uman .esource activities properly so that it can fulfill the following criteria 'o help the organi#ation to reach its goals 'o employ the s!ills and abilities of the wor!force results or give benefits to various customers% shareholders% and employees 'o provide the organi#ation with well$trained D well$motivated employees 'o increase to the fullest employee)s &ob satisfaction and self$ actuali#ation by the way of designing the better (uality of wor! life programmes and by reali#ing the employees potential 'o communicate various 8. policies to all employees 'o help maintain ethical policies D behavior

'hus% 8.M is short way to attain economically and effectively the organi#ational goals% serve to the highest possible degree the individual goals and preserve and advance the general welfare of the community which ultimately lead to employee)s satisfaction D fulfillment and reduce employee turnover

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IMPORTANCE OF HRM
8uman .esource along with financial resource and material resource contribute to the production of goods and services in organi#ation physical and monetary resources% by themselves% cannot improve efficiency or contribution to an increased rate of return on investment It is through combined and concerted efforts of people that monetary or material resources are harnessed to achieve organi#ational goals and this can be possible by sharpened from time to time to optimi#e the effectiveness of human resource and to enable to meet greater 3I* lenges So% 8uman .esource Management plays a crucial role which helps an organi#ation and individual in multifarious waysC At the organi#ational level 9ood human resource practices can help in affecting and detaining the best people in the organi#ation Planning alerts the company to the types of people it will need in the short% medium and long run At the individual level C

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8.M promotes team wor! and team spirit among employees

It offers e"cellent growth opportunity to the people who have the potential to rise

commitment

It allows people to wor! with diligence and

At society level C +mployment opportunities multiply scarce talent are put to best use

companies that pay and treat people well always race ahead of others and deliver e"cellent results So% in this way 8.M plays important role in organi#ation at various level

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EVOLUTION OF THE CONCEPT HRM

'he early part of the century saw a concern for improved efficiency through careful design of wor! During the middle part of the century emphasis shifted to the availability of managerial personnel and employee productivity .ecent decades have focused on the

demand for technical personnel Following are step by step evolution of concept of 8.M til present yearC In the early decade human resource were treated merely as a commodity to be bought and sold and their wages were depend and supply and no protection were given to wor!ers and people were consider only factor of production li!e other machines% tools and e(uipment to produce goods D services =ith the revolution among the wor!ers in the organi#ation welfare measures li!e safety% first aid% lunchroom etc were adopted for the welfare of wor!ers and they were consider as factor of production In the middle era the concept of paternalism were adopted in the organi#ation by the employer toward its employees in

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which management assume or adopt a fatherly and productive approach and attitude towards its employees which includes not only providing benefits but also satisfying various needs of the employees as parents meet the re(uirement of the their children 5ust after that decade 8umanitarian concept came into e"istence in which emphasis is given to the employees to improve the productivity physical% social D psychological needs of wor!ers must be met In the present time employees are the most valuable assets of an organi#ation and the concept of 8uman .esource were emerged out and the employees should b e consider as a partners in the progress of a company and they should have a feeling that it is their own organi#ation and all are li!e a family and employees get better (uality of wor!ing life and offer opportunities concept of 8uman .esource Development So% in this way from commodity concept of 8uman .esource Development concept the 8uman resource evolve from last decades

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GROWTH OF HRM IN INDIA +arly phaseC It is said that 8.M is a discipline of recent

growth% it has had its origin dating bac! to ->AA B * 3egal PhaseC 'he early roots of 8.M in India could be 'he .oyal commission on

traced bac! to the period after -@1A

labor in -@4- suggested the appointment of labor officers to protect wor!ers interests and act as a spo!esperson of labor After Independence% 'he factories act -@7> made it obligatory for factory employing :AA =elfare phaseC During the -@;A)s the scope of personnel function has e"panded a bit covering labor welfare% participative management% industrial harmony etc FIn this period% the human relation movement of west had also had its impact on Indian organi#ations G 'he legalistic preoccupations slowly gave to

harmonious industrial relations D good 8.D practices Development phaseC In -@;As and <As the 8. professionals

focused more on developmental aspects of human resources 'he emphasis was on stri!ing a harmonious balance between employee demands and organi#ational re(uirements 8.D has

come to occupy a centre stage and a focal point of discussion in

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seminars%

conferences

and

academic

meets

'he

two

professional bodies% IIPM and ,I3M were merged to form the ,ational Institute of Personnel Management H,IPMI at *alcutta

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HUMAN RESOURCE MANAGEMENT IN PAST

As% it is find that in the later year the human resource were merely treated only as a commodity or factor of production they were compared with machines% e(uipments% tools% land which are helpful in production =or!ers emotions% their feelings% talent% !nowledge were not e"plored the only thing was consider how can they produce more n more 'he basic human resource activities that ta!e place in various organi#ations include onlyC Selection of employee according to his?her talent and according to the &ob Proper training was given to the employees after the selection so that they can improve and can increase their efficiency and can produce more efficiently in a right manner so that ma"imum can be achieved from them *ompensation were given according to their grade D scale not on their abilities only compensation means payment in return of performing some wor! is given for their survival only not e"tra is being paid to them only on occasions in some organi#ation

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bonus He"tra benefit in either monetary or non$monitory formI were paid to the wor!ers 'heir performance is being evaluated and was told to improve it not according to employer but they were not rewarded for their better performance But as the time passes and competition increase employees became more educated the trends also changes and as technologies improves day by day the activities also changes to day by day which concentrate more on employee interest that on organi#ation So% that the employees are more loyal and devotee to the organi#ation which helps to achieve in organi#ational tas! in more D satisfactory manner

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CURRENT HR SCENARIO
,ow% the concept of 8uman .esource Management have been changed and the concept of 8uman .esource Development came into e"istence as 8uman .esource Management deals with people and organi#ation relationship together to achieve organi#ational goals in an effective manner =hile 8uman .esource Development is the process of bringing people D organi#ation together to achieve organi#ational target but also ac(uiring D sharpen the employees capabilities re(uired to perform various function which are associated with their present D future role to e"plore their hidden talent and inner potential for their over all development and also develops an environment D culture in which employer employees relationship% teamwor! ta!e place So% in short changes from part 8.M converts into 8.D whose main aim is to overall development of human resources in order to contribute to the well being of the employees% organi#ation and society by developing D trapping the hidden (ualities in people

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HRM SCENARIO TO HRD PAST TO CURRENT HR TRENDS

Period -@1A$4A

+mphasis =elfare Management paternalistic

Status *lerical

.oles $welfare administrator $policeman

-@7A$;A

practices +"panding the role to cover labour% welfare Industrial .elations D Personnel

Administrative

$Appraiser $Advisor $Mediator $3egal advisor

-@<A$>A

administration +fficiency% effectiveness dimensions added and emphasis on

Development

$*hange agent $Integrator $'rainer $+ducator

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human values aspirations% dignity n -@@As onward usefulness Incremental productivity gains through human assets Productive D growth oriented $Developer $counselor $coach $mentor $problem solver 'he clic! lunge of 8. managers today is to recogni#e talent and nurture the same carefully and achieve significantly productivity gains over a period of time from the past 'he enterprise is nothing but people 'echnological advances globali#e competition% demographic changes the information revolution and trends toward a service society have changes the rules of the game significantly 'his made organisation with similar set of resources to gain competitive advantage only through effective and efficient

management of human resources +mployees are the primary pillars of corporate success Machines

neither have new ideas nor they can solve problems or grasp
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opportunities only people who are involved and thin!ing can ma!e a difference which made the role of a 8. manager in shifting rom a protector and screener to the planner and change agent from the part In present day competitive world% highly trained and committed employees are often a firm)s best bet 8. professionals play a !ey

role in planning and implementing% downing% restructuring and other cost cutting activities which made employees to perform the assigned tas!s willingly and enthusiastically and thus offer a competitive advantage to the organisation In a growing number of organi#ations human resources are now viewed as a source of competitive advantage Increasingly it is being recogni#ed that competitive advantage can be obtained with a high (uality wor!force that enables organi#ations to compete on the lines of mar!et responsiveness% product and service (uality% differentiated products and technological innovation 8uman .esource Management? Development is concerned with people at wor! and their relationship with each other and is a set of programmes Functions and activities design to ma"imi#e both

personal D organi#ational goal by attracting D hiring (ualified imaginative and competent people for the organisation
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So% 8uman .esource Management involves various activities for the development of employees which directly helps in the development of organisation in the present competitive era C 5ob Analysis 8uman .esource Planning .ecruitment?selection 'raining Development e"ecutive *areer Development 8uman .esource Development 5ob +valuation Performance D potential Appraisal 'eam wor! +mployee welfare D 8ealth D safety

Compen !"#on *ompensation is the oldest tool of 8. activities which are being implemented in the past year as well as in the current year but the only change is that previous the employees are paid according to

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their output not according to their s!ills D talent but now the concept has changed employees are paid according to their s!ill talent and their wor! to be performed by them .ecruitment? selection Again recruitment and selection are also old method that are included in 8uman .esource activities by which people of various s!ills talent and e"perience are invited for the various &ob available in the organisation and the right person is selected and placed for the right &ob 'he only change that is found in recruitment D selection is the new and innovative ways of hiring and selecting people for the various &ob from the past era now a days organisation adopts various ways or method of recruitment form various sources li!e internal within the organisation by various methods li!e promotions D transfer of employees form &ob to higher &ob or from one place to another 5ob posting again from within the organisation by publicising &ob on bulletin boards% electronic media etc and by employees re$$$$$$ the

organisation can recruit and select the employees

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/utside the organisation He"ternal .esourcesI they can hire people of recruiting people direct from the campus where they can find re(uired talent and lastly by giving advertisement in newspaper% 'elevision and by the private employment search firms Similarlily the selection process is also changed from past in now a days various tests% li!e aptitude% 'echnical% personality% Intelligence li!e tests are organised then after that the selected candidates have to appear for interviews which are also conducted in several phases that are not done in past while recruiting the candidate

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TRAINING AND DEVELOPMENT

'raining is the process of increasing the !nowledge and s!ills of an employee from doing a particular &ob which made employees to learn and upgrade themselves according to the environment In the previous years the training were given to the employees when they &oin organisation so that they can understand about the wor! which are to be performed by them But now a days need of training have emerged out differently not only new recruiter re(uire training for performing their tas! but also for the e"isting employees so that can also be upgrade their !nowledge and s!ill but also can prepare themselves for higher &ob performance Similarly the methods are also changed now a days different training methods adopted according to the nature of &ob li!e 5ob rotation% virtual training% Apprentice training% vestibule training% .ole playing etc which helps the employees to learn and upgrade themselves

side by side doing their &ob at regular interval of time

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For that most of organisation has their own training centers which are full with new technologies and techni(ues which helps employees in training

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HUMAN RESOURCE PLANNING

'his is the new concept and a forward loo!ing function and is adopted by most of the organisation It tries to assess Manpower

re(uirements in advance !eeping all the things li!e production schedule mar!et fluctuation% demand forecast etc in the bac!ground 'he focus of the plan is always on getting right number of (ualified people into the organisation at the right time so that reservoir of talent should be available at any time to carry out tas! without any delay according to the planning people are prepared for the future which helps in cutting the #cost by preparing appropriate manpower budget and accordingly control the costs by avoiding shortage or e"cesses in manpower supply and made organisation competent well in advance by planning 8uman resource E$e%&"#'e ( C!)ee) De'e*opmen" 'his is also a new concept which organisation are giving stress so% as to retain attract talented and good s!ill employees towards them in this the emphasis is given on growth D development of the individual so that their abilities to manage various situation that arise their

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creativity also develops so that an employee can also became an mentor% problem solver% ris! ta!er By developing their decision ma!ing s!ills% interpersonal s!ills% &ob !nowledge organi#ational !nowledge etc they adopt various

techni(ues li!e management games case study% .ole playing% special pro&ects% various assignments% &ob rotation% Assessment centres where these e"ercise ta!e place% so that the organisation develops an over all manager who can compete in every field By introducing the developmental concept of employees the organisation are also giving the employees by developing their career as now most of the organisation are now attracting and strengthening themselves by saying F=e are not developing managers but are developing their career which helps both the parties i e if employees are associate with them and give their best they get opportunity to capture higher position As now their performance is not only evaluated or analy#ed but their potential are also analy#ed at regular interval of time by which manager can &udge their capabilities and accordingly trained them to accomplish the future tas!

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So% in short today their various activities and techni(ues are used by organi#ation as a 8uman .esource Management techni(ues li!e 8.IS$ 8uman .esource Information System D SAP HSystem Application ProgrammedI where employees data is maintained including personal details as well as &ob and performance detail which made the tas! easier as it can access easily as an when it re(uires while ta!ing decision in any relevant matter where they develop individual% culture% wor! environment and provide welfare and other benefits which lead employees to wor! with team spirit and accomplished the desire goals and helps in establishing a magical relationship between employees and organi#ation

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+, HR TRENDS WHICH ARE CHANGING

+. T-e C-!n.#n. Ro*e o/ "-e HR P)o/e #on!*

=e need to put the FhumanG bac! into human resources +mployees are humans% not commodities% and 8. departments have to start seeing them differently =ith the current push towards strategies that engage employees% attract top talent% and contribute to the bottom line% this change is imperative =e need to stop whining about being at the table 'hese days% almost every boo! or article you read about the role of 8. tal!s about 8. needing to be at the table) or to be more strategic For most 8. leaders% the (uestion is not how do you get to the table) It is now that you are at the table% how do you best contribute to the success of our organi#ationJ) 8ow can you be ta!en seriously at the tableJ) *learly the first step is to ma!e sure that the organi#ation)s 8. practices are effective 'he practices should create competitive advantage by building strong organi#ations% strong leaders and managers% and strong teams and employees But few 8.

departments do this in a measurable way *+/s are demanding that

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8. stop giving lip service to strategic performance and find the metrics that prove they are contributing to the growth and performance of the company through effective people management Increasingly% more is being e"pected of 8. practitioners than &ust being good at 8. 'hey need to broaden their s!ill$sets so that they can sit at the 4 e"ecutive table and understand as much about the business as the other leaders A Finance person who only understands Finance and a financial perspective% a Sales person who only understands Sales and the Sales perspective K these individuals will have limited career prospects and very little chance of succeeding in a leadership role 'he same holds true for 8. people 'hat this is the case is good news for 8. It means that 8. and 8. people are too important to be set aside in the corner It means that 8. s!ills and !nowledge need to be brought to bear on the strategic management of the organi#ation /rgani#ations consist of people People are real 2ou can see them% touch them% and hear them And people have capabilities And those people with their capabilities will determine whether the organi#ation thrives or dies If 8. is to be perceived as an enabler of business
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strategies% they need to be seen to be ma!ing measurable contributions to the bottom line through e"pense reduction% or revenue generation% talent management and ris! mitigation 8. people need to be a lot more creative in the way they do things 'he Fone si#e fits allG approach doesn)t wor! anymore 8. departments of today need to be the talent departments of tomorrow 0 1 T-e W!) /o) T!*en" 'he most important corporate resource over the ne"t 1A years will be talentC smart% sophisticated business$people who are technologically literate globally astute% and operationally agile 'alent really does matter K for e"ample Ftop software developers are more productive than an average software developer not by -A"% -AA"% or even -AAA" L but -A%AAA "sG H,athan Myhrvold% former *hief Scientist% and MicrosoftI According to 'he *onference Board of *anada% Fthe war for talent is fierce% and is li!ely to become more so with the massive number of employees retiring in the ne"t five years 'op organi#ations are moving beyond the vanilla Femployer of choiceG concept to a more rigorous strategy of attracting and retaining the right employees through branding G
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8ere are the factsC 'he *onference Board of *anada predicts a shortage of - million s!illed wor!ers by 1A1A By 1AA;% for every two wor!ers leaving the wor!force% only one will enter 1 ; new &obs are e"pected to be created for every person entering the wor!force 2ounger wor!ers are now bosses of the older wor!ers 'he !ey to attracting and retaining scarce s!ills is to be% and be seen to be% a first$tier employer that can meet the needs of high potential?high performance employees 'raditional wor!force planning is being replaced by talent strategies and s!ills gap analysis /nce they determine the gap% it becomes clear what talent they need to hire% to layoff% or to develop or transfer internally ,ow is not the time to sit in the ivory towers thin!ing you !now who your ma&or contributors are 2ou need to dig deep into the organi#ation to identify the top talent% the high performers in every aspect of your business In all li!elihood it)s not the people who are the most politically astute or the most popular
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'raditional mar!eting practices are going to have to be applied to recruitment +mployer branding and uni(ue selling points with a strong differentiator are imperative 3oo! at strategies such as changing your employer brand from the groan$inducing Fwe)re a big successful companyG to a company delivering on the promise of continuous learning% wor!$life balance% personally$fulfilling roles and innovative reward and recognition programs : Some recruitment effectiveness strategies includeC +mployment branding /ngoing recruiting% not stop$start nurturing relationships with strong candidates% even though no &obs for them are currently available .eferrals K this is particularly effective with 9eneration F2ears 'hey do everything through leveraging their networ!s 'hey are always connected K using mobile phones% te"t messaging% instant messaging% blogging or email .ealistic &ob previews Managers trained in interviewing Hso that they will create a favorable impression of companyI

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 Selection criteria K *an they do the &obJ H*ompetenciesI =ill they do the &obJ HMotivationI *an we offer them what they are loo!ing forJ H*ultural FitI .apid response and follow up K 8ard to hire s!ills are in high demand Debrief candidates as (uality control monitoring for recruitment process Most candidates will not get &obs K but they might be current or future customers% hence the importance of handling the re&ection process effectively 2. O&" o&)%#n. o/ HR F&n%"#on : T-e V#)"&!* HR O).!n#3!"#on If you are an 8. professional I doubt that you got hired for your ability to process employee information changes% sort resumes or process the payroll every other wee! *+/s) e"pectations of their senior 8. people have changed significantly 'he 8. e"ecutive is e"pected to deliver value in areas li!e organi#ational effectiveness% talent management% change

management% leadership development% succession planning% merger integration% strategic compensation If you read &ob postings for senior

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8. positions% these items are listed time and time again as the !ey e"pectations for 8. leaders 'he primary benefit of 8. outsourcing is that it will allow you to !eep your &ob because it will enable you to tac!le these more strategic issuesM 8. professionals need to embrace outsourcing 'hey can)t be afraid of it /utsourcing of 8. transactions is a proven way to reduce costs and get access to a higher level of service 'here are five good reasons why companies outsource their 8. servicesC - *ost reduction K economies of scale% automation and process improvement% especially for transactional wor! 1 Focus K allows 8. to allocate time to strategic% not transactional% *oncerns 4 .egulatory compliance K minimi#e or transfer legal ris! to the outsourcer and obtain speciali#ed regulatory e"pertise 7 Access to best technologies K mutual benefits to ensure

technology is continually upgraded

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: ,o available internal resources K provides an 8. capability for a company that does not have one% cannot staff it% or cannot afford a full$time resource% but has reached a si#e and comple"ity where e"pertise is re(uired 8owever% all that being said% the administrative% transactional aspects of 8. are !ey =hat you need to do is identify them now K whether it)s your payroll% your +mployee Assistance Programs% your recruitment or your 8.IS systems 'hen you need to go out into the mar!etplace and find outsourcing partners who can help ta!e them off your hands It)s the only way you are going to become more strategic

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4. T-e He!*"-5 Wo)6p*!%e: We**ne

7 Wo)61L#/e B!*!n%e

'here is no competitive advantage in e"hausted% sic! and stressed$ out wor!ers 'here is growing recognition that there is a definite lin! between the wor! environment and the health and well$being of its employees Further% employers are now recogni#ing the connection between employee health and the bottom line *onsiderL Specific types of wor! stress?strain are related to 1" the incidence of mental illness and substance abuse% :" the rate of certain cancers% 1" the rate of infection?in&uries and 4" the incidence of heart and bac! problems K HShain% 1AAAI /ver 3I* f of the companies wor!ing for large employers feel stressed% one in three feels burned out or depressed% many are thin!ing of (uitting their &obs% and absenteeism is costing employers billions each year 3et me tal! about a few of the findings of a ma&or government$sponsored study of wor!$life conflict in *anada as well as published information from other credible research sources that point to the importance of a healthy wor!placeC Some companies are e"periencing the impact of compromised
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mental health in an unprecedented mannerC - in : employees will e"perience a mental illness in their lifetime 8arvard School of Public 8ealth predicts that by 1A1A depression will ran! second to heart disease as the leading cause of disability worldwide% and the cost of mental illness in lost productivity in *anada alone is estimated to be over 4A billion dollars annually H9lobal Business and +conomic .oundtableI *anadians report wor!ing at a high speed Nall the time%N in greater numbers than wor!ers in -< other countries% according to a new report released by the *anadian Policy .esearch ,etwor!s =or!ing continually at a high rate is twice as li!ely to result in health problems% including stress In turn% this leads to more absenteeism and disability claims K both very costly to organi#ations So% where does this leave *anadian wor!ersJ 3ong wor!ing hours and heavy &ob demands were the main sources of wor! stress identified in a Statistics *anada survey Poor interpersonal relationships and the ris! of accident or in&ury were also cited as sources of stress on the &ob 'he term presenters) has become part of the corporate le"icon%

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describing employees who are able to come into wor! but are inhibited from optimal levels of productivity by ongoing health issues and lac! of desire to engage 'his has emerged as a new and growing concern .ising mental health claims% primarily related to stress% depression and an"iety disorders% were the top health and productivity$related *oncern for organi#ations in 1AA: =hen we loo! in the mirror% we see ourselves as entire human beings not &ust people with &obs and careers% but people with families% friends% beliefs% interests% passions% responsibilities% worries and futures =e need to loo! at our people through the same mirror K not &ust as employees or colleagues but as total human beings If companies ignore the full humanity of their people% or if people find it necessary to suppress their human$ness in the wor!place% the tensions created eat away at the vitality of the organi#ation 8. T-e D#'e) e Wo)6/o)%e =hat does diversity meanJ *anada has a reputation for embracing people of varied ethnicity% religion% culture% language and beliefs But our multicultural mi" does not ma!e us immune to the c3I* lenges of managing a diverse wor!force
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Diversity goes far beyond the traditional employment e(uity criteria of gender% visible minority or aboriginal status% or disability Diversity is not employment e(uity Diversity is a business strategy 'he reality is that today)s wor!force and the wor!force of the future will be made up of a diverse% comple" collection of employees% all with different needs and e"periences And this is good% because an organi#ation with a broad variety of people with a diverse range of perspectives is better able to do business with a variety of people% to solve a variety of problems and to ma!e a variety of decisions As companies become more global and are using more offshore services% it creates the need for diversity strategies that go beyond our own national borders It will ta!e a whole new level of education% tolerance and a willingness to embrace change 8. will need to provide cross$cultural support and training for virtual global teams But diversity is not &ust about race% colour and creed Diversity is about managing the demographic and psychographic characteristics of an evolving wor!force

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9. T-e Imp!%" o/ Te%-no*o.5 .esistance is futileM +ventually technology is going to eliminate most 8. &obs as they e"ist today =hich is another reason for 8. professionals to become more strategic 'echnology% with all its self$service and anytime$anywhere

communications capabilities% coupled with outsourcing% guarantees there will be fewer 8. people in corporations 'echnology continues to impact us profoundly% both in our personal lives and in the wor!place% and it will continue to evolve =hile most of its impact has been overwhelmingly progressive and positive% there are some downsides to its effect on our personal and wor! lives *ell phones% email% messaging and Blac!berry$type devices have blurred the lines between wor!life and homelife ,ow we seem to be always on call% always reachable K in our cars% in the air% at home K virtually everywhere 'o today)s young professionals computers% PDAs% cell phones% etc have become appendages% !eeping them constantly connected

43

:. T!*en" M!n!.emen": Le!;e) -#p De'e*opmen" 3eadership s!ills are not built through courses Management is a function of what you doO leadership is a function of what you are =hen planning leadership development initiatives% the tendency is to first loo! for courses /ne of the scarcest capabilities% now and for the foreseeable future% is leadership As organi#ations% their customers% their employees and their environment become more global% more comple"% more competitive and more sub&ect to rapid and radical change% the competency re(uirements for successful leadership are increasing e"ponentially Most organi#ations would ac!nowledge that they currently have a shortage of leadership talent or bench strengthO how will they fare when the bar !eeps on being raisedJ 3eadership is less definable and therefore leadership capabilities are more difficult to build or transmit Indeed% one could debate whether leadership s!ills can be taught at all% or whether they are innate <. T!*en" m!n!.emen": S&%%e #on P*!nn#n.

=e now live in a world where the &obs% the &ob re(uirements and the

44

organi#ations are constantly changing K ac(uisitions% divestitures% downsi#ing% mergers% technology changes and on and on Many of us are in &obs that did not e"ist three years ago 'hree years from now% many of us will be in &obs that do not e"ist today 'he 3I* lenge for 8. professionals is to figure out how to loo! deep into the organi#ation to find talented% visionary people with a passion for the future 'hey need to anticipate the s!ills they will need in the future 'here are more and more younger people going into leadership or management positions =hat !ind of mentoring and coaching do they needJ 'raditional succession planning identified who could fill what bo" in the organi#ation chart in how many years time% and what s!ills they would need to get there +ven if we have remained% or will remain% in the same bo" in the org chart% the chances are very high that the s!ill re(uirements of our position will change significantly Many of us are in &obs that did not e"ist three years ago 'hree years from now% many of us will be in &obs that do not e"ist today In this conte"t of unceasing change% succession planning needs to be re$
45

engineered% to focus not on particular positions% which may or may not e"ist in the future but rather on the competencies that the organi#ation will need in the future% regardless of how the individual positions or the organi#ation chart changes =. Co)po)!"e V!*&e !n; C&*"&)e =e are entering the third wave of public mistrust about corporations% according to Mar!et and social trend analyst Daniel 2an!elovich 'he first% set off by the 9reat Depression% continued until =orld =ar IIO the second% caused in part by economic stagflation and the 6ietnam =ar% lasted from the early -@;As until the early -@>As In each of these periods companies tended to be reactive% blaming a few bad apples% dismissing values as Fnot central to what we do%G or ignoring opportunities to improve because Fwe don)t have to ma!e ma&or changes G 'he current wave of disapproval began in 1AA- with the bursting of the dotcom bubble% the ensuing bear mar!et and the financial scandals involving +nron% =orld*om% 'yco and others But this time% corporate response is different *ompanies are going well beyond the P. e"ercise of displaying values statements 'hey)re engaging in values$driven management improvement efforts% training staff in
46

values and appraising e"ecutives and staff on their adherence to values +,. Imp!%" o/ Le.!* !n; Comp*#!n%e I &e

'oday)s legislative and regulatory re(uirements surrounding data privacy% security% etc % are a bureaucratic nightmare that Eaf!a would have been proud of 8ighly publici#ed instances of poor corporate governance% combined with growing consumer concerns about security and privacy% have led us to an era of interventionist and regulatory government involvement in many facets of our business

47

TRAINING AND DEVELOPMENT

HR POLICY MANUAL 'he 8.S9 HR Po*#%5 M!n&!* contains up$to$date% thoroughly researched best practices% arising from more than -: years of e"perience in the effective management of human resources 'his manual is a comprehensive policy and procedure manual that %om>#ne %&))en" >e " p)!%"#%e !pp)o!%-e ?#"- *e.!* !n;

e"-#%!* %on #;e)!"#on % to effectively guide the management of human resources in an organi#ation 'he manual complies with all relevant *anadianP Provincial and Federal *odes and Acts% such as the +mployment Standards Act% 8uman .ights *ode% etc and has been e"tensively vetted by +mployment lawyers ,oteC Employers should be cognizant of the latest development in labour law and should consult with an HR specialist or labour lawyer before implementing new HR policy

48

HR TRAINING PROGRAMS
HR T)!#n#n. D#'# #on 8.S9Qs 'raining division $ hr-OnCourse $ speciali#es in !nowledge management and adult learning services =e offer a number of 'raining Programs and Public =or!shops% many of which are available in both classroom and e$learning formats T)!#n#n. P)o.)!m All of our 'raining Programs are designed to be tailored to the needs of specific clients or organi#ations Most programs can be provided in both seminar and wor!shop formats and can be delivered in both official languages All of our trainers have e"tensive e"perience in wor!shop and?or focus group facilitation% and consistently receive e"cellent feedbac! from wor!shop participants

49

P&>*#% Wo)6 -op =e also offer a number of our programs in a public wor!shop format% including our very popular *ompetency$based Selection R Interviewing =or!shop F!%#*#"!"#on A number of our *onsulting and Associate staff have e"tensive e"perience in facilitation and coaching /ur *onsultants are often engaged specifically to facilitate focus groups or team meetings% and are well$!nown for their emphasis on group interactivity and engagement E1Le!)n#n. C!p!>#*#"#e 8.S9 can provide your organi#ation with design and development services to support distance and self$directed learning programs% with a particular emphasis on %omp&"e)1>! e; !n; ?e>1>! e; *e!)n#n. ")!"e.#e =ithin this conte"t% 8.S9 can embed a number of media

within these technologies including video?audio clip demonstrations for web?computer$based training delivery

50

TRAINING AND DEVELOPMENT PROCESS

'raining is the process of learning a se(uence of programmed behavior It is application of !nowledge It gives people an awareness of the rules and procedures to guide their behaviour It attempts to improve their performance on the current &ob or prepare them for an intended &ob Development is a related process It covers not only those activities% which improve &ob performance% but also those% which bring about growth of the personalityO help individuals in the progress towards maturity and actuali#ation of their potential capacities so that they become not only good employees but also better men and women In organi#ational terms% it is intended to e(uip persons to earn promotion and hold greater responsibilities 'raining a person for bigger and higher &ob is development And this may well include not only imparting specific s!ills and !nowledge but also inculcating certain personality and mental attitudes In this sense development is not much different from education

51

NEEDS OF TRAINING
Most of the organi#ations prefer internal manning of positions than e"ternal hiring for obvious for motivational benefits and cost effectiveness +ven though training emphasi#es on increasing the performance level of an employee% a continuous training function enables the performance level of an employee% a continuous training function enables the organi#ation to develop employees for future responsible positions in the organi#ation itself 'he need for manpower training in the organi#ation may be categori#ed as followsC - Up;!"#n. Kno?*e;.e: technological advancement% business environmental changes and new management philosophies have now made it imperative for the organi#ation to renew and update the !nowledge and s!ills of the employees so that they do not become redundant for obvious functional incompetence 1 A'o#;#n. programmes o> o*e %en%e: of .ecent of economic India are liberali#ation necessitating

9overnment

organi#ational restruction% which inter alia% calls for training the employees% irrespective of their functional level% for their

52

redeployment in restructured &obs 'herefore the second important need of training is to avert functional obsolescence 4 Imp)o'#n. pe)/o)m!n%e: continuous training been re(uired to renew and update !nowledge and s!ills of employees% it ma!es them functionally effective 'he third need is therefore% to ma!e employees effective in their performance through continuous training 7 De'e*op#n. H&m!n 6#** : Apart from emphasi#ing from

emphasing on technical and conceptual s!ills new training programmes also emphasise on developing human s!ills of employees Such human s!ill is necessary for effective

interpersonal relations and sustaing healthy wor! environment 'his need for training therefore% also cannot be ignored : Imp!)"#n. ")!;e pe%#/#% 6#** : in industrial employment% the wor!ers and employees through

convention is to recruit

compulsory apprenticeship training Such apprenticeship training enables an organi#ation to impart industry and trade specific s!ills to wor!ers 'his also% therefore% is an important need for

manpower training

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; S"!>#*#3#n. "-e ?o)6/o)%e: throughout the world the importance of training is now increasingly felt for stabili#ing the wor!force to withstand the technological change and for ma!ing the

organi#ation dynamic in this change process

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RESPONSIBILITY OF TRAINING
'raining is a responsibility of four main groupsC - 'he top management% which frames the training policy 1 'he personnel department% which plans% establishes and evaluates instructional programmes 4 Supervisors% who implement and apply developmental

proceduresO and 7 +mployees% who provide feedbac!% revision and suggestions for corporate educational endeavours According to Prof 5ohn Mee% the wor! of training should be done at two levelsC - 'he training department should assume the primary

responsibility for the instruction of trainers in methods of teaching 1 3ine supervisors and employees should carry the bul! of the teaching load in the following areasO /n K the K &ob instruction of employeesO instruction in the technical and professional aspect of a businessO daily development of supervisors and e"ecutives through counseling

55

RESPONS WHY MOST MANAGERS DON@T TRAIN EMPLOYEES Most managers recogni#e that continuous learning in today)s mar!etplace is essential 'hey !now they are in the FInformation Age G 'hey want a competitive high performance organi#ation but they &ust don)t !now where to begin 'here are five !ey reasons why managers don)t train their employees 'hey don)t have the time they are so busy doing more and more with less and less that they simply don)t have the time And% of course% this can be fatal to an organi#ation over time =hat happens to a company in today)s competitive mar!etplace who doesn)t continually invest in upgrading the s!ills of their employeesJ It)s the same thing that would happen to a championship football or baseball team that doesn)t practice every day Soon% they are no longer a winner 'hey don)t !now how to do it many managers are confronted by employees who want training 'hese people want to develop their s!ills and help their companies succeed

56

 'hey don)t !now what material to use there are literally thousands of boo!s% and videos available to companies for training purposes So% which ones do they chooseJ 'his is why my management% sales% and motivational materials are so valuable =e have carefully selected the materials%

modulari#ed the content so that each video is full of good ideas that can be easily applied in the wor!place 'hey don)t !now how to follow it up one big concern many managers e"press is they don)t !now how to measure the value of the training that their employees receive =ith my programs% I recommend that managers use the wor!boo!s to gain an Faction commitment from employees such that the manager need only to follow up on that commitment 'hey don)t !now how to get people to apply the new s!ills learned again% the way to &ustify the investment in training employees is to measure the results +ach of my programs !eeps in mind how adults learn best So they will learn% retain% and apply what they have leaned immediately

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CREATION OF A DESIRE FOR TRAINING

'he employees can be persuaded to be interested in training programmes in one of the following three waysC - 'hey will respond to programmes involving changed behavior if they believe that the resulting modification in the behavior is in their own interest% that they will receive benefits as a result of their new behavior 1 'rainees will change their behavior if they became aware of better ways of performing and gain e"perience in the new pattern of behavior so that it becomes their normal manner of operation 4 'raining may change his behavior in compliance with the forced demands of his superiors or others with others than the training processes

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IMPORTANCE OF TRAINING
'raining offers innumerable benefits to both employees and employers It ma!es the employees more productive and more useful to an organi#ation 'he importance of training can be studied under the following headsC Benefits of the businessC 'rained wor!ers can wor! more efficiently 'hey use machines% tools% and materials in a proper way 'here will be fewer accidents 'rained wor!ers can show superior performance 'raining ma!es employees to an organi#ation Benefits to the employeesC 'raining ma!es employees more useful to a firm 'raining ma!es employees more efficient and effective 'raining enables employees to secure promotions easily +mployees can avoid mista!es% accidents on the &ob 'hus% training can contribute to higher production

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STEPS IN TRAINING PROGRAMME

'raining programmes are a costly affair% and a time consuming process 'herefore% they need to be drafted very carefully 0sually in the organi#ation of training programme% the following steps are considered necessaryO Discovering and identifying the training needs 9etting ready for a &ob Preparation of the learner Presentation of operation and !nowledge Performances try out Follow up and evaluation of the programme D# %o'e)#n. !n; #;en"#/5#n. ")!#n#n. nee; : A training programme should be established only when it is felt that ti would assist in the solution of specific operational problems 'he most important step in the first place% is to ma!e a through analysis of the entire organi#ation% its operations and manpower resources available in order to find outG the trouble spotsG where training may be needed

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Identification of training needs must contain three type of analysis K organi#ational analysis% operations analysis% and man analysis /rgani#ational analysis centers primarily upon the determination of the organisation)s goals% its resources% and the allocation of the resources as they relate to the organi#ational goals 'he analysis of the organi#ational goal establishes the framewor! in which% training needs can be defined more clearly /perations analysis focuses on the tas! or &ob regardless of the employee doing the &ob 'his analysis includes the determination the wor!er must do if the &ob is to be performed effectively Man analysis reviews the !nowledge% attitude and s!ills of the incumbent in each position and determines what !nowledge% attitude% s!ills he must ac(uire and what alterations in his behaviour he must ma!e if he is to contribute satisfactory to the attainment of organi#ational ob&ectives =illiam Berliner and =illiam Mc3arney say that discovering training needs involve five tas!sC a i 'as! description analysis 3ist the duties and responsibilities or tas! of the &ob under consideration% using the &ob Description as a guide ii 3ist the standards of wor! performance on the &ob
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b i ii

Determining training needs *ompare actual performance against the standards Determine what parts of the &ob are giving the employee trouble iii Determine what !ind of training is needed to overcome the specific difficulty or difficulties

TASK DESCRIPTION ANALYSIS: the &ob or tas! analysis aims at determining what constitutes the &ob% the methods that are used on the &ob% and the human s!ills re(uired to perform the &ob ade(uately 'he &ob or tas! description that results% lays out the re(uirements of tas! in terms of actual duties to be performed 'he &ob specification lists the human s!ills and !nowledge re(uired DETERMINING TRAINING NEEDS: training needs may be

discovered ? identified for the new as well as the present employees and for solving the specific problem in the following waysC - I;en"#/5#n. pe%#/#% p)o>*em : such problems areC productivity%

high costs% poor material and control% poor (uality% high employee turnover and transfers% e"cessive fatigue etc problems li!e these suggest that training may be necessary

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1 An"#%#p!"#n. #mpe;#n. !n; /&"&)e p)o>*em : bearing on the e"pansion of business% the introduction of new product% new services% new designs% new plant% new technology made of organi#ational changes concerned with manpower inventory for present and future needs 4 M!n!.emen" )eA&e ": the supervisors and managers may ma!e specific re(uest for setting training programmes 'hough this method is simple and a correct such recommendations may be built on faulty assumptionO and re(uests may not coincide with each other or organi#ational goals 7 In"e)'#e?#n. !n; o> e)'#n. "-e pe) onne* on "-e Bo>: interviewing personnel and direct (uestioning and observation of the employee by his supervisors may also reveal training needs : Pe)/o)m!n%e !pp)!# !*: an analysis of the past performance records of the perspective trainee and comparing his actual performance with the target performance may provide clues to specific interpersonal s!ills that may need development ; C&e "#onn!#)e : Suestionnaires may be used for eliciting opinions of the employees on topic li!e communication%

satisfaction% &ob characteristics% their attitude towards wor!ing

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conditions% pay promotion policies etc these will reveal much information about where an employee)s s!ills and !nowledge are deficient < Mo)!*e !n; !""#"&;e &)'e5 : an occasional personnel audit may be conducted to forecast future promotions% s!ill re(uirements% and merit rating% to initiate informal discussions and e"amination of records and statistics regarding personnel% production% cost% re&ect and wastages All these generally reveal the potential problems to be tac!led through training programmes

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TYPES OF NEED ANALYSES

Many needs assessments are available for use in different employment conte"ts Sources that can help you determine which needs analysis is appropriate for your situation are described below

Con"e$" An!*5 #

An analysis of the business needs or other

reasons the training is desired 'he important (uestions being answered by this analysis are who decided that training should be conducted% why a training program is seen as the recommended solution to a business problem% what the history of the organi#ation has been with regard to employee training and other management interventions

U e) An!*5 #

Analysis dealing with potential participants and

instructors involved in the process 'he important (uestions being answered by this analysis are who will receive the training and their level of e"isting !nowledge on the sub&ect% what is their learning style% and who will conduct the training

Wo)6 !n!*5 #

Analysis of the tas!s being performed 'his is

an analysis of the &ob and the re(uirements for performing the wor! Also !nown as a tas! analysis or &ob analysis% this

65

analysis see!s to specify the main duties and s!ill level re(uired 'his helps ensure that the training which is developed will include relevant lin!s to the content of the &ob

Con"en" An!*5 #

Analysis of documents% laws% procedures

used on the &ob 'his analysis answers (uestions about what !nowledge or information is used on this &ob 'his information comes from manuals% documents% or regulations It is important that the content of the training does not conflict or contradict &ob re(uirements An e"perienced wor!er can assist Has a sub&ect matter e"pertI in determining the appropriate content

T)!#n#n. S&#"!>#*#"5 An!*5 #

Analysis of whether training is

the desired solution 'raining is one of several solutions to employment problems 8owever% it may not always be the best solution It is important to determine if training will be effective in its usage

Co "1Bene/#" An!*5 #

Analysis of the return on investment

H./II of training +ffective training results in a return of value to the organi#ation that is greater than the initial investment to produce or administer the training

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PRINCIPLE OF ASSESSMENT : use assessment instruments for which understandable and comprehensive documentation is available C-e%6*# " /o) T)!#n#n. Nee; An!*5 # It is helpful to have an organi#ed method for choosing the right test for your needs A chec!list can help you in this process 2our chec!list should summari#e the !inds of information discussed above For e"ample% is the test valid for your intended purposeJ Is it reliable and fairJ Is it cost$effectiveJ Is the instrument li!ely to be viewed as fair and valid by the test ta!ersJ Also consider the ease or difficulty of administration% scoring% and interpretation given available resources A sample chec!list that you may find useful appears on the following page *ompleting a chec!list for each test you are considering will assist you in comparing them more easily

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GETTING READY FOR THE JOB 0nder this step% it is to be decided who is to be trained the new comer or the older employee% or the supervisory staff% or all of them selected from different different departments 'he trainer has to be prepared for the &ob% for he is the !ey figure in the entire programme

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PREPRATION OF LEARNER
'his step consistsC - In putting the leader at ease Hso that he does not feel nervous because of the fact he is on the new &ob 1 In stating the importance and ingredients of the &ob% and its relationship to wor! flow 4 In e"plaining he is being taught 7 Increasing interest and encouraging (uestions% finding out what the learner already !nows about his &ob or other &obs : In e"plaining the why of the whole &ob and relating it to some &ob the wor!er already !now ; In placing as close to his normal wor!ing position as possibleO and < In familiari#ing him with the e(uipment% material% tool and trade terms

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PREPERATION OF OPERATION
'his is the most important step in the training programme 'he trainer should clearly tell% show% illustrate and (uestion in order to put over the new !nowledge and operations 'he learner should be told of the se(uence of the entire &ob% and why each step in its performance is necessary Instructions should be given clearly% completely and patientlyO there should be an emphasis on !ey points% and one point should be e"plained at a point For this purpose% the trainer should demonstrate or ma!e use of audio? video aids and should as! (uestions in order to indicate that he really !nows and understands the &ob

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PERFORMANCE TRY OUT 0nder this% the trainee is as!ed to go through the &ob several times slowly% e"plaining him each step Mista!es are corrected% and if necessary% some complicated steps are done for the trainee the first time 'he trainee is as!ed to do the &ob% gradually building up s!ill and speed As soon as the trainee demonstrates that he can do the &ob in a right way% he is put on his own% but not abandoned 'he trainee is then tested and the effectiveness of a training programme evaluated 'his is usually done byC 9iving oral or written test to trainees to ascertain how far they have learnt the techni(ues and principles taught to them and the scores obtained by them /bserving trainees on the &ob itself and administering performance tests to them Finding out individual)s or a group)s reaction to the training programme while it is in progress and getting them to fill up evaluation sheets Arranging structured interviews with the participants or sending them (uestionnaires by mails
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 +liciting the opinion or &udgment of the top management about the trainee performance *omparing the results obtained after the training with those secured before the training programme in order to find out whether any material change has ta!en place in attitude% opinion% in the (uality of output% brea!age and the supplies used and in overhead costs Study the profiles and charts of career development of the participants and related assignment techni(ues 'hrough one or a combination of these devices the validity of training programmes may be ascertained Follow up 'his step is underta!en with a view to testing the effectiveness of training efforts 'his consist in a Putting a trainee Fon his ownG b *hec!ing fre(uently to be sure that eh has followed instructionsO and c 'apering off e"tra supervision and close and follow up until he is (ualified to wor! with normal supervision
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INDUCTION AND ORIENTATION

'hese terms are interchangeably used to give a friendly welcome to the new employees as members of the organi#ation so also to introduce the new employees the employees with the available installations% wor! norms organi#ational ob&ectives and the &ob positions of the employees Some organi#ations ma!e available programmed instruction materials to new employees to help them to get ac(uainted with the departmental rules and regulations% their entitlement for leave% pay% overtime% retirement benefits and other miscellaneous privileges% which affect their whole service 'ata iron and steel company circulate to all their new employees% a brief boo!let under the name and style of =rite your future in steel) to illustrate their career prospects 8owever such documented

materials cannot be made available by all organi#ations 'hey try to supplement it through a brief induction programme

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CLASSIFICATION OF TRAINING PROGRAMMES

3+6+3 - =or!ers ,/S '2P+S /F '.AI,I,9 Introduction 1 4 7 1 Supervisors 1 4 4 Staff members 7 1 4 7 Managers D +"ecutives 7 1 4 5ob training *raft training Special purpose training Induction Foremanship ? shop floor supervision Manpower management Introduction Professional 'echnical 8uman relations Induction +"ecutive training 'raining in e"ecutive

7 Development A part from the routine training programmes for different levels% training on total (uality awareness and training encompassing all
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aspects of total (uality management have now become almost compulsory for all functional levels

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SUPERVISORY TRAINING PROGRAMME

Supervisors monitor the wor! of the wor!ers and are arms of the management 'hey must have ade(uate s!ills% e"perience% ability and leadership A supervisor is re(uired to do a &ob in five broad areas i e !nowledge of the wor!% awareness of responsibilities% capacity to instruct% s!ill in improving methods and ability to wor! with people A tentative content of a supervisor K training programme may be drawn after the charts of such contents prescribed by +arl and =illiam Mocor" as per the chart belowC Administrative training Duties and responsibilities of a supervisor% basic principles of industrial /rientation training 'he company si#e% structure of organi#ation% history% mar!et share% 8uman relations training Induction 'echnical training of Basic Instructor training Instructor training

new employees% science% giving and

orders mathematics *onference directions and statistics Special technical leadership

communication .eductin

achievements% absenteeism

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organi#ation% discipline and control

ob&ectives and and mission Product training Shop turnover

labour training self 'rade training 'raining on study other

improvement 9rievance

floor rules and handling 'SM% time regulations Personnel small activities% group and

industrial engineering techni(ues Production planning and control 3abour legislation 'SM @AAIS/

policies 0nion employee contract *ompany services Service departments empowerment

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TRAINING FOR TOP AND MIDDLE MANAGEMENT

'op and middle management personnel are trained mainly on the following eight areas to e"pose them to the managerial practicesC P*!nn#n. C this covers the policy% general programme and plans of the organi#ation and also methods for effective action Con")o*C to chec! current performance against

predetermined standards to ensure progress and also to record e"perience from the wor!ing of plans to serve as a guide to possible future operations Coo);#n!"#on: to balance the team efforts ensuring proper allocation of activities among different members of the group Mo"#'!"#on: this covers employee)s morale and is sought through by proper leadership 'he art of self motivation has to be included in the manager and e"ecutives Inspiration *ommunication
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 Decision Integration

79

TRAINING POLICY
+very company or organi#ation should have well established training policy Such a policy represents the top management)s commitment to the training of its employees and comprises rules and procedures governing the standard of scope of training A training policy is considered necessary for the following reasonsC a to indicate a company)s intention to develop its personnelO to provide guidance in the framing and implementation of programmes and to provide information concerning them to all concerned b 'o discover critical areas where training is to be given on a priority basisO and c to provide suitable opportunities to the employee for his own betterment

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METHODS OF TRAINING

Broadly spea!ing% there are two methods of training i e % on$the$&ob training and off the &ob training a on K the$ &ob training in this method% the employee learns by doing 8e is e"posed to the real wor! situation An e"perienced employee will act as a friend% philosopher and guide 'he new employee follows the orders% carries out instructions and adopts the right techni(ue while doing the &ob In this way he is able to learn the wor! practically =hile doing so% he can as! (uestions% see! clarifications on various &ob related matters and obtain guidance from his senior employee Some of the widely used on the &ob training methods are discussed belowC Jo> #n ")&%"#on ")!#n#n. H5I'IC 'he 5I' method is a four step instructional process involving preparation% presentation% performance try out and follow up It is used primarily to teach wor!ers how to do their current &obs A trainer% supervisor or commitment K wor!er act as the coach 'he four step followed in 5I' methods areC

81

 'he trainee receives an overview of the &ob% its purpose and its desired outcomes with a clear focus on the relevance of training 'he trainer demonstrates the &ob to give the employee a model to follow 'he trainer shows a right way to handle the &ob ,e"t% the employee is permitted to copy the trainer)s way Finally% the employee does the &ob independently without supervision 1 Co!%-#n. !n; men"o)#n.C *oaching is one$on$one relationship below trainees and supervisors which offer wor!ers continued guidance and feedbac! on how well they are handling their tas!s Mentoring is a particular form of coaching used by e"perienced e"ecutives to groom their &unior employees ,ormally% mentoring involve one coaching for a period of several years until the individual is eventually capable of replacing the mentor - Merits of coaching and mentoring 1 Demerits of coaching and mentoring 4 APPRENTICESHIP TRAINING C apprenticeship training dates bac! to biblical times and is fre(uently to train personnel in some s!illed
82

trades such as electricians% mechanics% tailors% bric!layers and carpenters 'he period of training ranges from two to five years depending on the occupation in which the trainee is engaged Apprenticeship refers to a combined on the &ob as well as off the &ob training approach% in the sense that the trainee agrees to wor! for a salary below that a fully (ualified employee gets% in e"change for a specified number of formal training hours in the organi#ation /ne advantage of apprenticeship training is its successO because apprenticeship employs many of the principles of learning K such as modeling% feedbac!% classroom training etc % and is often (uite effective 'he principal drawbac!s of apprenticeship training include the period of training at which the employees are underpaid may be (uite long Also% the uniform period of training is not suitable to all People have different abilities and% learn at varied rates 'hose who learn fast may (uit the program in frustration Slow learners may re(uire additional training time It is also li!ely that in these days of rapid changes in technology% old s!ills may get outdated (uic!ly 'rainees who spend years learning specific s!ills may find% upon completion of programmes that the &ob s!ills they ac(uired are no longer re(uired in the mar!et place
83

JOB ROTATION
5ob rotation is also !nown as cross training 5ob rotation is the process of training employees by rotating them through series of related tas!s In &ob rotation% an individual learns several different &obs within a wor! unit or department 8e performs each for a specified time period 'he trainees% therefore% are e"posed to various coaches% point of views% and tas! operations 5ob rotation has one main advantageO it ma!es fle"ibility possible in the department 5ob rotation% however% is common for training managers 5ob rotation rather is very necessary for middle managers because through rotation managers are e"posed to different operations% departments and ac(uire general !nowledge of the company)s procedures and policies 'he principal wea!ness of &ob rotation includesC - It is very difficult to coordinate various assignments such as production% finance and mar!eting etc 1 Some of the coaches may not be motivated to concentrate on trainees assigned only for short period 4 Different coaches may espouse conflicting viewpoint of compnay)s policies and procedures

84

B. OFF THE JOB TRAINING 0nder this method% trainee is separated from the &ob situation and his attention is focused upon learning the material related to his future &ob performance Since the trainee is not distracted by &ob re(uirements% he can place his entire concentration on learning the &ob rather than spending his time in performing it 'here is an opportunity for freedom of the trainees /ff the &ob training methods are as follows +. Ve "#>&*e ")!#n#n.: in this method% actual wor! conditions are simulated in a class room Materials% files and e(uipment that are used in actual &ob performance are also used in training 'his type of training is commonly used for training personnel for electrical and semi s!illed &obs 'he duration of this training ranges from a few days to a few wee!s 'heory can be related to practice in this method 0. Ro*e p*!5#n.: it is defined as a method of human interaction that involves realistic behaviour in imaginary situations 'his method of training involves action% doing and practice 'he participants play the role of certain characters% such as the production manger% mechanical engineer% superintendents%
85

maintenance engineers% (uality control inspectors% foreman =or!ers and the li!e 'his method is mostly used for

developing interpersonal interactions and relations 2. Le%"&)e me"-o;: the lecture is a traditional and direct method of instruction 'he instructor organi#es the material and gives it to a group of trainees in the form of a tal! 'o be effective% the lecturer must motivate and create interest among the trainees 4. Con/e)en%eD ;# %& #on !pp)o!%-: in this method% the trainer

delivers a lecture and involves the trainee in a discussion so that his doubts about the &ob get clarified =hen big

organi#ation use this method% the trainer uses audio visual aids such as blac!boards% moc!ups and slidesO in some cases% the lectures are video taped or audio taped +ven the trainee)s presentation can be taped for self confrontation and self assessment 'he conference is% thus% a group centered

approach where there is a clarification of ideas% communication of procedures and standards to the trainee 8. P)o.)!mme; #n ")&%"#on: in recent years% this method has become popular 'he sub&ect matter to be learned is presented in a series of carefully planned se(uential units 'he trainee
86

goes through these units by answering (uestions or filling the blan!s 'his method is thus% e"pensive and time consuming 9. Be-!'#o&)!**5 e$pe)#en%e; ")!#n#n.: some training

programmes focus on emotional and behavioural learning 8ere employees can be learn about behaviour by role K playing in which the role players attempt to act their part in respect of a case% as they would have in real life situation Business games% cases% incidents% group discussions and short assignments are also used in behaviorally e"perienced learning methods Sensitivity training or laboratory training is an e"ample of a method Sensitivity training or laboratory training is an e"ample of a method used for emotional learning 'he focus of

e"periential methods is on achieving% through group processes% a better understanding of oneself and others

87

COMPANY PROFILE
+very day we wa!e up to the fact that more than 1:A million lives are part of our family called 3I* =e are humbled by the magnitude of the responsibility we carry and realise the lives that are associated with us are very valuable indeed 'hough this &ourney started over five decades ago% we are still conscious of the fact that% while insurance may be a business for us% being part of millions of lives every day for the past :1 years has been a process called '.0S' A ")&e !.! O/ T)& ". O>Be%"#'e

Spread 3ife Insurance widely and in particular to the rural areas and to the socially and economically bac!ward classes with a view to reaching all insurable persons in the country and providing them ade(uate financial cover against death at a reasonable cost

Ma"imi#e

mobili#ation

of

peopleQs

savings

by

ma!ing

insurance$lin!ed savings ade(uately attractive

88

Bear in mind% in the investment of funds% the primary obligation to its policyholders% whose money it holds in trust% without losing sight of the interest of the community as a wholeO the funds to be deployed to the best advantage of the investors as well as the community as a whole% !eeping in view national priorities and obligations of attractive return

*onduct business with utmost economy and with the full reali#ation that the moneys belong to the policyholders

Act as trustees of the insured public in their individual and collective capacities

Meet the various life insurance needs of the community that would arise in the changing social and economic environment

Involve all people wor!ing in the *orporation to the best of their capability in furthering the interests of the insured public by providing efficient service with courtesy

Promote amongst all agents and employees of the *orporation a sense of participation% pride and &ob satisfaction through discharge of their duties with dedication towards achievement of *orporate /b&ective

89

M#

#on

"Explore and enhance the quality of life of people through financial security by providing products and services of aspired attributes with competitive returns, and by rendering resources for economic

development."

Vision
"A trans-nationally competitive financial conglomerate of significance to societies and Pride of ndia."

90

BOARD OF DIRECTOR
Mem>e) On T-e Bo!); O/ T-e Co)po)!"#on S-)# D.K. Me-)o")!7 H*urrent$in$*harge D *8AI.MA,% 3I* I S-)# T. S. V#B!5!n7 HManaging Director% 3I* I S-)# T-om! M!"-e? T. HManaging Director% 3I* I S-)# A.K. D! .&p"!7 HManaging Director% 3I* I S-)# R. Gop!*!n7 HSecretary% Department of +conomic Affairs% Ministry of Finance% 9ovt of India I S-)# D.K. M#""!*7 HSecretary% Department of Financial Services% Ministry of Finance% 9ovt of India I S-)# R!6e - S#n.-7 HAddl Secretary% Department of Financial Services% Ministry of Finance% 9ovt of India I S-)# Yo.e - Lo-#5!7 H*hairman *um Managing Director% 9I* of India I S-)# S. S)#;-!)7 H*hairman D Managing Director% *entral Ban! of India I D). Soo)!n!; R!B! -e6-)!n S-)# Mon# R. K#;?!#
91

L". Gene)!* A)'#n; M!-!B!n ERe";.F S-)# An&p P)!6! - G!). S-)# S!nB!5 J!#n S-)# A -o6 S#n.S-)# K.S. S!mp!"-

92

RESEARCH METHODOLOGY
REASEARCH METHODOLOGY is a way to systematically solve the research problem It may be understood as a science of studying how research is done In it we study the various steps that are generally adopted by a researcher in studying his research problem It is necessary for a researcher to design the methodology for the problem as the method may differ from problem K problem RESEARCH PROCESS: Before embar!ing on the details of research methodology D techni(ues% it seems appropriate to present a brief overview of the research process .esearch process consists of series of actions or steps necessary to effectively carry out research and the desired se(uencing of these steps /ne should remember that the desired se(uencing of these steps /ne should remember that the various steps involved in a research process are not mutually e"clusiveO nor are they separate and distinct 'hey do not

necessarily follow each other in any specific order and the researcher has to be constantly anticipating at each step in the

93

research process 8owever% the following order concerning various steps provide a useful procedural guideline regarding the research process DEFINING THE PROBLEM: 'he ob&ective of the pro&ect was to underta!e a study on training and development of the employees wor!ing in eveready% with a view to !now the improvement in performance after the training programme was imparted to them DEVELOP A RESEARCH DESIGN: .esearch design is the conceptual structure within which research is conductedO it is basically the blueprint for the collection of data% measurement it analysis of data A research design is the

arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure My research design is of descriptive type A descriptive research includes survey fact K finding D en(uiries of different !inds% with a ma&or purpose of description of affairs as it e"ists at present

94

DATA COLLECTIONC I have used primary and secondary data for which a comprehensive (uestionnaire was prepared and was got filled up by the employees of the organi#ation P.IMA.2 S0+S'I/,,AI.+SC A formal list of the (uestions answered by the employees of 3I* and later analy#ing the responses =e have used structured (uestionnaire as a formal list of (uestions produces more reliable results D#)e%" pe) on!* : Personal interview is the most versatile and fle"ible INTERVIEW: Direct face to face conversation helps in getting accurate data SECONDARY: Internet Boo!s SAMPLING: Sampling procedure includes finite type of universe with random sampling which comes under probability method of sampling

95

because under this method every item of the universe has an e(ual chance of being selected D no place for biases SAMPLING DESING: A sampling design is a definite plan for obtaining a sample from a given population It refers to the techni(ue or the procedure the researcher would adopt in selecting items for the sample Sample design is determined before data are collected 'he sample si#e should also be ascertained before starting the research program 'he larger the sample si#es the better and accurate will be the result I have chosen a sample si#e of 1: employees although I wished that it had been larger if the time would not have been the limiting factor DATA COLLECTION: 'he tas! of data collection begins after a research problem has been defined and research design ? plan 3I* =hile deciding about the method of data collection to be used for the study% two types of data are usedC aI PRIMARY DATA are those which are collected a fresh and for the first time% and thus happen to be original in character

96

bI SECONDARY DATA on the other hand are those which have already been collected by someone else and which have already been passed on cI 'he methods of collecting primary and secondary data differ since primary data are to be originally collected% while in case of secondary data the nature of data collection wor! is merely that of compilation dI PROCESSING ( ANALYSIS OF DATA: 'he data% after collection% has to be processed and analysed in accordance with the outline laid down for the purpose at the time of developing the research plan 'his is essential for a scientific study and for ensuring that we have all relevant data for ma!ing comparisons and analysis 'he term A,A32SIS refers to the computation of certain measures along with searching for patterns of relationship that e"ist among the data K groups 'he term P./*+SSI,9 technically spea!ing implies editing% coding% classification% and tabulation of collected data

97

DATA ANALYSIS
- =ere you trained during the time of &oining in organi#ation +"perienced Fresher -A 1A

98

If fresher C 1 what was the training procedure 5ob training *raft 'raining Induction 'raining .efresh 'raining Promotion training -< 4 7 4 4

99

4 =hat was the duration of the training 4 months ; Months /ne year A > 11

100

If e"perienced C 7 =ere you internally trained 2es ,o 17 ;

101

=hat was the duration of the training - day 3ess wee! More wee! than a 1; than A a 7

: 8ow far the training programme has been effective for your &ob profile

102

3ess +ffective +ffective 6ery +ffective

A -> -1

103

; 8ave you organi#ationC yes no

Attended any training programme

outside the

-: -:

104

< 8ave you Attended special training programme inside the organi#ation yes no 4A A

105

> 8ow far the training programme help you in your &ob profile +ffective 6ery effective @ 1-

106

@ 8as the training programme help you in promotion and &ob satisfaction yes no 4A A

107

CONCLUSION

'his pro&ect deals with training and development of employees It main focus is on the activities of 3I* I have also tried to analy#e the

level of satisfaction achieved by the employees through these activities 'o achieve my aim I conducted an e"haustive search into the various training and development programmes conducted by 3I* during the period I have tried to e"amine the process adopted for introduction and conduction of such programmes I also prepared (uestionnaire to obtain the training D development of 3I* An analysis of the results was conducted to get an insight into the level of satisfaction achieved through this training programme by the trainees

108

SUGGESTION
'hese should be an increase in number of training programme for wor!ers and employees of different departments so that apart from improving their out put they start believing the organi#ation is ma!ing an effort to improve their condition on the whole A regular pre Kemployment training has to be a part of comprehensive programme of employeeQs education More interaction between the managerial staff and employees to be encouraged and each supervision to give a report on the employees under his supervision 'he personnel department should give more consideration on the lowest employee cadre for their social and economical development 'he essentially li!e certificates for the training done to be given so that a employee)s ego is also satisfied 'he old employee who are master in their wor! should give sufficient time with new ones so that loss factors

109

 Start of monetary and non K monetary regards to be given to improve better cordial relation between the management and wor!ers

110

RECOMMENDATIONS
As stated in the (uestionnaire the respondent stated their views regarding the improvements needed in the training programme D service same of these suggestions and recommendation are proceed regarding the training programme are listed below Such training programme should be held at regular intervals so that trainer could update D review the training activities Proper function of audio? visuals aids should be provided by the dependents Pre information D suggestion regarding the training should be given D ta!en respectively from the concerned trainees

111

LIMITATIONS
'he survey has been done with full efforts and utter car but still there are some limitations beyond control which might ma!e the findings and conclusion in the report a little of beam Although we attained success in our dissertation to a great e"tent but still could not provide the ideal state of current 8. trends prevailing in private sectors due to certain reasons which are C$ -$ 'he time is assumed that the information given by the respondents are authentic and to the best of their !nowledge 1$ Information provided by the respondents might be biased and have variation with their actual action 4$ Sub&ective nature of the study the perception of the viewers change and different conclusion can be drawn by different viewers 7$ It is assumed that the information give by the respondent by authentic and to the best of their !nowledge

112

BIBILIOGRAPHY
-$ AS8=A'8APA Management 1$ M/,APPA D SAI2ADAI,% Personal Management% 'A'A M* 9raw8ill% second edition 4$ .A/ 6SP% 8uman .esource Management 7$ .esearch Methodology *. Eothari :$ ,ewspaper 'imes of India +conomic 'imes ;$ Maga#ines C Business 'oday Business world <$ =ebsite C www 3I* com === 9oogle com E% 8uman .esource and Personal

113

ANNEGURE CUESTIONNAIRE Name:Designation : Department: - =ere you trained during the time of &oining in organi#ation +"perienced Fresher If fresher C 1 what was the training procedure 5ob training *raft 'raining .efresh 'raining Promotion training 4 =hat was the duration of the training 4 months ; Months /ne year If e"perienced C
114

7 =ere you internally trained 2es ,o : =hat was the duration of the training - day 3ess than a wee! More than a wee! ; 8ow far the training programme has been effective for your &ob profile 3ess +ffective +ffective 6ery +ffective < 8ave you organi#ationC 2es ,o > 8ave you Attended special training programme inside the organi#ation Attended any training programme outside the

115

 2es ,o @ 8ow far the training programme help you in your &ob profile 3ess effective +ffective 6ery effective -A 8as the training programme help you in promotion and &ob satisfaction 2es ,o

116