You are on page 1of 108

INTRODUCTION OF TRAINING AND

DEVELOPMENT:

MEANING OF TRAINING & DEVELOPMENT:

TRAINING AND DEVELOPMENT is a subsystem of an


organization. It ensures that randomness is reduced and learning or behavioral
change takes place in structured format. Employee training is a specialized
function and is one of the fundamental operative functions of Human Resource
Management.

According to FLIPPO,
“Training is the act of increasing the knowledge and
skill of an employee for doing a particular job.”

It is a short-term educational process and utilizing a


systematic and organized procedure by which employees learn technical
knowledge and skills for a definite purpose. Training refers to the organization’s
efforts to improve an individual’s ability to perform a job or organizational role. It
can be defined as a learning experience in which it seeks a relative permanent
change in an individual that would improve his ability to perform the job.
TRAINING AND DEVELOPMENT DEFINITION:

It is concerned with the structure and delivery of acquisition of


knowledge to improve the efficiency and effectiveness of organization. It is
concerned with improving the existing skills and exploring the potential skills of
the individual i.e. upgrading the employees’ skills and extending their knowledge.
Therefore, training is a key to optimizing utilization human intellectual
technological and entrepreneurial skills

Training and Development referred to as:

• Acquisition and sharpening of employees capabilities that is required to


perform various obligations, tasks and functions.

• Developing the employee’s capabilities so that they may be able to discover their
potential and exploit them to full their own and organizational development
purpose.

• Developing an organizational culture where superior-subordinate relationship,


team work, and collaboration among different sub units are strong and contribute
to organizational wealth, dynamism and pride to the employees.

DIFFERENCE BETWEEN TRAINING & DEVELOPMENT:


Training and development go hand in hand and are often used
synonymously but there is a difference between them. Training is the process of
learning a sequence of programmed behavior. It is an application of knowledge. It
gives people an awareness of the rules and procedures to guide their behavior. It
intends to improve their performance on the current job and prepares them for
an intended job.

Development is a related process. It covers not only those


activities, which improve job performance, but also those, which bring about
growth of the personality. It helps individual in the progress towards maturity
and actualization of potential capabilities so that they can become not only good
employees but better human beings.

PRINCIPLES OF TRAINING:

 MOTIVATION:
Learning is enhanced when the learner is motivated.
Learning experience must be designed so learners can see how it will help in
achieving the goals of the organization. Effectiveness of training depends on
motivation.

 FEEDBACK:
Training requires feedback. It is required so the trainee can
correct his mistakes. Only getting information about how he is doing to achieve
goals, he can correct the deviations.

 REINFORCEMENT:
The principle of reinforcement tells the behaviors
that are positively reinforced are encouraged and sustained. It increases the
likelihood that a learned behavior well be repeated.

 PRACTICE:
Practice increases a trainee’s performance. When the trainees
practice actually, they gain confidence and are less likely to make errors or to
forget what they have learned.

 INDIVIDUAL DIFFERENCES:
Individual training is costly. Group
training is advantageous to the organization. Individuals vary in intelligence and
aptitude from person to person. Training must be geared to the intelligence and
aptitude of individual trainee.

OBJECTIVES OF TRAINING:

 TO INCREASE PRODUCTIVITY:
An instructor can help employees
increase their level of performance on their assignment. Increase in human
performance leads to increase in the operational productivity and also the
increase in the profit of the company.

 TO IMPROVE QUALITY:
Better-trained workers are less likely to make
operational mistakes. It can be in relationship to the company or in reference to
the intangible organizational employment atmosphere.

 TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL


NEEDS:
The organizations having good internal training and development
programmes will have to make less changes and adjustments. When the need
arises, vacancies can be easily staffed.

 TO IMPROVE ORGANIZATIONAL CLIMATE:


An endless chain of positive reactions result from a well planned
training programme.

 TO IMPROVE HEALTH AND SAFETY:


Proper training can prevent industrial accidents. A safer
atmosphere leads to more stable attitudes on part of the employees.

 PERSONAL GROWTH:
Employees on a personal basis gain individually from their
exposure to educational expressions. Training programmes give them wider
awareness and skills.

NEED FOR TRAINING:

 To impart to the new entrants the basic knowledge and skills they need for
definite tasks.

 To assist employees to function more effectively in their present positions


by exposing them to new concepts.

 To build a line of competent people and prepare them to occupy more


responsible positions.
 To reduce the supervision time, wastage and spoilage of new material.

 To reduce the defects and minimize the industrial accidents.

 To ensure the economical output of the required quality.

 To prevent obsolescence.

 To promote individual and collective morale, responsibility and cooperative


attitudes etc.

IMPORTANCE OF TRAINING AND DEVELOPMENT:

It helps to develop human intellect and an overall personality of the


employees.
• Productivity – Training and Development helps in increasing the productivity
of the employees that helps the organization further to achieve its long-term
goal.

• Team spirit – Training and Development helps in inculcating the sense of


team work, team spirit, and inter-team collaborations. It helps in inculcating the
zeal to learn within the employees.

• Organization Culture – Training and Development helps to develop and


improve the organizational health culture and effectiveness. It helps in creating
the learning culture within the organization.

• Organization Climate – Training and Development helps building the


positive perception and feeling about the organization. The employees get these
feelings from leaders, subordinates, and peers.
• Quality – Training and Development helps in improving upon the quality of
work and work-life.

• Healthy work-environment – Training and Development helps in creating


the healthy working environment. It helps to build good employee, relationship
so that individual goals aligns with organizational goal.

• Health and Safety – Training and Development helps in improving the


health and safety of the organization thus preventing obsolescence.

• Morale – Training and Development helps in improving the morale of the


work force.

• Profitability – Training and Development leads to improved profitability and


more positive attitudes towards profit orientation.

• Training and Development aids in organizational development i.e. Organization


gets more effective decision making and problem solving. It helps in
understanding and carrying out organizational policies

• Training and Development helps in developing leadership skills, motivation,


loyalty, better attitudes, and other aspects that successful workers and managers
usually display.

• Optimum Utilization of Human Resources – Training and Development


helps in optimizing the utilization of human resource that further helps the
employee to achieve the organizational goals as well as their individual goals.

• Development of Human Resources – Training and Development helps to


provide an opportunity and broad structure for the development of human
resources’ technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.
• Development of skills of employees – Training and Development helps in
increasing the job knowledge and skills of employees at each level. It helps to
expand the horizons of human intellect and an overall personality of the
employee.

TRAINING METHODS:
There are two broad types of training available to small businesses: on-the-
job and off-the-job techniques. Individual circumstances and the "who," "what"
and "why" of your training program determine which method to use.

METHODS OF
TRAINING

ON- THE- JOB OFF- THE- JOB


METHODS METHODS

ON THE JOB TRAINING is delivered to employees while they perform their


regular jobs. In this way, they do not lose time while they are learning. After a
plan is developed for what should be taught, employees should be informed of the
details. A timetable should be established with periodic evaluations to inform
employees about their progress. On-the-job techniques include orientations, job
instruction training, apprenticeships, internships and assistantships, job rotation
and coaching.

• Job Rotation:
It is also referred to as cross straining. It involves placing an
employee on different jobs for periods of time ranging from a few hours to several
weeks. At lower job levels, it normally consumes a short period, such as few hours
or one or two days. At higher job levels, it may consume much larger periods
because staff trainees may be learning complex functions and responsibilities.

• Enlarged and enriched job responsibilities:


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

• Job instruction training:


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

• Coaching:
The trainee is placed under a particular supervisor who
functions as a coach in training the individual. The supervisor provides the
feedback to the trainee on his performance and offers him some suggestions
for improvement. Often the trainee shares some duties and responsibilities of
the coach and relives him of his burden. A drawback is that the trainee may
not have the freedom or opportunity to express his own ideas.
• Committee assignments:
Here in, a group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. This
develops team work and group cohesiveness feelings amongst the trainees.

OFF THE JOB TECHNIQUES include lectures, special study, films, television
conferences or discussions, case studies, role playing, simulation, programmed
instruction and laboratory training. Most of these techniques can be used by
small businesses although, some may be too costly.

●Orientations are for new employees. The first several days on the job are
crucial in the success of new employees. This point is illustrated by the fact that
60 percent of all employees who quit do so in the first ten days. Orientation
training should emphasize the following topics:

• The company's history and mission.


• The key members in the organization.
• The key members in the department, and how the department helps fulfill
the mission of the company.
• Personnel rules and regulations.

Some companies use verbal presentations while others have


written presentations. Many small businesses convey these topics in one-on-one
orientations. No matter what method is used, it is important that the newcomer
understand his or her new place of employment.
●Lectures present training material verbally and are used when the goal is to
present a great deal of material to many people. It is more cost effective to lecture
to a group than to train people individually. Lecturing is one-way communication
and as such may not be the most effective way to train. Also, it is hard to ensure
that the entire audience understands a topic on the same level; by targeting the
average attendee you may undertrain some and lose others. Despite these
drawbacks, lecturing is the most cost-effective way of reaching large audiences.

●Role playing and simulation are training techniques that attempt to bring
realistic decision making situations to the trainee. Likely problems and
alternative solutions are presented for discussion. The adage there is no better
trainer than experience is exemplified with this type of training. Experienced
employees can describe real world experiences, and can help in and learn from
developing the solutions to these simulations. This method is cost effective and is
used in marketing and management training.

●Audiovisual methods such as television, videotapes and films are the most
effective means of providing real world conditions and situations in a short time.
One advantage is that the presentation is the same no matter how many times it's
played. This is not true with lectures, which can change as the speaker is changed
or can be influenced by outside constraints. The major flaw with the audiovisual
method is that it does not allow for questions and interactions with the speaker,
nor does it allow for changes in the presentation for different audiences.

●Job rotation involves moving an employee through a series of jobs so he or


she can get a good feel for the tasks that are associated with different jobs. It is
usually used in training for supervisory positions. The employee learns a little
about everything. This is a good strategy for small businesses because of the many
jobs an employee may be asked to do.
●Apprenticeships develop employees who can do many different tasks. They
usually involve several related groups of skills that allow the apprentice to
practice a particular trade, and they take place over a long period of time in which
the apprentice works for, and with, the senior skilled worker. Apprenticeships are
especially appropriate for jobs requiring production skills.

●Internships and assistantships are usually a combination of classroom and


on-the-job training. They are often used to train prospective managers or
marketing personnel.

●Programmed learning, computer-aided instruction and interactive video all


have one thing in common: they allow the trainee to learn at his or her own pace.
Also, they allow material already learned to be bypassed in favor of material with
which a trainee is having difficulty. After the introductory period, the instructor
need not be present, and the trainee can learn as his or her time allows. These
methods sound good, but may be beyond the resources of some small businesses.

●Laboratory training is conducted for groups by skilled trainers. It usually is


conducted at a neutral site and is used by upper- and middle management
trainees to develop a spirit of teamwork and an increased ability to deal with
management and peers. It can be costly and usually is offered by larger small
businesses.

MODELS OF TRAINING:
Training is a sub-system of the organization because the
departments such as, marketing & sales, HR, production, finance, etc depends on
training for its survival. Training is a transforming process that requires some
input and in turn it produces output in the form of knowledge, skills, and
attitudes.

The three models of training are


MODELS OF
TRAINING

SYSTEM MODEL INSTRUCTIONAL SYSTEM TRANSITIONAL MODEL


TRAINING DEVELOPMENT MODEL TRAINING
TRAINING

●SYSTEM MODEL TRAINING:


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

1. ANALYZE and identify the training needs i.e. to analyze the department, job,
employees requirement, who needs training, what do they need to learn,
estimating training cost, etc The next step is to develop a performance measure
on the basis of which actual performance would be evaluated.

2. DESIGN and provide training to meet identified needs. This step requires
developing objectives of training, identifying the learning steps, sequencing and
structuring the contents
3. DEVELOP This phase requires listing the activities in the training program
that will assist the participants to learn, selecting delivery method, examining
the training material, validating information to be imparted to make sure it
accomplishes all the goals & objectives.

4. IMPLEMENTING is the hardest part of the system because one wrong


step can lead to the failure of whole training program.

5. EVALUATING each phase so as to make sure it has achieved its aim in


terms of subsequent work performance. Making necessary amendments to
any of the previous stage in order to remedy or improve failure practices

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

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

2. MISSION – explain the reason of organizational existence. It identifies the


position in the community. The reason of developing a mission statement is to
motivate, inspire, and inform the employees regarding the organization.The
mission statement tells about the identity that how the organization would
like to be viewed by the customers, employees, and all other stakeholders.

3. VALUES – is the translation of vision and mission into communicable


ideals. It reflects the deeply held values of the organization and is independent
of current industry environment. For example, values may include social
responsibility, excellent customer service, etc
The mission, vision, and values precede the objective in the inner loop. This
model considers the organization as a whole. The objective is formulated
keeping these three things in mind and then the training model is further
implemented

●INSTRUCTIONAL SYSTEM DEVELOPMENT (ISD) MODEL:

Instructional System Development model was made to


answer the training problems. This model is widely used now-a-days in the
organization because it is concerned with the training need on the job
performance. Training objectives are defined on the basis of job
responsibilities and job description and on the basis of the defined objectives
individual progress is measured. This model also helps in determining and
developing the favorable strategies, sequencing the content, and delivering
media for the types of training objectives to be achieved. The Instructional
System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job analysis,


and target audience analysis.

2. PLANNING – This phase consist of setting goal of the learning outcome,


instructional objectives that measures behavior of a participant after the
training, types of training material, media selection, methods of evaluating the
trainee, trainer and the training program, strategies to impart knowledge i.e.
selection of content, sequencing of content, etc

3. DEVELOPMENT – This phase translates design decisions into training


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

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


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

5. EVALUATION – The purpose of this phase is to make sure that the


training program has achieved its aim in terms of subsequent work
performance. This phase consists of identifying strengths and weaknesses and
making necessary amendments to any of the previous stage in order to
remedy or improve failure practices.

The ISD model is a continuous process that lasts


throughout the training program. It also highlights that feedback is an
important phase throughout the entire training program. In this model, the
output of one phase is an input to the next phase.
PROCESS OF TRAINING:

TRAINING NEED TRAINING


ANALYSIS
DESIGN

TRAINING
PROCESS

TRAINING TRAINING
EVALUATION IMPLEMENTATIO
N

TRAINING NEEDS ANALYSIS (TNA)/TRAINING NEED


IDENTIFICATION (TNI):
An analysis of training need is an essential requirement to the
design of effective training. The purpose of training need analysis is to determine
whether there is a gap between what is required for effective performance and
present level of performance.

Training Need arises at three levels:

• Organizational level
• Individual level
• Operational level

Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee
and its subgroup.

●ORGANIZATIONAL LEVEL:
Training need analysis at organizational level
focuses on strategic planning, business need, and goals. It starts with the
assessment of internal environment of the organization such as, procedures,
structures, policies, strengths, and weaknesses and external environment such as
opportunities and threats. After doing the SWOT analysis, weaknesses can be
dealt with the training interventions, while strengths can further be strengthened
with continued training. Threats can be reduced by identifying the areas where
training is required. And, opportunities can be exploited by balancing it against
costs. For this approach to be successful, the HR department of the company
requires to be involved in strategic planning. In this planning, HR develops
strategies to be sure that the employees in the organization have the required
Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements
at each level.

●INDIVIDUAL LEVEL:

Training needs analysis at individual level focuses on


each and every individual in the organization. At this level, the organization
checks whether an employee is performing at desired level or the performance is
below expectation. If the difference between the expected performance and actual
performance comes out to be positive, then certainly there is a need of training.
However, individual competence can also be linked to individual need. The
methods that are used to analyze the individual need are:

• Appraisal and performance review

• Peer appraisal

• Competency assessments

• Subordinate appraisal

• Client feedback
• Customer feedback

• Self-assessment or self-appraisal

●OPERATIONAL LEVEL:

Training Need analysis at operational level focuses


on the work that is being assigned to the employees. The job analyst gathers the
information on whether the job is clearly understood by an employee or not. He
gathers this information through technical interview, observation, psychological
test; questionnaires asking the closed ended as well as open ended questions, etc.
Today, jobs are dynamic and keep changing over the time. Employees need to
prepare for these changes. The job analyst also gathers information on the tasks
needs to be done plus the tasks that will be required in the future. Based on the
information collected, training Need analysis (TNA) is done.

BENEFITS OF NEED ASSESSMENT:

Training programs are designed to achieve specific goals that meet felt needs.
There are many benefits of need assessment:

1. Trainers may be informed about the broader need of the trainees.


2. Trainers are able to pitch their course inputs closer to the specific needs of the
trainees.
3. Assessment makes training department more accountable and more clearly
linked to other human resource activities, which make the training programs
easier to sell to line managers.

TRAINING-DESIGN
The design of the training program can be
undertaken only when a clear training objective has been produced. The training
objective clears what goal has to be achieved by the end of training program i.e.
what the trainees are expected to be able to do at the end of their training.
Training objectives assist trainers to design the training program.

The trainer – Before starting a training program, a trainer analyzes his


technical, interpersonal, judgmental skills in order to deliver quality content to
trainers.

The trainees – A good training design requires close scrutiny of the trainees and
their profiles. Age, experience, needs and expectations of the trainees are some of
the important factors that affect training design.

Cost of training – It is one of the most important considerations in designing a


training programme. A training programme involves cost of different types.
These may be in the form of direct expenses incurred in training, cost of training
material to be provided, arrangement of physical facilities and refreshment, etc.
Besides these expenses the organization has to bear indirect cost in the form of
loss of production during training period. Ideally, a training programme must be
able to generate more revenues than the cost involved.

Training climate – A good training climate comprises of ambience, tone,


feelings, positive perception for training program, etc. Therefore, when the
climate is favorable nothing goes wrong but when the climate is unfavorable,
almost everything goes wrong.
TRAINING-DESIGN

Trainees’ learning style – the learning style, age, experience, educational


background of trainees must be kept in mind in order to get the right pitch to the
design of the program.

Training strategies – Once the training objective has been identified, the
trainer translates it into specific training areas and modules. The trainer prepares
the priority list of about what must be included, what could be included.
Training topics – After formulating a strategy, trainer decides upon the
content to be delivered. Trainers break the content into headings, topics, ad
modules. These topics and modules are then classified into information,
knowledge, skills, and attitudes.

Sequence the contents – Contents are then sequenced in a following manner:

• From simple to complex

• Topics are arranged in terms of their relative importance

• From known to unknown

• From specific to general

• Dependent relationship

Training tactics – Once the objectives and the strategy of the training program
becomes clear, trainer comes in the position to select most appropriate tactics or
methods or techniques. The method selection depends on the following factors:

• Trainees’ background

• Time allocated

• Style preference of trainer

• Level of competence of trainer

• Availability of facilities and resources, etc

Support facilities – IT can be segregated into printed and audio visual. The
various requirements in a training program are white boards, flip charts,
markers, etc.
Constraints – The various constraints that lay in the trainers mind are:

• Time

• Accommodation, facilities and their availability

• Furnishings and equipments

• Budget

• Design of the training, etc

TRAINING IMPLEMENTATION:
To put training program into effect according to definite plan
or procedure is called training implementation. Training implementation is the
hardest part of the system because one wrong step can lead to the failure of whole
training program. Even the best training program will fail due to one wrong
action. Training implementation can be segregated into:

• Practical administrative arrangements

• Carrying out of the training

Once the staff, course, content, equipments, topics are ready,


the training is implemented. Completing training design does not mean that the
work is done because implementation phase requires continual adjusting,
redesigning, and refining. Preparation is the most important factor to taste the
success. Therefore, following are the factors that are kept in mind while
implementing training program:

The trainer – The trainer need to be prepared mentally before the delivery of
content. Trainer prepares materials and activities well in advance. The trainer
also set grounds before meeting with participants by making sure that he is
comfortable with course content and is flexible in his approach.
Physical set-up – Good physical set up is pre-requisite for effective and
successful training program because it makes the first impression on participants.
Classrooms should not be very small or big but as nearly square as possible. This
will bring people together both physically and psychologically. Also, right amount
of space should be allocated to every participant.

Establishing rapport with participants – There are various ways by which a


trainer can establish good rapport with trainees by:

• Greeting participants – simple way to ease those initial tense moments


• Encouraging informal conversation

• Remembering their first name

• Pairing up the learners and have them familiarized with one another

• Listening carefully to trainees’ comments and opinions

• Telling the learners by what name the trainer wants to be addressed

• Getting to class before the arrival of learners

• Starting the class promptly at the scheduled time

• Using familiar examples

• Varying his instructional techniques

• Using the alternate approach if one seems to bog down

Reviewing the agenda – At the beginning of the training program it is very


important to review the program objective. The trainer must tell the participants
the goal of the program, what is expected out of trainers to do at the end of the
program, and how the program will run. The following information needs to be
included:

• Kinds of training activities

• Schedule

• Setting group norms

• Housekeeping arrangements

• Flow of the program

• Handling problematic situations

In general programme implementation involves action on the following lines:

• Deciding the location and organizing training and other facilities.


• Scheduling the training programme.
• Conducting the programme.
• Monitoring the progress of the trainees.

TRAINING EVALUATION:
The process of examining a training program is called
training evaluation. Training evaluation checks whether training has had the
desired effect. Training evaluation ensures that whether candidates are able to
implement their learning in their respective workplaces, or to the regular work
routines.

Purposes of Training Evaluation:

The five main purposes of training evaluation are:

Feedback: It helps in giving feedback to the candidates by defining the


objectives and linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge,


transfer of knowledge at the work place, and training

Control: It helps in controlling the training program because if the training is


not effective, then it can be dealt with accordingly.
Power games: At times, the top management (higher authoritative employee)
uses the evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are


aligned with the expected outcomes.

FUNCTIONS OF EVALUATION:

There are basically two functions of evaluation:

1. Qualitative evaluations is an assessment process how well did we do?


2. Quantitative evaluation is an assessment process that answers the question
How much did we do?

PRINCIPLES OF TRAINING EVALUATION:

Training need should be identified and reviewed concurrently


with the business and personal development plan process.

a) Evaluation must be continuous.


b) Evaluation must be specific.
c) Evaluation must be based on objective methods and standards.
d) There should be correlation to the needs of the business and the individual.
e) Organizational, group and individual level training need should be identified
and evaluated.
f) Techniques of evaluation should be appropriate.
g) The evaluation function should be in place before the training takes place.
h) The outcome of evaluation should be used to inform the business and training
process.

NEED OF EVALUATION OF TRAINING:

Training cost can be significant in any business. Most


organizations are prepared to incur these cost because they expect that their
business to benefit from employees development and progress. Whether business
has benefited can be assessed by evaluation training.

There are basically four parties involved in evaluating the result of any training.
Trainer, Trainee, Training and Development department and Line
Manager.

• The Trainee wants to confirm that the course has met personal expectations
and satisfied any learning objectives set by the T & D department at the beginning
of the programme.
• The Trainer concern is to ensure that the training that has been provided is
effective or not.
• Training and Development want to know whether the course has made the
best use of the resources available.
• The Line manager will be seeking reassurance that the time hat trainee has
spent in attending training results in to value and how deficiency in knowledge
and skill redressed.

The problem for many organizations is not so much why training should be
evaluated but how. Most of the organizations overlook evaluation because
financial benefits are difficult to describe in concrete terms.

The process of evaluation is central to its effectiveness and helps to ensure that:

• Whether training budget is well spent


• To judge the performance of employee as individual and team.
• To establish culture of continuous learning and improvement.

PROCESS OF TRAINING EVALUATION:


Before Training: The learner’s skills and knowledge are assessed before the
training program. During the start of training, candidates generally perceive it as
a waste of resources because at most of the times candidates are unaware of the
objectives and learning outcomes of the program. Once aware, they are asked to
give their opinions on the methods used and whether those methods confirm to
the candidates preferences and learning style

During Training: It is the phase at which instruction is started. This phase


usually consist of short tests at regular intervals.

After Training: It is the phase when learner’s skills and knowledge are assessed
again to measure the effectiveness of the training. This phase is designed to
determine whether training has had the desired effect at individual department
and organizational levels. There are various evaluation techniques for this phase.

Techniques of evaluation:

The various methods of training evaluation are:

• Observation

• Questionnaire

• Interview

• Self diaries

• Self recording of specific incidents

WHAT TO EVALUATE/LEVEL OF EVALUATION:


Donald Kirkpatrick developed four level models to assess
training effectiveness. According to him evaluation always begins with level first
and should move through other levels in sequence.

• Reaction Level: The purpose is to measure the individual reaction to the


training activity. The benefit of Reaction level evaluation is to improve
Training and Development activity efficiency and effectiveness.
• Learning Level: The basic purpose is to measure the learning transfer
achieved by the training and development activity. Another purpose is to
determine to what extent the individual increased their knowledge, skills and
changed their attitudes by applying quantitative or qualitative assessment
methods
• Behavior Level: The basic purpose is to measure changes in behavior of the
individual as a result of the training and development activity and how well
the enhancement of knowledge, skill, attitudes has prepared than for their
role.
• Result Level: The purpose is to measure the contribution of training and
development to the achievement of the business/operational goals.
COMPANY PROFILE

INTRODUCTION AND HISTORY:

Computer Sciences Corporation (CSC or the Company) is one


of the world leaders in the information technology (IT) and professional services
industry. Since it was founded 50 years ago in 1959, the Company has helped
clients use IT more efficiently in order to improve their operations and
profitability, achieve business results and focus on core competencies.

CSC offers a broad array of services to clients in the


commercial and government markets and specializes in the application of
complex IT to achieve its customers’ strategic objectives. Its service offerings
include information technology and business process outsourcing, and IT and
professional services.

Outsourcing involves operating all or a portion of a customer’s


technology infrastructure, including systems analysis, applications development,
network operations, desktop computing and data center management. CSC also
provides business process outsourcing, managing key functions for clients, such
as procurement and supply chain, call centers and customer relationship
management, credit services, claims processing and logistics.

IT and professional services include systems integration,


consulting and other professional services. Systems integration encompasses
designing, developing, implementing and integrating complete information
systems. Consulting and professional services includes advising clients on the
strategic acquisition and utilization of IT and on business strategy, security,
modeling, simulation, engineering, operations, change management and business
process reengineering.
The Company also licenses sophisticated software systems for
the financial services and other industry-specific markets and provides a broad
array of end-to-end business solutions that meet the needs of large commercial
and government clients. The Company focuses on delivering results by combining
business innovation skills with seasoned delivery expertise to provide flexible and
scalable solutions. To do so, CSC draws on its vast experience in designing,
building and maintaining large, complex, mission-critical systems and applies
this knowledge to today’s business challenges.

CSC does not have exclusive agreements with hardware or


software providers and believes this vendor neutrality enables it to better identify
and manage solutions specifically tailored to each client’s needs.

MAJOR MARKETS:
CSC provides its services to clients in domestic and
international commercial industries and to the U.S. federal, state, and foreign
governments. Segment and geographic information are included in Note 15 to the
consolidated financial statements for the year ended April 3, 2009.

The Company provides services within three broad service


lines: Business Solutions and Services (BS&S), Global Outsourcing Services
(GOS) and North American Public Sector (NPS). The BS&S line of business
includes the BS&S—Consulting, BS&S—Financial Services Sector and BS&S—
other reportable segments. The BS&S—Other segment includes the Company’s
BS&S operations in Asia, Australia and India.

The Business Solutions and Services line of business provides


consulting and systems integration services through the BS&S—Consulting and
BS&S—Other segments and business process outsourcing and software and
software maintenance services through the BS&S—Financial Services Sector
segment. In addition, the BS&S—Other segment provides professional technology
staffing services in Australia and computer equipment repair and maintenance
services in Asia. The BS&S—Financial Services Sector segment also provides
credit reporting services in the United States.

The Company’s GOS line of business provides information


systems outsourcing services to clients in a broad array of industries including
aerospace and defense, automotive, chemical and natural resources, consumer
goods, financial services, healthcare, manufacturing, retail and distribution,
telecommunications, and technology.

The Company’s NPS line of business, providing IT services to


the U.S. federal government since 1961, is a leading federal contractor and is one
of its major IT service providers. CSC serves a broad federal customer base,
including most civil departments and branches of the military, as well as the
Department of Homeland Security. The Company provides a broad spectrum of
services to the U.S. federal government, ranging from traditional systems
integration and outsourcing to complex project management and technical
services. Key offerings include enterprise modernization, telecommunications
and networking, managed services, base and range operations, and training and
simulation.

Geographically, CSC has major operations throughout North


America, Europe and the Asia-Pacific region, including India.
During the last three fiscal years, the Company’s revenue mix by line of business
was as follows:
2009 2008 2007
BS&S—Consulting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12% 11% 11%
BS&S—Financial Services Sector . . . . . . . . . . . . . . . . . . . . . . . . 6 6 7
BS&S—Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 8 4
Business Solutions and Services . . . . . . . . . . . . . . . . . . . . . . . . . 26 25 22
Global Outsourcing Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 41 43
North American Public Sector . . . . . . . . . . . . . . . . . . . . . . . . . . 36 35 36
Subtotal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 101 101
Eliminations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (1) (1) (1)
Total Revenues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100% 100% 100%
Fiscal 2009 Overview
During fiscal 2009, CSC announced awards valued at
approximately $16.2 billion, including $4.4 billion in BS&S segment awards, $4.5
billion of GOS awards and $7.3 billion of awards with NPS. The Company
changed its methodology for determining the announced value for certain
awards. For NPS, announced values for indefinite delivery and indefinite quantity
(ID/IQ) awards represent the expected contract value at the time a task order is
awarded under the contract.

The bookings value of GOS announced awards is estimated at


the time of contract signing and includes optional contract years. New contract
bookings are recorded using then existing projections of service volumes and then
existing currency exchange rates, and are not subsequently adjusted for volume
or currency fluctuations. The announced values for BS&S line of business awards
are based on firm commitments.
On December 1, 2008, Mr. Michael J. Mancuso, age 66, was appointed to the
position of Vice President and Chief Financial Officer.

EMPLOYEES:
The Company has offices worldwide, and as of April 3, 2009, employed
approximately 92,000 persons. The services provided by CSC require proficiency
in many fields, such as computer sciences, programming, telecommunications
networks, mathematics, physics, engineering, astronomy, geology, operations,
research, economics, statistics and business administration.
AWARDS AND RANKINGS:

CSC has consistently ranked as one of the world’s top global


IT services companies and we have received numerous awards for achievements
in business and technology. For example:

 CSC was awarded the SAP Customer Center of Expertise certification for
our work with the U.S. Army’s Logistics Modernization Program (LMP).
SAP (February 2010)

 CSC was recognized by CAREERS & the disabled magazine as one of


America’s “Top 50 Employers for Persons with Disabilities.” (January
2010)

 CSC was recognized as the leader in enterprise resource planning (ERP


healthcare implementations KLAS. (January 2010)

 CSC was presented two contractor of the year awards at NASA’s small
business symposium and awards ceremony. (January 2010)

 Leaders Quadrant, Magic Quadrant for Oracle Outsourcing, North


America. Gartner (December 2009)

 Leaders Quadrant, Magic Quadrant for SAP Outsourcing, North America.


Gartner (November 2009)

 CSC wins NELI Award for Diversity and Inclusion, which represents our
commitment to develop a sustainable culture for our employees, our brand
and our clients. (November 2009)
 CSC Asia named one of The Top 75 Strategic Global IT Vendors Managing
Information Strategies (MIS) Asia Magazine (November 2009)
 CSC recognized as ‘Best Technology Vendor’ by Reactions Magazine
(November 2009)

 CSC ranks as World’s Sixth Largest Software Company by Software


Magazine in the magazine’s Software 500 ranking of the world’s largest
software and service providers. CSC was also named the leader in the
Outsourcing Services category (November 2009)

 ITSMA recognizes CSC’s launch of the first insurance B2B networking site,
WikonnecT, by awarding their Diamond Award for “Best In Class”
Marketing Excellence Award (October 2009)

 CSC wins 2009 ‘Best Award’ from the American Society for Training &
Development (October 2009)

 CSC recognized as ‘Military Spouse Friendly Employer’ for Third Year by


Military Spouse Magazine (October 2009)

 The 2009 Black Book of Outsourcing lists CSC as the third best Green
Outsourcing vendor.

 Fortune 500 America’s Largest Companies, #153 (May 2009)

 Independent Research Report Cites CSC as a ‘Leader’ in North American


and EMEA SOA System Integration Services (May 2009)

 Ranked #9 on Washington Technology Top 100 Federal Contractors (May


2009)
 SAP Pinnacle Award for Global IT Outsourcing (May 2009)

 Uptime Institute Honors in Global Green 100 for 2009 (April 2009)

 Global Services 100. Ranked #4 in Best Performers: IT Services Category


and #6 in Leaders: Human Capital Development (March 2009)

 Leaders Quadrant, Magic Quadrant for Desktop Outsourcing Services


(March 2009)

 Leaders Quadrant, Magic Quadrant for Help Desk Outsourcing, North


America (March 2009)

 ‘Positive’ Vendor Rating From Analyst Firm (March 2009)

 Ranked #1 in BPO Contact Volume for Life Insurance, Pensions and


Annuities, BPO Report (December 2008)

CSC SERVICES SPAN THE GLOBE INNOVATION AND


INGENUITY:

Since 1968, when we created the Computer Sciences


Institute, we’ve been at the forefront of educating business professionals about
technology. Today, our Leading Edge Forum (LEF) provides clients with access to
a powerful knowledge base and a global network of innovative thought leaders
who engage business and IT Leaders on the current and future role of IT. By
focusing on the realistic use of IT, the LEF helps clients understand the business
implications of new technologies and takes a practical, yet aggressive approach to
the future.
The Leading Edge Forum Executive Program helps
organizations derive business benefit from IT through a retainer-based service
that provides CIO’s and senior business executives with access to research, topical
conferences, information exchanges and advisory services.

The Leading Edge Forum Technology Programs offer CTOs


and senior technologist’s opportunities to examine timely technology topics and
explore innovative initiatives through CSC’s technology experts, alliance
programs, research centers and events. CSC’s Centers of Excellence provide
companies with opportunities to explore and test state-of-the-art solutions
with minimum upfront investment and maximum innovation
and results.

CSC'S MISSION:
The mission of CSC is to be a global leader in providing
technology-enabled business solutions and services.

CSC’S MANAGEMENT PRINCIPLES:


Our mission demands that we make an absolute
commitment to excellence in our performance. We will achieve our mission by
observing these principles:

• We commit to client satisfaction as our most important business objective.


• We recognize that CSC's accomplishments are the work of the people who
comprise CSC. We will encourage initiative, recognize individual
contribution, treat each person with respect and fairness, and afford ample
opportunity for professional growth.
• We require the highest standards of professionalism and technical
competence from our people.
• We will maintain the highest standards of ethics and business conduct and
operate at all times within the laws of all countries in which we do business.
• We will proactively pursue new business opportunities, and commit to
success in each undertaking.
• Our success as a company requires that we achieve financial performance
consistent with these principles and commensurate with a leadership
position in our industry.

DIVERSITY STATEMENT:
We value the diversity of our employees and the unique
perspectives they bring to CSC. Diversity at CSC not only includes age, race, sex,
sexual orientation/gender identity, genetic information, disabilities, and ethnicity,
but also jobs and functional roles within the company, the markets and clients we
serve, our geographic locations, educational background and whether one joined
CSC independently or through an acquisition or outsourcing arrangement. By
valuing these differences, we demonstrate our commitment to treating everyone
with fairness and respect

PROFESSIONAL GROWTH @ CSC

“We're nothing without our people. So we make it


our business to provide for their health, welfare and professional
growth.”

Learning is a life- and career-long endeavor, which we


support in numerous ways, focusing on leadership and diversity. In 2008, for
example, our employees received more than 2 million hours of training. CSC's
Educational Assistance Program is one of several ways regular, full-time
employees can gain additional skills and knowledge to enhance job performance.
We are recognized as a dedicated leader in enabling
professional growth, with awards for best practices in learning technology at the
10th Annual Corporate University Exchange Awards for Excellence and
Innovation in Corporate Learning, and a BEST Award from the American Society
for Training and Development, recognizing our global learning development
environment.

All of our employees have access to Skill Port, our online


training environment provided in partnership with Skill Soft; and to Books 24X7,
a library of business and technical materials. For our non-English speaking
employees we offer CSC Global English and the Global English Family and
Spouse Program. This web-based program contains 1,000-plus hours of business
English content, through which CSC employees and family members can improve
their speaking, listening and writing skills.

Our Centers of Excellence, located around the world, are


dedicated facilities offering customers access to our accumulated wealth of
expertise and experience in specific vertical markets and IT specialties and
provide employees to grow their expertise and to share their experience with co-
workers. CSC employees and clients can use these high-tech facilities to research,
test and market solutions tailored to their unique requirements.

Centers serve as hotbeds of innovation and technical


expertise. Because centers of excellence staff members are at the forefront of new
technology trends and breakthroughs long before coming to market, they can
apply that knowledge to everything from radically new solutions to ingenious
answers for everyday business challenges. Centers often participate in beta
testing of emerging technologies, enabling Center experts to stay abreast of
product development and, at times, influence the outcome
TRAINING AND DEVELOPMENT IN CSC:
We continually develop our employees to help reach
maximum potential. Even when you have completed your formal studies, that
does not mean that your learning stops there! CSC promotes a life-long learning
philosophy. Our goal is to help you reach your maximum potential. Just as we
continually expand and diversify our business and service offerings in an ever
changing marketplace, we continually develop our employees to keep them on the
leading edge of technology and business trends.

ONCE ON-BOARD:

Employees will attend a National Graduate Induction


program in your first week which is designed to assist you with the transition
from University into the workplace. After attending this program you will
understand our business strategy, our core values, key processes and our way of
doing business.

Depending on your role, you will have role based training that
will cover processes and tools utilized in that role. Depending on you work area,
you will participate in technology-based training to enable you to perform your
assigned duties.

The National One Year Developmental Workshop which


you attend at the 12 month mark is designed to help you develop your
professional skills.

Employees will also be allocated a buddy who will assist you


with your workflow and will also be provided with a mentor at the 12 month
mark.
ONGOING CAREER DEVELOPMENT:

We recognize that everyone has their own distinct learning


style. As a result we offer a variety of learning opportunities leveraging your
current skills and preferences through your own Individual Development Plan.

Your learning will come from a range of sources including:

• Coaching and mentoring by senior-level managers who have the


experience and insight to help you along the way
• Instructor-led skills training courses
• E-Learning and Computer Based Training courses – self paced
• Secondments and temporary assignments designed to give you
developmental opportunities

CHALLENGE:
Development of necessary competence in employees to
perform their current and future role as per organization’s objectives is critical to
the success of the organization. CSC in India faced the challenge towards
objective evaluation of the gap between the individuals’ existing skills and the
skills required to perform their job assignments. A complete process to capture
relevant training need from different sources, measure training effectiveness and
maintain training records was also not in place. To address these issues, the
training and development practices in CSC in India were more systematically
aligned to training objectives and the business needs.
CSC’S METHODOLOGY:
CSC in India has a dedicated training team setup to manage
technical, behavioral, industry framework (CMM, PCMM), employee
health/welfare (fire drill, stress management) and business continuity (disaster
recovery) training programs.

The team is entrusted with the following objectives:

 To continuously add value to the employees by catering to their current


role and career development needs

 To enhance the skill sets of the employees to cater to customer needs


better and

 To create multi skilled resource pool, so as to be equipped for any potential


business opportunity.

The training process flow starts with the training need


identification and development of a training plan. Proceeding forward, the next
important step is training formulation that includes course design and trainer
identification. Finally, the training is organized and its effectiveness evaluated
and reviewed. Considering these facts, CSC in India adopts the following
methodology towards development of competencies in employees to perform
their role based work effectively as well as focus on their developmental goals.
INNOVATIONS INTRODUCED:

CSC in India facilitates training opportunities to keep the


employees updated with technology and groom them for higher roles
and responsibilities. Some of the innovations introduced in training and
development areas include:

 Training planned as per Competency Analysis, Individual


Development Plan (IDP), Critical competencies, Role Based and
Project specific requirements of the teams

 Online systems like Training Information System (TIS) and Training


Process Database (TPD) to monitor, control and maintain training
records, status reports, evaluation reports, feedback and course material

 Skill port, an e-learning platform, with over 2800 courses in 13


languages, including Computer Based Training (CBT), reference
documents, videos and Web Based Training (WBT) content, for 24x7
access

 SLA-driven helpdesk for tracking employees requests of skill set update


and TIS related problems

 Induction training to all the new employees to facilitate smooth


transition to CSC’s work culture

 Competency Analysis database for the employees to fill in their


competencies and help identify gaps based on the learning paths listed
 Driven by business needs, employees are encouraged to acquire a
professional level of competence through process (PMP, CSQA) and
domain (Insurance, banking etc.) certifications
 Diverse knowledge pools available through CSC communities (like
JAVA community, DB2 community) on CSC portal to enhance learning

 Individual training hours are tracked against annually defined targets

 Reward and recognition system for internal trainers receiving


feedback above a given target

 Six-monthly independent evaluation of training process focusing upon


training effectiveness and gap identification

TRAINING & DEVELOPMENT GOALS

 Individuals receive timely training that is needed to perform their


assignments in accordance with the unit’s training plan

 Individuals capable of performing their assignments pursue Development


opportunities that support their development objectives

 Training and Development practices are institutionalized to ensure they


are performed as managed processes
OBJECTIVES
The first & foremost step in any research work is to
identify the problems or objectives on which the researcher has to work on.

a) Process followed by the company for identifying business, departmental


and individual training needs.

b) Understanding how competency frameworks and performance


indicators help to establish clear learning objectives

c) Designing relevant programs, choosing learning methods,


and delivering effective training sessions.

d) Checking progress by recording, monitoring and evaluating


effectiveness

e) It will help us to develop a model for training and development for all
sectors.

f) Helps in optimizing the utilization of human resource that further


helps the employee to achieve the organizational goals as well as their
individual goals.

g) Training and Development as an aid in overall organizational


development i.e. Organization gets more effective decision making and
problem solving. It helps in understanding and carrying out
organizational policies.

h) Contribution of Training and Development in increasing the


productivity of the employees that helps the organization further to
achieve its long-term goal.
METHODOLOGY
Every project work is based on certain methodology, which is a way to
systematically solve the problem or attain its objectives. It is a very
important guideline and lead to completion of any project work through
observation, data collection and data analysis.

According to Clifford Woody, “Research Methodology comprises of


defining & redefining problems, collecting, organizing &evaluating data, making
deductions &researching to conclusions.”

SELECTION OF SAMPLE SIZE


In order to take a reasonable sample size and not to disturb the
functioning of the organization, a sample size of reasonable strength of the
Company has been taken in order to arrive at the present practices of training in
the Company.

Accordingly, 50 officers have been selected at random from all


the departments of the organization and feedback forms (questionnaire) have
been obtained. The data has been analyzed in order to arrive at present training
practices in the organization.

SAMPLING TECHNIQUE USED:


The technique of Random Sampling has been used in the
analysis of the data. Random sampling from a finite population refers to that
method of sample selection, which gives each possible sample combination an
equal probability of being picked up and each item in the entire population to
have an equal chance of being included in the sample. This sampling is without
replacement, i.e. once an item is selected for the sample, it cannot appear in the
sample again.

DATA COLLECTION:
To determine the appropriate data for research mainly two kinds of data was
collected namely primary & secondary data as explained below:

Primary Data:

The primary data is collected through personal interview with

employees, by questionnaires.

Secondary data:

The sources of secondary data are,

 Internet

 Brochures, Magazines, Annual reports of the organization.

Sample size: The total population of 50 constituted the study.

STATISTICAL TOOLS USED

1. Percentages
LIMITATIONS
The following are the limitations of the study:

 The sample size was small and hence the results can have a degree of
variation.

 The response of the employees in giving information was lukewarm.

SCOPE OF THE STUDY


Training Effectiveness is the process wherein the management finds out how
effective it has been at training and developing the employees in an organization.
 This study gives some suggestions for making the present training and
development system more effective.
 It gives organization the direction, how to deal differently with different
employees.
 It identifies the training & development needs present among the
employees.
DATA ANALYSIS

Table 1:
Table showing the age group of the employees in the organization

Options No. of Respondents % of Responses


<30 yrs 13 26
30-40 yrs 17 34
40-50 yrs 14 28
>50 yrs 6 12
Total 50 100%

INTERPRETATION:
From the above details it’s clear that the 32% of the
workers in the organization are of the age 30-40. The next majority of workers
are of the age <30 years.
FIG 1:

Age group of the employees in the organization

<30 yrs
30-40 yrs
40-50 yrs
>50 yrs
Table 2:

Table showing the income level of the employees in the organization

Options No. of Respondents % of Responses


10000-20000 9 18
20000-30000 16 32
30000-40000 14 28
More than 40000 11 22
Total 50 100%

INTERPRETATION:
32% of the employees in the organization have income level of
20000-30000. 28% of them get income around 30000-40000. This shows the
change in income level for different works performed in the organization.

FIG 2:
Income level of the employees in the organization

10000-20000
20000-30000
30000-40000
more than 40000

Table 3:
Table showing whether the Organization considers training as a part of
organizational strategy.

Options No. of Respondents % of Responses


Strongly agree 17 34%
Agree 22 44%
Disagree 7 14%
Strongly Disagree 4 8%
Total 50 100%

INTERPRETATION:
From the above details it’s clear that the organization
considers training as a part of their organizational strategy because training is
very much essential in the present world for the employees to adapt themselves to
the changing circumstances.

FIG 3:
Organization considers training
as a part of
Organizational strategy

Strongly agree
Agree
Disagree
Strongly Disagree

Table 4:

Table showing training programmes in a year


No. of Programmes No. of Respondents % of Responses
0 to 5 21 42%
6 to 10 18 36%
11 to 15 8 16%
More than 15 3 6%
Total 50 100%

INTERPRETATION:

52% of the officers have attended 6-15 training programmes


in a year, which is an indication of an effective training policy of the organization.
However, 42% of the officers have attended only 0-5 training programmes, which
needs to be evenly monitored by the organization.

FIG 4:
Training programmes in a year

0 to 5
6 to 10
11 to 15
More than 15

Table 5:

Table showing whom the training is to be given in the organization


No. of Programmes No. of Respondents % of Responses
Senior staff 6 12%
Junior staff 14 28%
New staff 20 40%
Based on requirement 10 20%
Total 50 100%

INTERPRETATION:

From the Table we identify that the new staffs are considered
more in the training process. Next preference is given for the junior staff. This
ensures completion of tasks faster.

FIG 5:
Whom the training is to be given
in the organization

Senior staff
Junior staff
New staff
Based on requirement

Table 6:
Table showing important barriers in Training and Development in the
organization

No. of Programmes No. of Respondents % of Responses


Time 16 32%
Money 8 16%
Lack of interest by the 15 30%
staff
Non-availability of skilled 11 22%
trainer

Total 50 100%

INTERPRETATION:
32% of the employees feel that time is the major barrier in the
organization. There is also lack of interest by the staff in the training process. The
organization must make sure that these barriers are avoided and ensure
completion of tasks faster.

FIG 6:

Important barriers in Training and Development in the organization


Time

Money

Lack of interest by the


staff
Non-availability of skilled
trainer

Table 7:

Table showing whether the superior identifies the training needs

Options No. of Respondents % of Responses


Yes 34 68%
No 16 32%
Total 50 100%
INTERPRETATION:
Majority of the respondents feel that their superior’s
identify the training needs within the reasonable time. This will help in
accomplishing the objectives faster.

FIG 7:

Whether the superior identifies the training needs


Yes
No

Table 8:
Table showing mode of training method used in the organization

No. of Programmes No. of Respondents % of Responses


Job rotation 8 16%
External training 12 24%
Conference/discussion 14 28%
Programmed instruction 16 32%

Total 50 100%
INTERPRETATION:

From the above details it’s clear that the programmed


instruction method is used in the organization. The other methods are not given
that importance because it’s not suitable for large scale business.

FIG 8:

Mode of training method used in the organization


Job rotation
External training
Conference/discussion
Programmed instruction

Table 9:

Table showing whether you agree with practice during training session

Options No. of Respondents % of Responses


Strongly agree 22 44%
Agree 15 30%
Disagree 8 16%
Strongly Disagree 5 10%
Total 50 100%
INTERPRETATION:
44% of the respondents feel that they are provided with
enough practice during the training sessions. This enables the employees to
change themselves to the circumstances.

FIG 9:

Whether you agree with practice during training session


Strongly agree
Agree
Disagree
Strongly Disagree

Table 10:

Table showing time taken to implement the training process

Options No. of Respondents % of Responses


Less than 1 month 8 16%
1-2 month’s 13 26%
2-4 month’s 17 34%
More than 4 months 12 24%
Total 50 100%
INTERPRETATION:

From the details given by the respondents it’s clear that most
of the training processes are completed within the reasonable time. This enables
completion of objectives faster.

FIG 10:

Time taken to implement the training process


Less than 1 month
1-2 month’s
2-4 month’s
More than 4 months

Table 11:

Table showing the type of training is being imparted for new recruitments

Options No. of Respondents % of Responses


Technical training 22 44%
Management training 16 32%
Presentation skill 12 24%
Total 50 100%

INTERPRETATION:

44% respondents have said that technical training has


been imparted for the new recruitments in the organization. The other methods
are not used mostly because those methods involve high expenditure and its time
consuming.

FIG 11:

Type of training is being imparted for new recruitments


Technical training
Management training
Presentation skill

Table 12:

Table showing whether the training sessions conducted in the organization is


useful.

Options No. of Respondents % of Responses


Strongly agree 23 46%
Agree 16 32%
Disagree 8 16%
Strongly Disagree 3 6%
Total 50 100%

INTERPRETATION:

Majority of the respondents feel that the training


sessions conducted in the organization is very useful. Only a few feel that there
must be a increase in the training sessions.

FIG 12:

Training sessions conducted in the organization


Strongly agree
Agree
Disagree
Strongly Disagree

Table 12:

Table showing how well the workplace of the training is physically organized

Options No. of Respondents % of Responses


Excellent 22 44%
Good 15 30%
Average 10 20%
Bad 3 6%
Total 50 100%
INTERPRETATION:

44% of the respondents feel that the workplace has been well
organized. This increases the mentality of the employees a lot. Only a few feel that
some more development is needed.

FIG 12:

Workplace of the training


Excellent
Good
Average
Bad

Table 13:

Table showing Training and Development you need in your career aspirations

Options No. of Respondents % of Responses


Leadership training 22 44%
External Degree Study 15 30%
Formal meeting procedures 13 26%

Total 50 100%
INTERPRETATION:

From the above details its clear that majority of


respondents feel leadership training is needed to their carrier aspirations come
true. Some also prefer external degree study.

FIG 13:

Training and Development you need in your career aspirations


Leadership training

External Degree Study

Formal meeting
procedures

Table 14:

Table showing the conditions to be improved during the training sessions

Options No. of Respondents % of Responses


Re-design the job 8 16%
Remove interference 14 28%
Re-organize the work place 10 20%
Upgrade the information of the 18 36%
material given during training
Total 50 100%
INTERPRETATION:

44% of the respondents feel that the information that is


provided to them must be upgraded. Some employees also feel the interference of
others must be reduced so that they can concentrate properly during the training
sessions.

FIG 14:

Conditions to be improved during the training sessions


Re-design the job

Remove interference

Re-organize the work


place

Upgrade the information of


the material given during
training

Table 15:

Table showing whether any appraisal is given in order to motivate them to attend
the training.

Options No. of Respondents % of Responses


Strongly agree 15 30%
Agree 20 40%
Disagree 10 20%
Strongly Disagree 5 10%
Total 50 100%
INTERPRETATION:

Majority of employees have said that they are given some


appraisals in order to motivate them during the training sessions. Motivation
always leads to perfection.

FIG 15:

Appraisal given in order to motivate them to attend the training


Strongly agree
Agree
Disagree
Strongly Disagree

Table 16:

Table showing the skills that the trainer should possess to make the training
effective

Options No. of Respondents % of Responses


Should possess only Technical 10 20%
skills
Soft skills are more important than 13 26%
Technical skills
Generalist makes better Personnel 12 24%
managers that Specialist
Fond of talking to people 15 30%
Total 50 100%

INTERPRETATION:

30% of the respondents want their trainer to be fond of


talking to people. They also want their trainer to give more importance to soft
skills more than the technical skills.

FIG16:

Skills that the trainer should possess to make the training effective
Should possess only
Technical skills

Soft skills are more


important than Technical
skills
Generalist makes better
Personnel managers that
Specialist
Fond of talking to people

Table 17:

Table showing the time duration given for the training period

Options No. of Respondents % of Responses


Sufficient 16 32%
To be extended 10 20%
To be shortened 9 18%
Manageable 15 30%
Total 50 100%
INTERPRETATION:

32% of the respondents the time duration given for the


training period are very sufficient. Some feel the duration must be increased
somewhat.

FIG17:

Time duration given for the training period


Sufficient
To be extended
To be shortened
Manageable

Table 18:

Table showing the Reason for shortage of skilled man power at workplace

Options No. of % of Responses


Respondents
Lack of planning 11 22%
Lack of support from senior staff 13 26%
Lack of proper guidance and 17 34%
training at workplace
Lack of quality education at primary 9 18%
and secondary level

Total 50 100%

INTERPRETATION:
Many employees feel that the lack of proper guidance and
training has been the major reason for the shortage of skilled manpower at the
workplace. There is also lack of support from the senior staff to the junior staff.

FIG18:

Reason for shortage of skilled man power at workplace


Lack of planning

Lack of support from


senior staff

Lack of proper guidance


and training at workplace

Lack of quality education


at primary and secondary
level

Table19:

Table showing methods of training or experience required to perform other jobs


in your organization

Options No. of Respondents % of Responses


Safety awareness 13 26%
Negotiation skills 17 34%
Machine operations 12 24%
Occupational health 8 16%
Total 50 100%
INTERPRETATION:

Many employees prefer negotiation skill training to


perform other jobs in the organization. Few employees also want machine
operation skill to be imparted to them.

FIG 19:

Methods of Training or experience


required to perform
other jobs in your organization
Safety awareness
Negotiation skills
Machine operations
Occupational health

Table 20:

Table showing the general complaints about the training session

Options No. of Respondents % of Responses


Take away precious time of 13 26%
employees
Too many gaps between the 10 20%
sessions
Training sessions are unplanned 16 32%
Boring and not useful 11 22%
Total 50 100%

INTERPRETATION:
From the above details it’s clear that the employees have
complained generally about the unplanned training sessions. Many say that they
are wasting their time with long gap between the training sessions.

FIG 20:

General complaints about the training session


Take away precious time
of employees
Too many gaps between
the sessions
Training sessions are
unplanned
Boring and not useful

Table 21:

Table showing training objectives met during the training sessions

Options No. of Respondents % of Responses


All the objectives are met 17 34%
Some objectives are met 10 20%
Met according to the need 15 30%
None of the objectives are 8 16%
met
Total 50 100%

INTERPRETATION:

34% of the respondents feel that all the objectives are met
during the training sessions and sometimes it is met according to the need. The
organization must ensure itself about its completion of objectives.

FIG 21:

Training objectives met during the training sessions


All the objectives are met

Some objectives are met

Met according to the need

None of the objectives are


met

Table 22:

Table showing the methods to identify training needs in the organization

Options No. of Respondents % of Responses


Observation 11 22%
Performance appraisal 10 20%
Individual interview 16 32%
Self report questionnaire 13 26%
Total 50 100%

INTERPRETATION:

Individual training has been the most preferred method in


order to identify the training needs in the organization because it involves less
expenditure and its less time consuming.

FIG 22:

The methods to identify training needs in the organization


Observation
Performance appraisal
Individual interview
Self report questionnaire

Table 23:

Table showing the Percentage of employee cost for training and development

Options No. of Respondents % of Responses


Less than 1% 10 20
Around 1-2% 20 40
Around 3-5% 12 24
More than 5% 8 16

Total 50 100%
INTERPRETATION:

From the details it’s clear that around 1-2% employee cost are
charged from the employees for the training and development they undergo. This
is because sometimes few employees leave the organization after the training and
it will result in loss for the organization.

FIG 23:

Percentage of employee cost for training and development


Less than 1%
Around 1-2%
Around 3-5%
More than 5%

FINDINGS
1. It was found that the training programs by which they can develop their
skills satisfied employees.

2. It was found that the employees were given committee assignments when
they are on-the-job- training. They also have classroom sessions/
assignments as a part of the on-the-job training programs.

3. It has been observed that employee’s feedback will be collected


immediately up to maximum extent after the training program. The
employees are enthusiastic about the training programs and they also felt
that the training program is interactive.

4. Employees feel less enthusiastic before training. On seeing environment,


they are keen on attending off-the-job training in a new environment/
setting.

5. It was observed that employees were having recreation programs in the


development period.

6. It was observed that they can overcome their weakness in the training
programs and can develop new skills.
7. The study reveals that the training programs are conducted on the basis of
company training needs.

8. It was observed that employees are satisfied with the training program
followed by the organization.

SUGGESTIONS

1. Each employee should attend a minimum of three of maximum or five


months of training program conducted by the organization per year.

2. The Management must ensure that the training outputs should be


implemented.
3. It may be suggested that the training program be conducted away from
their area of work.

4. The training program should be more practical rather than giving lectures.

5. The training program must have problem solving techniques as part of their
of program.

6. The company must help the employees to overcome their weakness at the
time of training program.

7. The organization should provide recreation program to the employee in


order to increase their morale.

CONCLUSION

Training programmers are, not restricted to one place. All the


employees agreed that the training programs are necessary and useful for
personnel at organization. Most of the employees felt that regularity of training
programmers must be there and selection of personnel for training must be
systematic. Most of the employees felt that there must be class room
sessions/lectures as a part of the training program. Trainees (or) Employees feel
that training program is very interactive.

Employees feel that the organization has proper induction and


training programs for new employee. Mostly on-line methods are followed. Most
of the employees are satisfied with trainees. Trainees through questionnaires
evaluate the training program. Internal faculty has biasing in the selection
process. Majority of respondents preferred out side consultants to be their
trainees. Most of the employees felt that the training improves relationship
between superiors & subordinates. Feedback is collected after the training
program.

APPENDIX
1. Name :

2. Age : <30 yrs □, 30-40 yrs □, 41-50 yrs □, >50 yrs□


3. Gender : Male □ , Female □
4. Marital status : Married □ , Unmarried □
□, Engineering graduate□,
5. Educational Qualification: Diploma

Under graduate□, Post graduate□

6. Designation : Worker □, Staff□, Executive□


7. Income : 10000-20000 □, 20001-30000□, 30001-40000□,
More than 40000 □
8. Years of service : <5yrs □, 6-10yrs□, 11-20yrs□, >20yrs□
9. Your Organization considers training as a part of organizational strategy. Do
you agree with this statement?

□Strongly agree □ Agree □ Disagree □ Strongly Disagree


10. How many training programmes will you attend in a year?

□0 to 5 □6 to 10 □11 to 15 □More than 15

11. To whom the training is given more in your organization?

□Senior staff □Junior staff □New staff □Based on requirement


12. What are all the important barriers to Training and Development in your
organization?

□Time □ Money □Lack of interest by the staff □Non-availability of skilled


trainer
13. Whether the superior identifies the training needs within reasonable time?

□ Yes □No
14. What mode of training method is normally used in your organization?

□Job rotation □External training □Conference/discussion □Programmed


instruction

15. Enough practice is given for us during training session? Do you agree with
this statement?

□Strongly agree □Agree □ Disagree □ Strongly Disagree


16. How long will it take to implement the training process?

□Less than 1 month □1-2 month’s □2-4 month’s □More than 4 months

17. What type of training is being imparted for new recruitments in your
organization?

□Technical training □Management training □Presentation skill


18. The training sessions conducted in your organization is useful. Do you agree
with this statement?

□Strongly agree □ Agree □ Disagree □ Strongly Disagree


19. How well the workplace of the training is physically organized?
□Excellent □Good □Average □Bad
20. What Training and Development do you need to make your career
aspirations to come true?

□Leadership training □External Degree Study □Formal meeting


procedures

21. What are the conditions that have to be improved during the training
sessions?

□Re-design the job □Remove interference □Re-organize the work


place □Upgrade the information of the material given during training

22. Employees are given appraisal in order to motivate them to attend the
training. Does u agree with this statement?

□Strongly agree □Agree □ Disagree □ Strongly Disagree


23. What are the skills that the trainer should possess to make the training
effective?

□Should possess only Technical skills □Soft skills are more important than
Technical skills □Generalist makes better Personnel managers that

Specialist □Fond of talking to people

24. The time duration given for the training period is?

□Sufficient □To be extended □To be shortened □Manageable


25. Reason for shortage of skilled man power at workplace is:

□Lack of planning □Lack of support from senior staff □Lack of proper


guidance and training at workplace □Lack of quality education at primary and
secondary level

26. To perform other jobs in your organization, what training or experience would
you required?

□Safety awareness □ Negotiation skills □Machine


operations □Occupational health

27. What are the general complaints about the training session?

□Take away precious time of employees □Too many gaps between the
sessions □Training sessions are unplanned □Boring and not useful

28. Comment on the degree to which the training objectives are met during the
training sessions:

□All the objectives are met □ Some objectives are met □ Met according to
the need □None of the objectives are met

29. What are the methods to identify training needs in your organization?

□ Observation □ Performance appraisal □Individual interview


□Self report questionnaire
30. Percentage of employee cost for training and development

□Less than 1% □Around 1-2% □Around 3-5% □More than 5%

BIBLIOGRAPHY

You might also like