Training report on Training & Development at VSIPL

REPORT ON SUMMER TRAINING
NEED FOR TRAINING AND DEVELOPMENT
Submitted to Ewing Christen Institute of Management & Technology
In partial fulfillment of the
Requirements for the awards of Degree of
Master of Business Administration
Submitted by:
Sunil Kumar Pandey
ROLL NO. 131570026
DEPARTMENT OF MANAGEMENT
EWING CHIRSTEN INSTITUTE OF MANAGEMENT & TECHNOLOGY
ALLAHABAD UTTARPRADESH
(2014)
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DECLARATION
I declare the following:
That the material contained in this project report is the end result of my own work and that
due acknowledgement has been given in the bibliography and references to all sources be
they printed, electronic or personal.
The word of this term paper is around 14300 words.
In the event that there is a high degree of similarity in content detected, further
investigations may lead to disciplinary actions including the cancellation of my degree
according to Uttar Pradesh Technical University rules and regulations.
Unless this dissertation has been confirmed as confidential, I agree to an electronic copy or
sections of the project report to be placed on the e-learning portal, if deemed appropriate,
to allow future students the opportunity to see examples of past dissertations. I understand
that if displayed on the e-learning portal it would be able to print off copies or download.
The authorship would remain anonymous.
I declare that ethical issues have been considered, evaluated and appropriately addressed in
this research.
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ACKNOWLEDGEMENT
Conducting my summer training project has been one of the most enlightening and
interesting episode in two years of my studies in Ewing Christen Institute of Management &
Technology. It has served as a wonderful experience in my life.
I am thankful to Mr.Kamal Singh director of Visual Soft India Private Limited for his
continuous support. I very thankful to my industry project mentor Mr.KAMAL SINGH, for
being so corporative and supportive to me. He has given me all the relevant information
related to my project about the company.
I would also like to thanks Mr.KAMAL SINGH for guiding me in designing the training
and development survey in the company. Last but not the least I would thanks to all the
employees of Visual Soft India Private Limited for being so cooperative with me.
Sunil Kumar Pandey
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CONTANTS
CHAPTER 1 Page No.
a. Introduction to Training and Development. 6 to 7
b. Scope of Study 8
c. Objectives of Study 8
d. Executive Summary 9
CHAPTER 2
a. Introduction Visual Soft India Private Limited 11 to 13
b. About the project 14
c. Need for Training and Development 14
d. Importance of Training Objectives 15
e. Objectives of Training and Development 16 to 17
f. Training & Human Resource Management 17 to 18
g. Review of Literature 18 to 21
CHAPTER 3
a. Learning and Training 23
b. Training Inputs 24 to 26
c. Methods of Training & Development 27 to 32
d. Training Design 33 to 37
e. Training methods used in Visual Soft India Private Limited 38 to 41
CHAPTER 4
a) Methodology of the project 43
b) Data interpretation and analysis 44 to 57
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c) Findings 58
d) Questionnaire 59 to 61
CHAPTER 5
a) Limitations 63
b) Suggestions 63
c) Conclusions 63
d) References 64
CHAPTER 1
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INTRODUCTION TO TRAINING & DEVELOPMENT
Employee training tries to improve skills, or add to the existing level of knowledge so that
employee is better equipped to do his present job, or to prepare him for a higher position with
increased responsibilities. However individual growth is not and ends in itself. Organizational
growth need to be measured along with individual growth. Training refers to the teaching
learning activities done for the primary purpose of helping members of an organization to
acquire and apply the knowledge skills, abilities, and attitude needed by that organization to
acquire and apply the same. Broadly speaking training is the act of increasing the knowledge
and skill of an employee for doing a particular job.
The process of increasing the knowledge and skills of the
employees enable them to perform their jobs effectively. Training is, therefore, a process
whereby an individual acquires job-related skills and knowledge. Training costs can be
significant in any business. However, many employers are prepared to incur these costs
because they expect their business to benefit from employees' development and progress.
In today’s scenario change is the order of the day and the
only way to deal with it is to learn and grow. Employees have become central to success or
failure of an organization they are the cornucopia of ideas. So it high time the organization
realize that “train and retain is the mantra of new millennium.”
Training takes place at various points and places in a business. Commonly, training is
required to:
· Support new employees (induction training)
· Improve productivity
· Increase marketing effectiveness
· Support higher standards of customer service and production quality
· Introduction of new technology, systems or other change
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· Address changes in legislation
· Support employee progression and promotion
Effective training has the potential to provide a range of benefits for a business:
· Higher quality
· Better productivity
· Improved motivation - through greater empowerment
· More flexibility through better skills
· Less supervision required (cost saving in supervision)
· Better recruitment and employee retention
· Easier to implement change in the business
Effective training starts with a “training strategy”. The three stages of a training
strategy are:
· Identify the skills and abilities needed by employees.
· Draw up an action plan to show how investment in training and development will help
meet business goals and objectives.
· Implement the plan, monitoring progress and training effectiveness.
Given the costs involved, you might not be surprised to learn that many businesses do not
invest enough in training. Some firms don’t invest anything in training! Here are the most
common reasons for under-investment in training:
They fear employees will be poached by competitors (who will then benefit from the
training)
· A desire to minimize short-term costs.
· They cannot make a justifiable investment case.
· Training takes time to have the desired effect.
· Sometimes the benefits of training are more intangible (e.g. morale) than tangible –
so they are harder to measure.
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SCOPE OF THE STUDY
The scope of the study covers in depth, the various training practices, modules, formats being
followed and is limited to the company Visual Soft India Private Limited and its employees.
The different training programmes incorporated/facilitated in Visual Soft India Private
Limited through its outside agencies or professional groups. It also judges the enhancement
of the knowledge & skills of employees and feedback on its effectiveness.
OBJECTIVE OF THE STUDY
The broad objective of the study of training policies in Visual Soft India Private Limited is to
study the impact of training on the overall skill development of workers. The specific
objectives of the study are:
1) To examine the effectiveness of training in overall development of skills of
workforce.
2) To examine the impact of training on the workers.
3) To study the changes in behavioral pattern due to training.
4) To measure the differential changes in output due to training.
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5) To compare the cost effectiveness in implanting training programmes.
EXECUTIVE SUMMARY
Every organization needs to have well trained and experienced people to perform the
activities that have to be done. If current or potential job occupants can meet this
requirement, training is not important. When this not the case, it is necessary to raise
the skill levels and increase the versatility and adaptability of employees. It is being
increasing common for individual to change careers several times during their
working lives. The probability of any young person learning a job today and having
those skills go basically unchanged during the forty or so years if his career is
extremely unlikely, may be even impossible. In a rapid changing society employee
training is not only an activity that is desirable but also an activity that an organization
must commit resources to if it is to maintain a viable and knowledgeable work force.
The entire project talks about the training and development in theoretical as well as
new concepts, which are in trend now. Here I have discussed what would be the input
of training if we ever go for and how can it be good to any organization in reaping the
benefits for Visual Soft India Private Limited. What are the ways we can identify the
training need of any employee and how to know what kind of training he can go for?
Training being covered in different aspect likes integrating it with organizational
culture. How the evaluation should be done and how effective is the training all
together. Some of the companies practicing training in unique manner a lesson for
other to follow as to how to train and retain the best resource in the world to reap the
best out of it. Development is integral part of training if somebody is trained properly
and efficiently the developments of that individual and the company for whom he is
working. Here we discussed about development of employee, how to identify the
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needs, and after developing how to develop executive skill to sharpen their
knowledge. Learning should be the continuous process and one should not hesitate to
learn any stage.
CHAPTER 2
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COMPANY PROFILE OF VISUAL SOFT INDIA
PRIVATE LIMITED
VSIPL is a technology strong organization, having expertise in various domains. Meticulous
processes, standards followed, and extremely customer centric approach sets VSIPL apart in
delivery and quality.
Our Strengths are Our Systems and Methodologies in development, Our Commitment, Our
team and the way we select it, and the wide range on the domains and skills that we cover.
The result of this gives our clients, uncompromised quality and Timely delivery.
Vision
To Build a Virtual Universe, where Information Technology Comes closes to Human
intelligence. To take technology to a higher level where knowledge and Truth become ruling
forces and the Actual world becomes a better place to live.
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VSIPL Advantage
Visual Soft India Private Limited has established a clear and transparent process, where
clients are always in sync with VSIPL activities.VSIPL truly extends client's business
network by providing information and access to VSIPL operational systems.
Continuous Monitoring
We follow Visual Soft India Private Limited Client Interaction Framework (ECIF), where
clients are in touch with all the relevant information all the time. At the same time, clients can
get all the status updates and the relevant documents using their secure access to client Portal.
Assured Project Deadlines
Visual Soft India Private Limited has established controls, where project milestones are
monitored in a proactive manner. Along with clear communication with clients on project
issues, software scope is maintained so that project deadlines are met in time.
Ensuring the Use of Best Practices
To ensure the use of best practices all through the software development life cycle, Visual
Soft India Private Limited provides visibility into development processes. Visual Soft India
Private Limited has a very well defined development governance model, which we enforce
using IT tools. VSIPL can also enforce clients’ development governance and best practices if
required.
Privacy
One of the most serious concerns in offshore model is about privacy of customer
information. VSIPL Offshore Development Methodology is designed to provide customer
privacy at every step. Information captured in customer interaction (e.g. project
communication, change management) is encrypted and can only be accessed by authorized
personnel. As customers provide subset of customer data to run tests on live data, it is very
critical that the data is protected. VSIPL offers services where confidential data (e.g. actual
names of client's customers) is obfuscated. At the same time, only authorized personnel have
administrator access to databases. As it is enshrined in our constitution, clear code of conduct
is our First Principle. Non Disclosure Agreement (NDA) can be signed to ensure the
protection of customer's IP.
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ORGANISATION STRUCTURE
MANAGING DIRECTOR AND
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CEO
Mr. Kamal Singh
Mrs. Purnima Singh
Service Marketing
Service
Human Resource Developers Quality Analyst

ABOUT THE PROJECT
The duration of my project is six weeks; I am a part of H.R operation team. During these six
weeks I would be analyzing H.R policies and other functions like Recruitments, Training &
Development, and Employee Engagement.
NEED FOR TRAINING AND DEVELOPMENT
1. Training& development are needed because they enhance employee’s skills
and reveal hidden capabilities in the area in which they work.
2. By training and development workers, the productivity of the company can be
increased and the company growth in many areas can be realized.
3. This increases company profitability and (hopefully) allows employees to
make more money and rise in the company structure.
4. All this equates to a win-win approach for the company and those employed
there.
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IMPORTANCE OF TRAINING AND
DEVELOPMENT
1. 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.
2. 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.
3. 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.
4. Productivity – Training and Development helps in increasing the productivity
of the employees that helps the organization further to achieve its long-term
goal.
5. 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.
6. 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.
7. 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.
8. Quality – Training and Development helps in improving upon the quality of
work and work-life.
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9. 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.
10. Health and Safety – Training and Development helps in improving the health
and safety of the organization thus preventing obsolescence.
11. Morale – Training and Development helps in improving the morale of the
work force.
12. Image – Training and Development helps in creating a better corporate image.
13. Profitability – Training and Development leads to improved profitability and
more positive attitudes towards profit orientation.
OBJECTIVES OF TRAINING & DEVELOPMENT
The principal objective of training and development division is to make sure the availability
of a skilled and willing workforce to an organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Societal.
i. Individual Objectives – help employees in achieving their personal goals, which in
turn, enhances the individual contribution to an organization.
ii. Organizational Objectives – assist the organization with its primary objective by
bringing individual effectiveness.
iii. Functional Objectives – maintain the department’s contribution at a level suitable to
the organization’s needs.
iv. Societal Objectives – ensure that an organization is ethically and socially responsible
to the needs and challenges of the society.
Importance of Training & Development Objectives
Training objective is one of the most important parts of training program. While some
people think of training objective as a waste of valuable time. The counterargument
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here is that resources are always limited and the training objectives actually lead the
design of training. It provides the clear guidelines and develops the training program
in less time because objectives focus specifically on needs. It helps in adhering to a
plan. Training objectives tell the trainee that what is expected out of him at the end of
the training program. Training objectives are of great significance from a number of
stakeholder perspectives.
1) Trainer
2) Trainee
3) Designer
4) Evaluator
Trainer – The training objective is also beneficial to trainer because it helps the
trainer to measure the progress of trainees and make the required adjustments. Also,
trainer comes in a position to establish a relationship between objectives and
particular segments of training.
Trainee – The training objective is beneficial to the trainee because it helps in
reducing the anxiety of the trainee up to some extent. Not knowing anything or going
to a place which is unknown creates anxiety that can negatively affect learning.
Therefore, it is important to keep the participants aware of the happenings, rather than
keeping it surprise. Secondly, it helps in increase in concentration, which is the crucial
factor to make the training successful. The objectives create an image of the training
program in trainee’s mind that actually helps in gaining attention. Thirdly, if the goal
is set to be challenging and motivating, then the likelihood of achieving those goals is
much higher than the situation in which no goal is Set. Therefore, training objectives
helps in increasing the probability that the participants will be successful in training.
Designer – The training objective is beneficial to the training designer because if the
designer is aware what is to be achieved in the end then he’ll buy the training package
according to that only. The training designer would then look for the training
methods, training equipments, and training content accordingly to achieve those
objectives. Furthermore, planning always helps in dealing effectively in an
unexpected situation. Consider an example; the objective of one training program is to
deal effectively with customers to increase the sales. Since the objective is known, the
designer will design a training program that will include ways to improve the
interpersonal skills, such as verbal and non verbal language, dealing in unexpected
situation i.e. when there is a defect in a product or when a customer is angry.
Therefore, without any guidance, the training may not be designed appropriately.
Evaluator – It becomes easy for the training evaluator to measure the progress of the
trainees because the objectives define the expected performance of trainees. Training
objective is an important to tool to judge the performance of participants.
Training and Human Resource Management
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The Human Resource functioning is changing with time and with this change, the
relationship between the training function and other management activity is also changing.
The training and development activities are now equally important with that of other HR
functions. Gone are the days, when training was considered to be futile, waste of time,
resources, and money. Now-a-days, training is an investment because the departments such
as, marketing& sales, Human Resource, production, finance, etc depends on training for its
survival. If training is not considered as a priority or not seen as a vital part in the
organization, then it is difficult to accept that such a company has effectively carried out
Human Resource Management. Training actually provides the opportunity to raise the profile
development activities in the organization to increase the commitment level of employees and
growth in quality movement (concepts of Human Resource Management), senior
management team is now increasing the role of training. Such concepts of HRM require
careful planning as well as greater emphasis on employee development and long term
education. Training is now the important tool of Human Resource Management to control the
attrition rate because it helps in motivating employees, achieving their professional and
personal goals, increasing the level of job satisfaction, etc. As a result training is given on a
variety of skill development and covers a multitude of courses.
Role of HRD Professionals in Training
This is the era of cut-throat competition and with this changing scenario of business; the
role of HR professionals in training has been widened. HR role now is:
1) Active involvement in employee education.
2) Rewards for improvement in performance.
3) Rewards to be associated with self esteem and self worth.
4) Providing pre-employment market oriented skill development education and post
employment support for advanced education and training.
5) Flexible access. That is, anytime, anywhere training.
Review of Literature
Wexley and Baldwin (1986)
He criticized the traditional training and development for its lack of accountability. The lack
of accountability and rigorous evaluation may be attributable in part to an unfounded belief
that “training and development is good for the employees and the organization; so let there be
training budget and training programmes”. This target-based (e.g., a specific number of
employees to be trained during a given year) or budget-driven (influenced by the availability
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of time, energy, and resources) training and development efforts will ultimately lead to the
result that “training is only a paid perquisite or free time for the employees devoid of daily
stressors and distractions of the workplace on the one hand, and a wasteful expenditure for
the management on the other”.
Mumford (1988)
He observes that prior to participating in any training and development experience;
participants implicitly ask themselves a variety of questions: Do I believe this training and
development will help me or my subordinates? Are there risks for me if I perform poorly?
How does this experience relate to my job performance? Not surprisingly, the yield from
training and development initiatives will be maximized when employees perceive that
desirable outcomes (or avoidance of undesirable outcomes) are attained as a result of their
full commitment to a training and development program.
Grider (1990)
Conducted a study to determine which training evaluation method were perceived to be the
most effective by training professionals, and which methods were most frequently used . For
this purpose they selected members of American Society for Training &
Development (ASTD). The findings of the study suggested:
· Integrate T&D into the strategic plan of the firm.
· Provide necessary resources to evaluate the training activity effectiveness.
· Establish an information network to facilitate access to necessary data for before and
after measurement
· The most important benefit to be gained from successful evaluation will be
improvement in organizational performance and increased employee satisfaction.
Bramely (1992)
He believes that behavioral change is introduced through training evaluation presents a, three
part approach:
· Evaluation of training as a process
· Evaluation of changes in knowledge, skills, attitudes and levels of effectiveness
· Various approaches to evaluation such as interviews, surveys, various methods of
observing behavior and testing.
Srivastava et al. (2001)
He evaluated the effectiveness of various training programmes offered by the in-house
training centre of Tata Steel, Shavak Nanavati Training Institute (SNTI), India. Effectiveness
of training was measured in terms of various outcomes such as satisfaction level; reaction and
feedback of participants; and change in performance and behavior as perceived by
participants, their immediate supervisors, and departmental heads. The sample consisted of
sixty departmental heads, fourteen hundred participants and thirteen hundred immediate
supervisors from various departments. The data were collected through structured interview
schedule. It was found that the satisfaction levels of participants, their superiors, and
divisional heads were above average for all types of programmes. The participants were
benefited from the programmes, but transfer of learning was not as expected from their
supervisors. There were changes in the post-training performance ranging from 10 to 37 per
cent. Training programmes could meet the objectives only to a limited extent.
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Ogunu (2002)
In his study titled “Evaluation of Management Training and Development Program of
Guinness Nigeria PLC” examined the management training and development program of
Guinness Nigeria PLC, Benin City with a view to ascertaining its relevance, adequacy, and
effectiveness. A convenience sampling design was adopted, whereby the researcher used all
the 50 management staff of the company’s Benin Brewery as subjects for the study. Data
were collected by administering a questionnaire titled ‘Management training and
development questionnaire’ (MTDQ) developed by the researcher. Hypotheses testing in the
study revealed that facilities for staff training were adequate for effective training of
management staff, training programmes for management staff were relevant to the jobs they
performed, and the training programmes undergone by staff did indeed improve their
performance and effectiveness at works.
Yadapadithaya (2001)
He studied the current practices of evaluating training and development programmes in the
Indian corporate sector on the basis of data collected from written questionnaires mailed to
252 respondent companies – 127 private, 99 public, and 26 multinational corporations
(MNCs). The major findings of his study include the following:
· High pressure for increased quality, innovation, and productivity acts as a major
driving force for the Indian corporate training and development programmes.
· Most of the key result areas of training and development function are related to the
measurement and evaluation of training effectiveness.
· Nearly 86 per cent of the private sector, 81 per cent of the public sector, and all the
MNCs evaluate the effectiveness of training in one way or the other.
· The major purpose of evaluation is to determine the effectiveness of the various
components of a training and development program.
· Organizations rely mostly on the participants’ reactions to monitor the effectiveness
of training.
· An overwhelming majority of the organizations use “questionnaires” as an instrument
to gather relevant data for evaluation.
· In most of the cases, evaluation was done immediately after the training.
· Majority of the private and public sector organizations use one-shot programme
design and more than half of the MNCs also use single group, pre-test and post-test design
for evaluating the effectiveness of training and development programmes.
· Absence of transfer of learning from the place of training to the workplace has been a
major perceived deficiency of the corporate training and development system.
· Indian corporate sector is currently facing the challenge of designing and developing
more valid, reliable and operational measures to evaluate the effectiveness of training and
development.
Blanchard et al. (2000)
This study says that training evaluation practices at both management and non-management
level in Canada through a survey of 202 organizations, employing a total of
over 4,70,000 employees, thus representing a significant portion of the Canadian
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workforce. The survey data indicated that only one-fifth of the Canadian organizations
evaluated their training as suggested by academic standards. The researchers presented
practitioner perspective as a supporting rationale for the survey results.
Fuchsberg (1993)
This study observed that many organizations base their training and development budgets on
annual projections for new initiatives that link, optimistically, with business requirements.
Now, the need to rigorously evaluate training and development initiatives in economic terms
is becoming more apparent. As the training and development efforts in many organizations
continue to expand and grow, many new competing programmes will be proposed and senior
management and board members will continue to ask hard questions about the projected
value or likely financial impact of training and development investments. Evaluation of
the economic and non-economic benefits, and the investments associated with the training
and development programmes is absolutely critical to determining how training and
development initiatives contribute to corporate performance. Many are currently struggling
to evolve a valid, reliable and operationally viable model to measure and evaluate the
effectiveness of training and development programmes (Phillips, 1997, 1999; Taylor &
associates, 1993; Lawson, 1993, 1994; Cronshaw & Alexander, 1991; Crawford & Webley,
1992).
Sackett and Mullen, (1993) suggested a broader perspective on a variety of aspects of
training process. The purpose of evaluation is to help organizations make decision about
future training activities, and provide tools needed to assess the type of evaluation possible in
a given situation, to conduct the most informative evaluation possible given the constraints of
the situation, and to communicate to organizational decision makers both the strengths and
the limitations of whatever evaluation data is obtained.
Kraiger et. al (1993) proposed cognitive, skill-based and affective learning outcomes
(relevant to training) and recommended potential evaluation measures. They integrated
theory and research from a number of diverse disciplines and have provided a
multidimensional perspective to learning outcomes and advanced the theory of training
evaluation by providing a conceptually based scheme of learning constructs, measurement
foci, and measurement techniques.
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CHAPTER 3
Learning and Training
Irrespective of the type or method of training, a trainer has to keep in mind some of
the principles of learning or motivation, which would enhance internationalization of
what is taught.
Motivation: -A trainee needs to have a desire to learn and benefit from the program.
If the is not interested, or is de-motivated, the learning outcome is going to be
insignificant and the company will have spent its money badly. On the other hand,
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being too intense about learning and outcome may result in setting over ambitious
goals for the individual.
Reinforcement: -Following on the concept of motivation is that of reinforcement.
For learning to take place and be internalized to the desired extent, a trainee is
rewarded or given some encouragement. This reinforcement, or the acknowledgement
that what has been acquired is desirable, can be either an extrinsic or intrinsic reward-external
praise or some tangible reward, or the individual’s feeling of a sense of
progress. Current stress is on positive support and helpful behavior, even when
mistakes are made.
Feedback: - During the training process, it is useful for the trainee to be told how he
is progressing. Several researchers have confirmed that knowledge of results is an
effective motivator. Constant and periodic feedback has positive effects on the
trainee’s learning. Unless the trainee knows how close his performance comes to the
desired standard, he will not have an opportunity to improve. Feedback therefore
provides a basis for correcting oneself. Secondly, feedback helps to sustain the
trainee’s interest in the task, or that is taking place, by bringing greater involvement
with the learning process. If feedback is to be meaningful, it should follow a learning
segment as quickly as possible.
Transfer of Learning:-The maximum use of training can be made if the trainee is
able to transfer his learning to his actual work role. This is possible if identical
elements are incorporated in the training situation from the job role, either existing or
proposed. The more similar the learning situation is to the job situation, the higher the
degree of transfer the trainee can expect, and hence the grater the relevance of the
training program.
Repetition: -Repetition etches a pattern into our memory, e.g., when one studies for
an examination, it is necessary to repeatedly to over ideas so that they can be recalled
later.
Relevance: -Relevance relates to the meaningful fuse of material, which aids
learning, e.g., trainers usually explain in the overall purpose of a job to trainees before
assigning them a particular task.
TRAINING INPUTS
There are three basic types of inputs;
1) Skills
2) Attitude
3) Knowledge
The primary purpose of training is to establishing a sound relationship is at its best when the
workers attitude to the job is right, when the workers knowledge of the job is adequate, and
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he has developed the necessary skills. Training activities in an industrial organization are
aimed at making desired modifications in skills, attitudes and knowledge of employee so that
they perform their jobs most efficiently and effectively.
BEST TIME TO IMPART TRAINING TO EMPLOYEE
1. NEW RECRUITS TO THE COMPANY
These have a requirement for induction into the company as a whole in terms
of its business activities and personnel policies and provisions, the terms,
conditions and benefits appropriate to the particular employee, and the career
and advancement opportunities available.
2. TRANSFEREES WITHIN THE COMPANY
These are people who are moved from one job to another, either within the
same work area, i.e. the same department or function, or to dissimilar work
under a different management. Under this heading we are excluding
promotions, which take people into entirely new levels of responsibility.
3. PROMOTIONS
Although similar to the transferee in that there is a new job to be learned in
new surroundings, he is dissimilar in that the promotion has brought him to a
new level of supervisory or management responsibility. The change is usually
too important and difficult to make successfully to permit one to assume that
the promotes will pick it up as he goes along and attention has to be paid to
training in the tasks and the responsibilities and personal skills necessary for
effective performance.
4. NEW PLANT OR EQUIPMENT
Even the most experienced operator has everything to learn when a computer
and electronic controls replace the previous manual and electro-mechanical
system on the process plant on which he works. There is no less a training
requirement for the supervisors and process management, as well as for
technical service production control and others.
5. NEW PROCEDURES
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Mainly for those who work in offices in commercial and administrative
functions but also for those who we workplace is on the shop floor or on
process plant on any occasion on which there is a modification to existing
paperwork or procedure for, say the withdrawal of materials from stores, the
control of customer credit the approval of expense claims, there needs to be
instruction on the change in the way of working in many instances, a note
bringing the attention of all concerned the change is assume to be sufficient,
but there are cases, such as when total new systems in cooperating IT up dates
are installed, when more thorough training is needed.
6. NEW STANDARDS, RULES AND PRACTICES
Changes in any one these are likely to be conveyed by printed note or by word
of mouth by the manager to his subordinates, and this can be the most
satisfaction way of dealing with the change from the point of view of getting
those affected to understand their new responsibility. However not all changes
under this heading can be left to this sort of handling. Even the simplest
looking instruction may be regarded as undesirable or impracticable by
whoever has to perform it he may not understand the purpose behind the
change and lose confidence in a management which he now believes to be
‘messing about’, or he may understand the purpose and have a better
alternative to offer if it is not too late.
7. NEW RELATIONSHIP AND AUTHORITIES
These can arise, as a result of management decisions, in a number of ways. In
examples, the recognition of the accounts department can result in a
realization of responsibilities between the section leaders of credit control,
invoicing and customer records, although there is no movement of staff
between the sections (i.e. no transfers). Although the change in work content
for each clerk and supervisor is defined clearly for each person in the new
procedures, there is nevertheless a need for each person to know where he
stands in the new set up, which is responsible for what, and where to direct
problems and enquiries as they arise in the future.
8. MAINTENANCE OF STANDARDS
We are here concerned with maintenance of standards through training, for it
must be remembered that supervision and inspection and qualify control are
continuously responsible for standards and exercise their own authorities to
this end. Although it is generally agreed that some retraining from time to
time, taking varied forms even for the on group of employees, does act as both
a reminder and a stimulus, there is not much agreement on the next frequency
and form that such retraining should take, of there is as yet little scientific
knowledge on this subject which is of much use in industrial situations.
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9. THE MAINTENANCE OF ADAPTABILITY
Again, whilst there is little scientific study of the loss of ability to learn new
skills in those cases where people spend a long time without change, and
without the need to learn, there is increasing evidence in current experience to
suggest that this is the case in industrial employment. Add, of course, there is
the inference arising from the laboratory experiments of psychologists.
10. THE MAINTENANCE OF MANAGEMENT SKILLS & STANDARDS
Skills in supervising, employee appraisal, communications, leadership etc are
important in all companies. Some of these skills are seen to be critical to major
developments in company organization, culture, employee empowerment and
so on. Initial training in these skills is not uncommon in the largest companies
on appointment into management and supervision. But continuous training and
performance monitoring is rare, despite the common knowledge that standards
are as varied as human nature.
11. RETIREMENT AND REDUNDANCY
Employees of any position in the company who are heading towards
retirement will benefit from learning about health, social life, work
opportunities money management etc. Internal or external courses are best
attended a year or two before retirement date, in a few companies a member of
Personnel will act as a counselor as required.
BENEFITS OF TRAINING
Employees and the organization need to realize the importance of contribution and
learning for mutual growth and development. Training is the answer to deal with
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stagnation stage by constantly updating it in every field. Other benefits of training
include:
 Hiring appeal: companies that provide training attract a better quality
Workforce.
 Assessing and addressing any performance deficiency.
 Enhancing workforce flexibility: Cross-cultural training is essential for t them
for better adjustment in the new environment.
 Increasing commitment: Training acts as a loyalty booster. Employee
motivation is also enhanced when the employee knows that the organization
would provide them opportunities to increase their skills and knowledge.
 It gives the organization a competitive edge by keeping abreast of the latest
changes; it acts as a catalyst for change.
 Higher customer satisfaction and lower support cost results through improved
service, increased productivity and greater sufficiency.
 Training acts as benchmark for hiring promoting and career planning.
 It acts act as a retention tool by motivating employee to the vast opportunities
for growth available in an organization.
A TRAINING TOOL: INSPIRING OTHERS
In the new era new era, challenges for the trainer are to create learning environment.
Trainer needs to innovate in new ways design and deliver the training inputs. Wide
range of technique like interactive methods like teaching, experiential learning cases
inventories games, including humor. Where as we have the ancient way of storytelling
as a powerful tool to create learning for adult managers of industry. Sharing one’s
own perception, experience and ideas learning value can be increased exponentially.
Methods of Training & Development
There are various methods of training, which can be divided in to cognitive and
behavioral methods. Trainers need to understand the pros and cons of each method,
also its impact on trainees keeping their background and skills in mind before giving
training. Cognitive methods are more of giving theoretical training to the trainees. The
various methods under Cognitive approach provide the rules for how to do something,
written or verbal information; demonstrate relationships among concepts, etc. These
methods are associated with changes in knowledge and attitude by stimulating
learning. The various methods that come under Cognitive approach are:
LECTURE –
It is one of the oldest methods of training. This method is used to create understanding
of a topic or to influence behavior, attitudes through lecture. A lecture can be in
printed or oral form. Lecture is telling someone about something. Lecture is given to
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enhance the knowledge of listener or to give him the theoretical aspect of a topic.
Training is basically incomplete without lecture. When the trainer begins the training
session by telling the aim, goal, agenda, processes, or methods that will be used in
training that means the trainer is using the lecture method.
It is difficult to imagine training without lecture format. There are some variations in
Lecture method. The variation here means that some forms of lectures are interactive
while some are not. Straight Lecture: Straight lecture method consists of presenting
information, which the trainee attempts to absorb. In this method, the trainer speaks to
a group about a topic. However, it does not involve any kind of interaction between
the trainer and the trainees. A lecture may also take the form of printed text, such as
books, notes, etc. The difference between the straight lecture and the printed material
is the trainer’s intonation, control of speed, body language, and visual image of the
trainer. The trainer in case of straight lecture can decide to vary from the training
script, based on the signals from the trainees, whereas same material in print is
restricted to what is printed. A good lecture consists of introduction of the topic,
purpose of the lecture, and priorities and preferences of the order in which the topic
will be covered.
Main Features of Lecture Method some of the main features of lecture method
are:
· Inability to identify and correct misunderstanding
· Less expensive
· Can be reached large number of people at once
· Knowledge building exercise
Demonstration Training Method
This method is a visual display of how something works or how to do something. As
an example, trainer shows the trainees how to perform or how to do the tasks of the
job. In order to be more effective, demonstration method should be should be
accompanied by the discussion or lecture method. To carry out an effective
demonstration, a trainer first prepares the lesson plan by breaking the task to be
performed into smaller modules, easily learned parts. Then, the trainer sequentially
organizes those modules and prepares an explanation for why that part is required.
While performing the demonstration, trainer:
 Demonstrates the task by describing how to do, while doing.
 Helps the focusing their attention on critical aspects of the task.
 Tells the trainees what you will be doing so they understand what you will be
showing them.
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 Explains why it should be carried out in that way the difference between the lecture
method and the demonstration method is the level of involvement of the trainee. In
the lecture method, the more the trainee is involved.
The financial costs that occur in the demonstration method are as follows:
 Cost of training facility for the program.
 Cost of materials that facilitate training.
 Food, travel, lodging for the trainees and the trainers.
 Compensation of time spent in training to trainers and trainees.
 Cost related to creating content, material.
 Cost related to the organization of the training After completing the demonstration the
trainer provide feedback, both positive and or negative, give the trainee the
opportunity to do the task and describe what he is doing and why.
Discussion Training Method
This method uses a lecturer to provide the learners with context that is supported,
elaborated, explains, or expanded on through interactions both among the trainees and
between the trainer and the trainees. The interaction and the communication between
these two make it much more effective and powerful than the lecture method. If the
Discussion method is used with proper sequence i.e. lectures, followed by discussion
and questioning, can achieve higher level knowledge objectives, such as problem
solving and principle learning.
The Discussion method consists a two-way flow of communication i.e. knowledge in the
form of lecture is communicated to trainees, and then understanding is conveyed back by
trainees to trainer. Understanding is conveyed in the form of verbal and non-verbal feedback
that enables the trainer to determine whether the material is understood. If yes, then definitely
it would help out the trainees to implement it at their workplaces and if not, the trainer may
need to spend more time on that particular area by presenting the information again in a
different manner. Questioning can be done by both ways i.e. the trainees and the trainer.
When the trainees ask questions, they explain their thinking about the content of the lecture.
A trainer who asks questions stimulates thinking about the content of the lecture. Asking and
responding questions are beneficial to trainees because it enhance understanding and keep the
trainees focused on the content. Besides that, discussions, and interactions allow the trainee to
be actively engaged in the material of the trainer. This activity helps in improving recall.
Computer-Based Training (CBT)
With the world-wide expansion of companies and changing technologies, the
demands for knowledge and skilled employees have increased more than ever, which
in turn, is putting pressure on HR department to provide training at lower costs. Many
organizations are now implementing CBT as an alternative to classroom based
training to accomplish those goals.
Some of the benefits of Computer-Based Training are:
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According to a recent survey, about 75% of the organizations are providing training to
employees through Intranet or Internet. Internet is not the method of training, but has
become the technique of delivering training. The growth of electronic technology has
created alternative training delivery systems. CBT does not require face-to-face
interaction with a human trainer. This method is so varied in its applications that it is
difficult to describe in concise terms. The various methods that come under Cognitive
approach are:
 Intelligent Tutorial System (ITS)
 Programmed Instruction (PI)
 Virtual Reality
Behavioral methods are more of giving practical training to the trainees. The various methods
under Behavioral approach allow the trainee to behavior in a real fashion. These methods are
best used for skill development. The various methods that come under Behavioral approach
are:
 Games And Simulation
 Behavior-Modeling
 Business Games
 Case Studies
 Equipment Stimulators
 In-Basket Technique
 Role Plays
 Both the methods can be used effectively to change attitudes, but through
different means.
Another Method is
MANAGEMENT DEVELOPMENT METHOD – COACHING
The procedure of the coaching is mutually determined by the executive and coach.
The procedure is followed by successive counseling and meetings at the
executive’s convenience by the coach.
1. Understand the participant’s job, the knowledge, skills, and attitudes, and
resources required to meet the desired expectation.
2. Meet the participant and mutually agree on the objective that has to be
achieved
3. Mutually arrive at a plan and schedule
4. At the job, show the participant how to achieve the objectives, observe the
performance and then provide feedback
5. Repeat step 4 until performance improves.
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For the people at middle-level management, coaching is more likely done by the supervisor;
however experts from outside the organization are at times used for up- and-coming
managers. Again, the personalized approach assists the manger focus on definite needs and
improvement Mentoring is an ongoing relationship that is developed between a senior and
junior employee.
Mentoring provides guidance and clear understanding of how the organization goes to
achieve its vision and mission to the junior employee the meetings are not as structured and
regular than in coaching. Executive mentoring is generally done by someone inside the
company. The executive can learn a lot from mentoring. By dealing with diverse mentee’s,
the executive is given the chance to grow professionally by developing management skills
and learning how to work with people with diverse background, culture, and language and
personality types Executives also have mentors.
In cases where the executive is new to the organization, a senior executive could be assigned
as a mentor to assist the new executive settled into his role. Mentoring is one of the important
methods for preparing them to be future executives. This method allows the mentor to
determine what is required to improve mentee’s performance. Once the mentor identifies the
problem, weakness, and the area that needs to be worked upon, the mentor can advise
relevant training. The mentor can also provide opportunities to work on special processes and
projects that require use of proficiency.
Some key points on Mentoring
 Mentoring focus on attitude development
 Conducted for management-level employees
 Mentoring is done by someone inside the company
 It is one-to-one interaction
 It helps in identifying weaknesses and focus on the area that needs improvement.
Job Rotation
For the executive, job rotation takes on different perspectives. The executive is
usually not simply going to another department. In some vertically integrated
organizations, for example, where the supplier is actually part of same organization
or subsidiary, job rotation might be to the supplier to see how the business operates
from the supplier point of view. Learning how the organization is perceived from the
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outside broadens the executive’s outlook on the process of the organization. Or the
rotation might be to a foreign office to provide a global perspective.
For managers being developed for executive roles, rotation to different functions in
the company is regular carried out. This approach allows the manger to operate in
diverse roles and understand the different issues that crop up. If someone is to be a
corporate leader, they must have this type of training. A recent study indicated that
the single most significant factor that leads to leader’s achievement was the variety of
experiences in different departments, business units, cities, and countries. An
organized and helpful way to develop talent for the management or executive level of
the organization is job rotation. It is the process of preparing employees at a lower
level to replace someone at the next higher level. It is generally done for the
designations that are crucial for the effective and efficient functioning of the
organization.
Benefits of Job Rotation
Some of the major benefits of job rotation are:
 It provides the employees with opportunities to broaden the horizon of
knowledge, skills, and abilities by working in different departments, business
units, functions, and countries
 Identification of Knowledge, skills, and attitudes (KSAs) required
 It determines the areas where improvement is required
 Assessment of the employees who have the potential and caliber for filling the
position
OFF THE JOB TRAINING
There are many management development techniques that an employee can take in off the
job. The few popular methods are:
 Sensitivity Training
 Transactional Analysis
 Straight Lectures/ Lectures
 Simulation Exercise
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Training Need Analysis (TNA)
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.
Why training need analysis?
Training need analysis is conducted to determine whether resources required are
available or not. It helps to plan the budget of the company, areas where training is
required, and also highlights the occasions where training might not be appropriate
but requires alternate action.
Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee and its
sub group.
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 need 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
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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.
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.
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.
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.
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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
Implementing Training
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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:
a. Greeting participants – simple way to ease those initial tense moment
b. Encouraging informal conversation• Remembering their first name
c. Pairing up the learners and have them familiarized with one another
d. Listening carefully to trainees’ comments and opinions
e. Telling the learners by what name the trainer wants to be addresses
f. Getting to class before the arrival of learners
g. Starting the class promptly at the scheduled time
h. Using familiar examples
i. Varying his instructional techniques
j. 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:
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a. Kinds of training activities
b. Schedule
c. Setting group norms
d. Housekeeping arrangements
e. Flow of the program
f. Handling problematic situations
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:
1. Feedback: It helps in giving feedback to the candidates by defining the objectives
and linking it to learning outcomes.
2. Research: It helps in ascertaining the relationship between acquired knowledge,
transfer of knowledge at the work place, and training.
3. Control: It helps in controlling the training program because if the training is not
effective, then it can be dealt with accordingly.
4. Power games: At times, the top management (higher authoritative employee) uses the
evaluative data to manipulate it for their own benefits.
5. Intervention: It helps in determining that whether the actual outcomes are aligned
with the expected outcomes.
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 consists 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
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The various methods of training evaluation are:
· Observation
· Questionnaire
· Interview
· Self diaries
· Self recording of specific incidents
Quality
Particularly in those industries, which have to compete in international markets, the
management made clear links between training policies and the quality of work.
Change in Corporate culture
Continuous training was used to transmit new business strategies and new organization
culture.
Organizational Development
In some organization where financial responsibilities were being decentralized, the training
function was also getting decentralized. In other training dept was abolished altogether and
all manager’s were made responsible for instruction and training.
Flexible working practices
Company made a major training program after making two third work forces redundant. This
involved both vocational training and encouraging employee to take educational courses in
their free time.
Training and employment package
In certain companies training formed part of the pay packet offered to employees. It also had
a bearing on the Lab our turnover percentage of employee. In other way we can say its like
cost to company.
Corporate structure
In some instances I became difficult for managers to meet business objectives because they
had in sufficient control over recruitment and training decision. In some other cases rivalries
between different divisions of same company, prevented the integration of coherent training
and personal policies at central level.
The role of professional trainers
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The findings suggest that the role of the professional trainer had undergone significant
changes. He is today not only a mere provider or organizer of training but also is being seen
as an agent or facilitator of change. This because today the management is integrating
training into the very culture of their organization. In some organization the trainers now
have access to key decision-makers and have established greater legitimacy for training and
development activities.
Corporate and individual training needs
Evidence suggests that numbers of organization are effectively integrating their training and
business strategies and progress has been made in training for organizational development.
Although the need for continuing training of manager and professional is being assessed on a
more systematic basis this has not been extended more widely
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Training Methods adopted by VSIPL
The training methods which are generally used in an organization are classified into two
categories:
1) On the job: On-the-job training places the employees in an actual work situation and
makes them appear to be immediately productive. It is learning by doing. For jobs,
that either are difficult to simulate or can be learn quickly by watching and doing on-the-
job training makes sense.
One of the drawbacks to on-the-job training can be low productivity while the
employees develop their skills. Another drawback can be the errors made by the
trainees while they learn. However, when the damage the trainees can do is minimal,
where training facilities and personnel are limited or costly, and where it is desirable
for the workers to learn the job under normal working conditions, the benefits of on-the-
job training frequently offset its drawbacks.
(ii) Job Instruction Training: JIT consists of four basic steps:
a. Preparing the trainees by telling them about the job and overcoming their
uncertainties.
b. Presenting the instruction, giving essential information in a clear manner.
c. Having the trainees try out the job to demonstrate their understanding.
d. Placing the workers into the job, on their own, with a designated resource
person to call upon should they need assistance.
2) Off the job: Off-the-job training covers a number of techniques – classroom
lectures, films, demonstrations, case studies and other simulation exercises, and
programmed instruction. The facilities needed for each of these techniques vary from
a small make shift classroom to an elaborate development center with large lecture
halls, supplemented by small conference rooms with sophisticated audiovisual
equipment, two-way mirrors, and all the frills.
(i) Classroom lectures/conferences: The lecture or conference approach is well
adapted to conveying specific information – rules, procedures, or methods. The use of
audiovisuals or demonstrations can often make a formal classroom presentation more
interesting while increasing retention and offering a vehicle for more interesting while
increasing retention and offering a vehicle for clarifying more difficult points. The
lecture’s liabilities include possible lack of feedback and the lack of active
involvement by the trainees.
(ii) Simulation exercises: Any training activity that explicitly places the trainee in an
artificial environment that closely mirrors actual working conditions can be
considered a simulation. Simulation activities include case exercises, experimental
exercises, complex computer modeling, and vestibule training.
(iii)Vestibule training: In vestibule training, employees learn their jobs on the
equipment they will be using, but the learning is conducted away from the actual
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work floor. In the 1980s many large retail chains train cashiers on their new computer
cash registers – which are much more complex because they control inventory and
perform other functions in addition to ringing up orders – in specially created
vestibule labs that simulated the actual checkout-counter environment.
Training, as a process of long term learning is essentially a developmental tool. By
effectively utilizing this tool, the organization expects to achieve career objectives.
 Contribute towards the career progressions of the employees by importing knowledge
of an additional or reinforcing nature, developing skills and bringing about desired
attitudinal changes among them. This would not merely prove effective in assisting
them to achieve organizational goals but also enable enhancement of their self esteem
and self confidences to face external challenges.
 Ours is a changing and dynamic organization which has to pay considerable emphasis
on training and retraining its employees to enable them to be competent, committed
and has the capacity to change according to the external and internal demands and
pressures.
Training of employees is not merely the responsibility of the management or the
training cell alone, but the responsibility of department managers as well. The human
resource department must enable the involvement of the department managers in the
process of employee training and development.
Training Methods in VSIPL
1) Presentation method
2) Lecture Method
3) Out bound training
ASSESSMENT OF TRAINING NEEDS
There are five steps towards the assessment and analysis of training and development
of the organization.
 Collection of information through interviewing and discussing with key
personnel both inside and outside the organization or specific departments;
observing the work place, working conditions, processes and outcomes;
examining records, other written information and annual employee appraisal.
 Compare performances of each department and each employee against
objectives, targets and standards set for them and keeping in mind future work
requirements in the organization.
 Identify cause of problems faced by the organization to enable the
management to train the employees in handling the problems as well as
solving the problem in a satisfactory manner.
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 Segregate identified problems into problems requiring staff development
action such as training and into problems requiring other management actions,
so that these problems are accurately addressed.
 Prioritize training actions in accordance to where the training need is more
urgent.
TYPES OF TRAINING ADDRESSING VARIOUS TRAINING NEEDS
 Entry training involving new recruits and employees required to take a new
job
 Problem resolution training to meet a shortfall or deficiency in job
performance.
 Training for change to prepare employees for job identified in near future.
 Development to equip employees to meet organizational changes in future.
Facilitation of Training through Organization Intervention
Failure of training is not always because of lack of Knowledge Skill and
Ability but sometimes it is because of the organizational forces also. These
forces also hold back the transfer of training, and learning. Therefore, it is
important to keep in check those forces. For the successful transfer of training,
it is necessary to have supervisor support, trainer support, peer support, reward
system, climate and culture.
 PEERS SUPPORT – Peer support can also help in transfer of training, for
example, if the trainee is the only one who is receiving training in the
department then probably the experienced peers might put pressure on trainee
to forget the training and work. This situation also hampers in transfer of
training. However, this situation can be avoided by involving the entire
department in training. Also by encouraging the learning culture in the
organization.
 SUPERVISOR SUPPORT – Can affect their employees’ learning in number
of ways, for example, if the trainee is motivated to learn and receives full
support from their supervisor, then this support in turn encourages the
employee to learn as much as possible. Also, supervisor can also reduce the
negative factors of training, such as, the work that piles up during training that
makes the employee uncomfortable and employees’ negative perception about
the training program.
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 TRAINER SUPPORT – can also have a positive impact on the transfer of
training. Gone are the days, when the trainers’ role used to get over once the
training program is done. Trainers’ role is now extended to the work place
also. Besides training, trainer’s role is to keep a check on how trainees are
performing and help them and discuss with them if they encounter any
problem in the workplace.
 CLIMATE – Apart from supervisor support, peers support, trainer support,
Climate factor also comprises of company polices, attitude of upper
management towards employee, towards training. If these factors are positive
then the climate will also support the transfer of training. It is the
organizations foremost duty to make the employees realize through these
factors that adequate amount of time and resources are spent on them for their
professional and personal development.
 CULTURE – also have the impact over the transfer of training. If the culture
of the organization provides enough opportunities to its employees to
implement what they have learnt in the workplace and provide them variety of
others factors such as, social support, challenging jobs, etc then the likelihood
of the transfer of training increases.
 REWARD SYSTEMS – If the learning outcome that helps in achieving the
objectives is linked to reward system then the probability of the success of
training would increase
NEW ELECTRONIC TECHNOLOGIES IN TRAINING
1) Interactive computer video technology: The use of computers and
videotapes in the field of training is now well established. Some
leading institution like MANAGE, Hyderabad is using this technology
in training program.
2) Broadcast television / cable television: Televisions system in which
program is sent out by radio wave and are seen on television. Indira
45

Gandhi National Open University (IGNOU) is very well using this
technology its educational and training program.
3) Computer aided instruction: An educational concept which places
the student in a conversational mode with a computer which has
programmed study plan. The programmed course selects the next topic
or phase of study according to previous responses from the student
allowing each student to progress at pace directly to his or her learning
capability.
4) Interactive video /interactive compute: The phrase ‘interactive
video’ refers to a video program with which user (trainee) can interact.
Interactivity takes place between user and the system, something for I
also, the system composed of four basic components
a. Monitor or video display unit
b. Video tape or video disc
c. A computer
d. A disc drive, the computer controls the video or video disc.
5) Tele-conferencing: A two way audio and one way video system. It is used
nowadays by many institutions for education and training purpose.
46

CHAPTER 4
METHODOLOGY OF THE PROJECT
 Interview
 Preparation of the summary expressed
 Recommendation of fall back site
47

 Questionnaire design
RESEARCH DESIGN
 Closed ended
Sample Size:
To understand the need for Training and Development at Visual Soft India Private Limited
and what the trainee really feels about the training they have undergone and further what kind
of training they look for. Do they really look for any kind of training or not? To study the
above aspect I have covered almost about 16 people from almost all the department at of my
company Visual Soft India Private Limited.
Tools used for Data Collection
 Primary data collected through questionnaires and informal interviews.
 Secondary data collected through magazines, journals, websites, and other corporate
publications.
Data Interpretation and analysis
This Questionnaire was distributed among ten employees in which three where
Developers, two Sales Persons, two Quality Analysts and three Human Resource
Executives.
48

Job Performance
a) Knowledge: Understand job functions, requirements, tools and processes
associated with this position.
Interpretation: - This pie chart shows that 94% employees have good
knowledge about their job functions, 6% have Average knowledge. This
shows that in Visual Soft India Private Limited employees have good
knowledge about their functional area.
b) Execution: The ability to “get things done”. Follow through on task/projects
until completion, completes, task/ projects in a timely manner and according
to schedule, overcome obstacles proposes solutions rather than excuses.
49

Interpretation: - this chart shows that 69% can very well execute their given task, 31% is
average in executing their task. Over all the performance is good.
c) Problem Solving: When posed with a problem the ability to develop timely
solutions with alternatives
Interpretation: - This chart shows that 62% employees are good in problem solving, 38%
are average in their problem solving.
d) Process Improvement: Improves existing process to increase productivity,
quality, and customer satisfaction.
50

Interpretation: - This chart says that 48% employees are good in improving their work
quality, 38% is average, 8% is below average and 6 % is poor in process improvement.
e) Safety: Practices safe work habits and encourage others to do the same.
Identifies ways to improve the safety of the work environment.
Interpretation: - This chart says that 75% employees are good on practicing safe working
habits, and 25% employees are average in practicing safe working habits.
f) Productivity: Amount of work performance as compared with the peers
51

Interpretation: - This chart reveals that 44% employees are good in work performance in
comparison with the peers, and 56% employees are average in work performance as compare
with peers.
g) Quality: Quality of work performed or product produced.
Interpretation: - This chart reveals that 75% give good quality work
performance, and 25% employees are average in their quality of work
performance.
52

h) Initiative: The initiative work to be performed and perform the work without
directed by others.
Interpretation: - This chart reveals that 63% employees are good in taking initiative to
perform their work, 31% is average in taking initiative to do the work alone, and 6% is below
average.
i) Attendance & Punctuality: Arrive to work on time, work on day scheduled and
request time off with sufficient advance notice.
53

Interpretation: - This chart reveals that 69% of employees are very punctual, 25% of
employees are average in punctuality, and 6% employees are below average.
j) Organization: Organized workspace and in the approach to working.
Interpretation: - This chart reveals that 81% of the employees are well organized the
employees
k) Adaptability: Easily adapt to the change in the work place, requirements,
schedule and priorities.
54

Interpretation: - This chat reveals that 81% employees are good in adapting the change in
the work place, 19% employees are average in adapting the change.
COMMUNICATION SKILLS
a) Verbal: Ability to communicate clearly and effectively to others through
verbal communication.
Interpretation: - This chart reveals that 63% employees are good in verbal communication,
31% is average and 6% is below average.
b) Technical Skills: Create technical documents with adhere to corporate
standards, clearly communicates technical details, and presented in an
organized manner.
55

Interpretation: - this chart reveals that 50% employees are good in technical skills, 44% is
average in technical skills and 6% is below average.
c) Influence: The ability to influence others through effective communication.
( verbal, written, illustrative, etc)
Interpretation: - This chart reveals that 37% employees are good in influencing others and
63% employees are average in influencing others.
d) Presentations: Quality, clarity and effectiveness of presentations
56

Interpretation: - This chart reveals that 63% of employees are good in presentation, 31% is
average in presentation and 6% perform below average in their presentations.
e) Relationships: Relationship with co-workers, management, suppliers, and
customers.
Interpretation: - This chart reveals that 87% of employees are having good relationship with
their co-workers, 13% of employees are having average relationship with their co-workers.
f) Listening: Ability to listen and understand others, influence the practice of
active listening
57

Interpretation: - This chart reveals that 81% employees are having good listening skills and
19% of employees are average in listening.
g) Negotiation: The ability to act in professional manner and negotiate to gain
new opportunities, discover new solutions, resolve disputes, agree upon a
courses of action, bargaining or create or create outcomes which satisfies
everyone’s interest.
Interprtation:- This chart reveals that 56% of the employees have good negotiation skills
and 44% of the employees are average in negotiation skills.
h) Facilitation: Planning and running effectively and impartial meetings which
result in consensus in either solving a problem or making a decision, or
effectively presenting information.
58

Interpretation:- This chart reveals that 44% of the employees are good in facilitation, 50%
is average and 6% employees are below average.
i) Responding to Conflict: Ability to solve a dispute or conflict where all parties
are satisfied with the outcome.
Interpretation:- This chart reveals that 69% of the employees are good in solving disputes or
conflicts and 31% is average in solving the conflict.
59

INTERPERSONNAL SKILLS
a) Interaction with co-workers: Work well with co-workers, respect others, and has the
respect for others.
Interpretation:- This chart reveals that 100% of the employees are good in interaction with
the co-workers, they have the respect for each others.
b) Interaction with supervisors: Work well with supervisors, respect their authority and
interact in a professional manner
Interpretation:- This chart reveals that 100% of the employees are good in interaction with
thesupervisors, they interact in professional manner.
60

c) Interaction with clients: Work with clients resulting in established and committed
relationship with the clients
Interpretation:- This chart reveals that 25% of the employyes are good in interaction with
the clients whereas 75% of the employees are average in interaction with clients.
d) Motivational skills: Ability to motivate others which result in the desired outcome
(perform a task, change in attitude, etc)
Interpretation:- This chart reveals that 50% of the employees are good motivation skills
whereas 50% have average motivation skills.
61

e) Leadership: To have a vision and to effectively communicate it to others resulting a
change in human behavior.
Interpreatation:- This chart reveals that 44% of the employesa are having good leadership
quality whereas 50% of them are average in leadership.
62

Findings
1. The firms follow an effective training process.
2. Employees are having good knowledge about their given task.
3. The training is given to those employees who need it.
4. But the barrier for the training process in the organization is the non-availability
of skilled trainers.
5. There are gaps between the training sessions organized by the company that’s
why trainees lost touch with that.
6. As the work load is much on employees therefore less attention is given to
training sessions by the employees.
7. The Organization need to appoint trainers from outside or from different firms to
ensure better training to its employees.
8. Co-operative workforce with good technical skills.
9. They have good negotiation skills.
10. Employees have good professional relations with the higher authorities.
11. Employees are very productive and producing good result for the benefit of the
company.
12. Employees are having leadership skills which are differentiating them from
others.
13. Employees are motivated towards their task.
14. Employees are having a good listening skill that is why they are responding very
quickly.
15. They have good mutual understanding so every member of the team coordinate
with each other.
63

Questionnaire for Need for Training and Development
Name of the Employee……………………………………. Age…………………………
Designation………………………………………………… Phone No……………………
JOB PERFORMANCE
Functional Area Description
a) Knowledge Understand job functions,
requirements, tools and processes
associated with this position.
Good Average
Below Average Poor
b) Execution The ability to “get things done”.
Follow through on task/projects
until completion, completes, task/
projects in a timely manner and
according to schedule, overcome
obstacles proposes solutions
rather than excuses.
Good Average
Below Average Poor
c) Problem Solving When posed with a problem the
ability to develop timely
solutions with alternatives.
Good Average
Below Average Poor
d) Process Improvement Improves existing process to
increase productivity, quality, or
customer satisfaction.
Good Average
Below Average Poor
e) Safety Practices safe work habits and
encourage others to do the same.
Identifies ways to improve the
safety of the work environment.
Good
Average
Below Average Poor
f) Productivity Amount of work performance as
compared with the peers.
Good
Average
Below Average Poor
g) Quality Quality of work performed or
product produced.
Good Average
Below Average
Poor
64

h) Initiative The initiative work to be
performed and perform the work
without directed by others.
Good Average
Below Average Poor
i) Attendance & Punctuality Arrive to work on time, work on
day scheduled and request time
off with sufficient advance
notice.
Good Average
Below Average Poor
j) Organization Organized workspace and in the
approach to working.
Good Average
Below Average Poor
k) Adaptability Easily adapt to the change in the
work place, requirements,
schedule and priorities.
Good Average
Below Average Poor
COMMUNICATION SKILLS
a) Verbal Ability to communicate clearly and
effectively to others through verbal
communication.
Good Average
Below Average Poor
b) Technical Skills Create technical documents with
adhere to corporate standards,
clearly communicates technical
details, and presented in an
organized manner.
Good Average
Below Average Poor
c) Influence The ability to influence others
through effective communication. (
verbal, written, illustrative, etc)
Good Average
Below Average Poor
d) Presentations Quality, clarity and effectiveness
of presentations.
Good Average
Below Average Poor
e) Relationships Relationship with co-workers,
management, suppliers, and
customers.
Good Average
Below Average Poor
f) Listening Ability to listen and understand
others, influence the practice of
active listening.
Good Average
Below Average Poor
g) Negotiation The ability to act in professional
manner and negotiate to gain new
opportunities, discover new
solutions, resolve disputes, agree
upon a courses of action,
bargaining or create or create
outcomes which satisfies
everyone’s interest.
Good Average
Below Average Poor
h) Facilitation Planning and running effectively
and impartial meetings which
result in consensus in either
solving a problem or making a
decision, or effectively presenting
Good Average
Below Average Poor
65

information.
I) Responding to Conflict Ability to solve a dispute or
conflict where all parties are
satisfied with the outcome.
Good Average
Below Average Poor
INTERPERSONNAL SKILLS
f) Interaction with co-workers
Work well with co-workers,
respect others, and has the respect
for others.
Good Average
Below Average Poor
g) Interaction with
supervisors
Work well with supervisors,
respect their authority and interact
in a professional manner.
Good Average
Below Average Poor
h) Interaction with clients Work with clients resulting in
established and committed
relationship with the clients.
Good Average
Below Average Poor
i) Motivational skills Ability to motivate others which
result in the desired outcome
(perform a task, change in attitude,
etc)
Good Average
Below Average Poor
j) Leadership To have a vision and to effectively
communicate it to others resulting
a change in human behavior.
Good Average
Below Average Poor
Comments:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………................
................................................................................................................................................................
66

Limitations
Every scientific study has certain limitations and the present study is no more exception.
These are:
1. The terminology used in the subject is highly technical in nature and creates a lot of
ambiguity.
2. Respondents were found hesitant in revealing opinion about supervisors and
management.
3. Capital investment can be a limitation because Visual Soft India Private Limited is a
growing company.
Suggestions
1) Management should solve the day to day issues of the employees.
2) Management should give the actual solution to the problem faced by the
employees.
3) Required better living condition and better performance at the work place to
create the better environment in the organization.
4) Recreation facilities should be there in order to reduce the stress of the
employees.
68

Conclusion
The project report on Need for Training and Development at Visual Soft India Private
Limited has given me an exposure to the real working in the company. I feel privileged to get
practical exposure to various aspects of Human Resource Management such as functions of
HR, records, joining formalities, induction program etc. Before starting my summer project I
had an idea of conducting Training and Development only on the functions of Human
Resource Management. The company and especially Mr. Kamal Singh provided me the entire
data to conduct the Training process and many activities such as Role Plays, Blind Fold etc.
There were no restrictions on me for visiting any department or talking to any employee in
the company regarding my project. This was a very live project for me because carrying out
the entire process at my own gave me a great insight to learn various aspects of Training and
Development process in the company. I have gained a lot of knowledge during my tenure of
two months at Visual Soft India Private Limited.
References
http://practicehrm.blogspot.in/2009/10/introduction-to-training-and.html
http://facta.junis.ni.ac.rs/eao/eao200702/eao200702-13.pdf
http://www.scribd.com/doc/17551820/training-development-introduction
http://www.indianmba.com/Faculty_Column/FC797/fc797.html
http://www.slideshare.net/lkrohilkhand/methods-of-training-and-development
http://www.fao.org/docrep/W8088E/w8088e03.htm
http://www.visualsoftindia.com
http://papers.ssrn.com/sol3/cf_dev/AbsByAuth.cfm?per_id=591425
http://papers.ssrn.com/sol3/cf_dev/AbsByAuth.cfm?per_id=380598
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=556976&rec=1&srcabs=1005783
Ashton, D., & Felstead, A. (1995). Training and development. In Storey, J. (Ed.), Human
resource management. (234-253). London: Routledge.
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Fuchsberg, G. (1993), ‘Taking control’, Wall Street Journal, September 10, 1.
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Greiner, L. (1987). Management development. Unpublished Manuscript, Los Angeles:
University of Southern California.
Yadapadithaya, P.S. (2001). Evaluating corporate training and development: An Indian
experience. International Journal of Training and Development, 5(4), 261-274.
Srivastava, K.B.L., Deb, S., & Prasad, A.P. (2001). Evaluating training effectiveness and
customer satisfaction in Tata Steel- A case study. Indian Journal of Training and
Development, 1(1), 45-56.
Mumford, A. (1988). Developing Top Managers. Aldershot: Gower.
Ogunu, M.A. (2002). Evaluation of management training and development programme of
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Saxena, A.K. (1997). Training evaluation for results. New Delhi: Rawat Publications.
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