Devpriya-training and Devlopment-SAKSHI BANSAL

7/29/2019 Devpriya-training and Devlopment-SAKSHI BANSAL

1/73

1

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 to day 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 we 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 from the invested in terms like

(ROI) i.e. return on investment. 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. The best and

latest available trends in training method, the benefits which we can derive out of it. How

the evaluation should be done and how effective is the training all together.


2/73

2

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 some body 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 needs, and after

developing how to develop executive skill to sharpen there knowledge. Learning should

be the continuous process and one should not hesitate to learn any stage. Learning and

developing is fast and easy at Devpriya .


3/73

3

CHAPTER-1

INTRODUCTION

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.

In todays 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.


4/73

4

CHAPTER 2

COMPANY PROFILE

Dev Priya Product Limited

Dev Priya Product Limited started manufacturing high BF Kraft Liner with an installed

capacity of 40 TPD in the year 1998. The quality of the paper manufactured was widely

accepted and to meet the growing demands, the company went in for an expansion to

increase the installed capacity to 100 tpd. In 2005, the company decided to venture into

the Coated Board products viz. HWC, LWC, Both side Coated Board etc. and a new

machine was planned with an installed capacity of 150 tpd. This unit came into

production in January 2007 taking the total installed capacity to 250 tpd.

Dev Priya Product Limited is situated at Village Saini, 8th KM, Mawana Road, Meerut

which falls on national highway NH-19, Delhi-Kotdwar Road. It is 10 kms away from

Meerut's famous Begum Bridge roundabout. The unit is well connected by road thus

making it approachable for all the suppliers, dealers and workforce of the mills. Factory

has approx. 15 acres of land which is fully developed for its industrial activities and it has

a colony having more than 100 dwelling units for its workers.

About Us

Dev Priya Product Limited is a closely held company run by Mr. Rajender Prasad Gupta,

his three sons and other relatives.

Our bankers are Punjab National Bank, Sports Complex, Meerut.


5/73

5

He is looking to entire plant. He is an Engineering Post Graduate having vast experience of

running paper plants.

He is looking to marketing and commercial aspects of the company. He is an engineeringgraduate with post graduate in management studies.

He is looking to marketing and commercial aspects of the company. He is a commerce

graduate having vast experience in his field.

Our Achievements


6/73

6

Our company has been conferred an award i.e. INDIA's 1st SMB Top 500

Awards by Jasubhai Digital Media

Our company is one of the members of Small Scale Paper Mills Association.


7/73

7

Our Strengths and Specialty

Ours is a company driven by the desire to feed the Indian market with quality product.

The company has undertaken several challenging projects in the past and had

manufactured paper for fruit packaging (which has to withstand long durations of

refrigeration), padding paper for the laminate industry and few products relating to

stationary application. Apart from the normal product range, this Dev Priya Product

boasts of total packaging solutions under one roof.

Dev Priya Product Ltd believes in strong mill to dealer relations and most of our dealers

have been associated with the mill since beginning.

Also on the ecological front, it has been our endeavour to minimize the fresh water

consumption used for paper making. The company recycles most of the waste water after

storing them in save alls. Only the surplus water is discharged from the mill after being

treated in the Effluent Treatment Plant.


8/73

8

Contact Us

Registered Office & WorksDev Priya Product Limited,

Village Saini, 8th KM,

Mawana RoadMeerut - 250 005Uttar Pradesh

[email protected]

Tel. 0121 2620133, 2620933Fax. 0121 2621904

Corporate & Marketing OfficeDev Priya Product Limited, 4,

Shankar Vihar, 2nd Floor

Vikas MargDelhi - 110 [email protected]

Telefax. 011 22013156,

22013159, 22460457

For trade enquiries, Mr. Ramasrey and Mr. Pankaj Bhatia, Marketing Executives at Delhi

office can be contacted any time during office hours.
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


9/73

9

About Our Plant

Production Unit

We have two production units which manufacture Kraft & Duplex Board. These products

are used in packaging industries across the country.

Unit 1

A multi-cylinders mould plant for manufacturing of virgin kraft, white top liner kraft, fileboard, insulation, kraft board. This product is used in packaging industries for making

heavy cartons for fridge, T.V. and other heavy industrial products.

LG Brown: 180-300Korean Shade: 180-230White Linear: 180-300

File Board in all colours: 245-550

Natural: 150-300MBI: 180-230

Unit 2A multi-cylinders mould plant for manufacturing of coated / uncoated of duplex board of

good quality. This product is used to make packaging cartons used by packing industries

viz. soaps, paste, apparels, tea, pharmaceuticals and various other industries.

LWC: 230-500

Pearl Grey Board: 230-500

Pearl White Board: 230-500

Pearl Kraft Board: 230-500

Cutter


10/73

10

The company has recently taken a major decision to invest USD 1 million to by Duplex

synchronized cutter from Taiwan with a goad to grow and provide high quality product to

printers especially in Northern India. The cutter is expected to start by Feb, 2008. Theoutstanding features and advantages of this cutter are as following:

Consistent Quality: Ability to cut the sheets with +/-0.5 mm accuracyZero Dust Particles: The finished paper board will be dust free which willensure no ham to the printing machines.

100% Finishing:

When a printer buys duplex board finished on local cutters, he has to re-finish thematerial before feeding into the printing machine. But duplex board finished with tis

cutter can be fed directly to printing machine which will ultimately reduce the paper

wastage & will lead to time savings to a great extent

Fully Automatic:It involves fully automatic procedure of counting and packing of sheets, thereby resulting

in less labor involvement and buyer will get the untouched duplex board.

Maximum Width:It is India's largest cutter in size with 3400 mm width

Fast Cutting Speed:It can cut the sheets with a remarkable speed of 200 m/min which ensures that it will take

care of entire production of duplex board a t Dev Priya Product.

Excellent Output:The output is standardized and achievers economies of scale.

Dev Priya Product Limited

Product Range

Product of Kraft ranges from 25 BF to 40 BF and 150 GSM to 450 GSM. For Coated

Duplex Board, GSM ranges from 230 to 500 which fulfill the requirement of Indianpackaging industry.

Snapshots of our products and capabilities are as follows.

KRAFT

CAPACITY 21500 MT PER ANNUM

PRODUCT RANGEMULTILAYER HIGH BURSTFACTOR KRAFT

REGULAR KRAFT

N.S.KRAFT

GOLD KRAFT LINER

WHITE KRAFT LINER

ABBRASIVE KRAFT

KRAFT PAPER FOR BAGS &ENVELOPS


11/73

11

TEXTILE CONE QUALITY KRAFT

WET STRENGTH KRAFT

FILE BOARD (IN DIFFERENT

COLOURS)

PHOTO ALBUM PAPER

INSULATION PAPER (FORELECTRICAL INDUSTRIES)

RAW MATERIAL IMPORTED WASTE PAPER

GSM RANGE 120 TO 400

BF 25 TO 40

FINISH MG/MF

FINISH DECKLE 110


12/73

12

DUPLEX BOARD

CAPACITY 21000 MT PER ANNUM

PRODUCT RANGE

PREMIUM RANGE COATED

DUPLEX BOARDPEARL GREY BOARD

PEARL WHITE BOARD

RAW MATERIAL IMPORTED WASTE PAPER

GSM RANGE 230 TO 550

FINISH DECKLE 230

FINISH MG

FORM REEL/SHEET

FORM REEL/SHEET


13/73

13

Expansion Plan

New Ranges that will be added : Company is planning to add almost all the varities of

coated duplex board to make its presence felt everywhere in Indian market.

Machine Make / Specs. Etc. Kraft Machine is an Indian make. Manufacturing BF ranges

25 - 40 in 150 to 550 GSMs and its deckle is 108"- 110".

Duplex Board Machine is fabricated and supplied by M/s. Peer Paper Machinery Pvt Ltd.,

Saharanpur. Manufacturing GSM ranges 230 to 550 and machine deckle is 3.50 metre.

Target Capacity

At Kraft machine, it is planned that in near future its production capacity will increase from

100 tpd to 150 tpd in order to feed the ever growing market demand. At Duplex machine, it

is planned that by the end of 2007 its production capacity will increase to 225 tpd from 150

tpd.


14/73

14

"Devpriya" in Magazine


15/73

15

Dealer Network

Company sells its all the products through a wide and strong network of paperdealers across the country in order to make its quality product reachable to

every nook and corner of the country.

Marketing

MARKETING & SELLING ARRANGEMENTS:

There is a large demand for the products of the company i.e. Kraft paper and Coated Duplex

Board all over India and particularly in U.P., Delhi, Haryana, Rajasthan, Maharastra, Bihar,

Chhatisgarh, Uttaranchal, West Bengal, Punjab, Andhra Pradesh, Karnataka, Gujarat, M.P. etc.

The sales are being managed through a large number of distributors / agents. Shri Sanjeev Gupta

and Shri Manish Gupta, Directors, of the company are looking after the marketing portfolio

assisted by staff of different skills and different levels. As the Directors are already in the line of

manufacturing and having a vast experience of marketing the product hence no problem is

envisaged in marketing of enhanced production


16/73

16

Manufecturing

Process

Since we are a 100% waste paper based unit we manufacture all our paper with recycled

paper. We use imported and indigenous waste papers which reached to us in bales and in

loose condition which further is sorted out with the sorting machines and by the labour

and then it is either cooked or sometime it is directly sent to pulp mills for making it into

fine pulp. Pulp is sent to Chests for dilution and from here to Head Box and to press to

make it flat. From Press it passes through many dryers to drench it water and make it dry

and then it reaches to MG for glazing and then again to dryers for drying and then to

coater for coating. From coating it reaches to Pope Reel and from here it is cut into

various sizes at cutter as per the need of customer.

Machine TypeBoth the machines of Kraft and Duplex are Mould machines enabling us to manufacture

multi layered paper in various BFs and GSMs. Duplex machine is fully on automation

with latest PLC system and QCS system. Its deckle at 3.5 metres is the biggest one in

north Indian paper mills.


17/73

17

SWOT ANALYSIS

This project has thrown a light on the strengths, weaknesses, opportunities & the threats

Devpriya is facing in the Indian market. These can be summarized as:

STRENGTHS:

Some of the Strong Point of Devpriya is .

1. It has strong infrastructure for making Packing paper2. Devpriya is one of the best selling packing industry in western up

WEAKNESS

1.Trained staff availability at mawana Road meerut is verydifficult

2. So it hamper the productionOPPORTUNITIES

As More and more industrial sector are opening in Western UP region so their

requirement for packing is also increasing

THREATS

The cost of paper making is increasing day by day.

More and more companies are entering in this sector which is creating compet ion


18/73

18

CHAPTER 3

OBJECTIVE OF THE STUDY

The broad objective of the study of training policies in Devpriya 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 ofworkforce.

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 change in output due to training5. To compare the cost effectiveness in implanting training programmes.

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 Devpriya and its employees. The different

training programmes incorporated/facilitated in Devpriya through its faculties, outside

agencies or professional groups. It also judges the enhancement of the knowledge &

skills of employees and feedback on its effectiveness.


19/73

19

CHAPTER 4

LITERATURE REVIEW

TRAINING AND DEVELOPMENT

It is a subsystem of an organization. It ensures that randomness is reduced and learning or

behavioral change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND

DEVLOPMENT

Traditional ApproachMost of the organizations before never used to believe in

training. They were holding the traditional view that managers are born and not made.

There were also some views that training is a very costly affair and not worth.

Organizations used to believe more in executive pinching. But now the scenario seems to

be changing.

The modern approach of training and development is that Indian Organizations have

realized the importance of corporate training. Training is now considered as more of

retention tool than a cost. The training system in Indian Industry has been changed to

create a smarter workforce and yield the best results.

TRAINING DEFINED

It is a learning process that involves the acquisition of knowledge, sharpening of skills,

concepts, rules, or changing of attitudes and behaviours to enhance the performance of

employees.

Training is activity leading to skilled behavior


20/73

20

Its not what you want in life, but its knowing how to reach it

Its not where you want to go, but its knowing how to get there

Its not how high you want to rise, but its knowing how to take off

It may not be quite the outcome you were aiming for, but it will be an outcome

Its not what you dream of doing, but its having the knowledge to do it

It's not a set of goals, but its more like a vision

Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current

situation looks) at present, and where you will be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities (KSA) through

professional development.

Importance of Training and Development

Optimum Utilization of Human Resources Training and Development helps in

optimizing the utilization of human resource that further helps the employee to achieve


21/73

21

the organizational goals as well as their individual goals.

Development of Human Resources Training and Development helps to provide an

opportunity and broad structure for the development of human resources technical and

behavioral skills in an organization. It also helps the employees in attaining personal

growth.

Development of skills of employees Training and Development helps in increasing

the job knowledge and skills of employees at each level. It helps to expand the horizons

of human intellect and an overall personality of the employees

ProductivityTraining and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal

Team spirit Training and Development helps in inculcating the sense of team work,

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

the employees

Organization Culture Training and Development helps to develop and improve the

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

within the organization.

Organization Climate Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings from

leaders, subordinates, and peers.

Quality Training and Development helps in improving upon the quality of work and

work-life.

Healthy work-environmentTraining and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual

goals aligns with organizational goal.

Health and Safety Training and Development helps in improving the health and safety


22/73

22

of the organization thus preventing obsolescence.

Morale Training and Development helps in improving the morale of the work force.

Image Training and Development helps in creating a better corporate image.

Profitability Training and Development leads to improved profitability and more

positive attitudes towards profit orientation.

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

more effective decision making and problem solving. It helps in understanding and

carrying out organizational policies.

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

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

TRAINING AND DEVELOPMENT OBJECTIVES

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.

Individual Objectiveshelp employees in achieving their personal goals, which in turn,

enhances the individual contribution to an organization.

Organizational Objectivesassist the organization with its primary objective by bringing

individual effectiveness.

Functional Objectivesmaintain the departments contribution at a level suitable to the

organizations needs.

Societal Objectivesensure that an organization is ethically and socially responsible to

the needs and challenges of the society.


23/73

23

Importance of Training 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 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

TrainerThe 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 oftraining.


24/73

24

TraineeThe training objective is beneficial to the trainee because it helps in reducing

the anxiety of the trainee up to some extent. Not knowing anything or going to a place

which is unknown creates anxiety that can negatively affect learning. Therefore, it is

important to keep the participants aware of the happenings, rather than keeping it

surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the

training successful. The objectives create an image of the training program in trainees

mind that actually helps in gaining attention. Thirdly, if

the goal is set to be challenging and motivating, then the likelihood of achieving those

goals is much higher than the situation in which no goal is

Set. Therefore, training objectives helps in increasing the probability that the participants


25/73

25

will be successful in training.

DesignerThe training objective is beneficial to the training designer because if the

designer is aware what is to be achieved in the end then hell buy the training package

according to that only. The training designer would then look for the training methods,

training equipments, and training content accordingly to achieve those objectives.

Furthermore, planning always helps in dealing effectively in an unexpected situation.

Consider an example; the objective of one training program is to deal effectively with

customers to increase the sales. Since the objective is known, the designer will design a

training program that will include ways to improve the interpersonal skills, such as verbal

and non verbal language, dealing in unexpected situation i.e. when there is a defect in a

product or when a customer is angry.

Therefore, without any guidance, the training may not be designed appropriately.

EvaluatorIt 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

The HR 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

. Now-a-days, training is an investment because the departments such as,

marketing & sales, HR, 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


26/73

26

it is difficult to accept that such a company has effectively carried out HRM. 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 HRM), 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

6. Flexible access i.e. anytime, anywhere training.


27/73

27

Models of Training

Training is a sub-system of the organization because the departments such as, marketing

& sales, HR, production, finance, etc depends on training for its survival. Training is a

transforming process that requires some input and in turn it produces output in the form

of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a

particular function. An organization is a system and training is a sub system of the

organization. The System Approach views training as a sub system of an organization.

System Approach can be used to examine broad issues like objectives, functions, and

aim. It establishes a logical relationship between the sequential stages in the process of

training need analysis (TNA), formulating, delivering, and evaluating. There are 4

necessary inputs i.e. technology, man, material, time required in every system to produce

products or services. And every system must have some output from these inputs in order

to survive. The output can be tangible or intangible depending upon the organizations

requirement. A system approach to training is planned creation of training program. This

approach uses step-by-step procedures to solve the problems. Under systematic approach,

training is undertaken on planned basis. Out of this planned effort,

one such basic model of five steps is system model that is explained below.

Organization are working in open environment i.e. there are some internal and external

forces, that poses threats and opportunities, therefore, trainers need to be aware of these

forces which may impact on the content, form, and conduct of the training efforts.

The internal forces are the various demands of the organization for a better learning


28/73

28

environment; need to be up to date with the latest technologies.

The three model of training are:

1.System Model

2. Instructional System Development Model

3. Transitional model

System Model Training

The system model consists of five phases and should be repeated on a regular basis to

make further improvements. The training should achieve the purpose of helping

employee to perform their work to required standards. The steps involved in System

Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job,2. employees requirement, who needs training, what do they need to learn,

estimating training cost, etc The next step is to develop a performance measure on

the basis of which actual performance would be evaluated.

3. Design and provide training to meet identified needs. This step requiresdeveloping objectives of training, identifying the learning steps, sequencing and

structuring the contents.

4. Develop- This phase requires listing the activities in the training program that willassist the participants to learn, selecting delivery method, examining the training

material, validating information to be imparted to make sure it accomplishes all

the goals & objectives.
http://traininganddevelopment.naukrihub.com/systematic-model.htmlhttp://traininganddevelopment.naukrihub.com/systematic-model.htmlhttp://traininganddevelopment.naukrihub.com/isd-model.htmlhttp://traininganddevelopment.naukrihub.com/transitional-model.htmlhttp://traininganddevelopment.naukrihub.com/transitional-model.htmlhttp://traininganddevelopment.naukrihub.com/isd-model.htmlhttp://traininganddevelopment.naukrihub.com/systematic-model.html


29/73

29

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

6. Evaluating each phase so as to make sure it has achieved its aim in terms ofsubsequent work performance. Making necessary amendments to any of the

previous stage in order to remedy or improve failure practices

Instructional System Development Model(ISD)Model

Instructional System Development model was made to answer the training problems.

This model is widely used now-a-days in the organization because it is concerned with

the training need on the job performance.

Training objectives are defined on the basis of job responsibilities and job description and


30/73

30

on the basis of the defined objectives individual progress is measured. This model also

helps in determining and developing the

favorable strategies, sequencing the content, and delivering media for the types of

training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSISThis phase consist of training need assessment, job analysis, and

target audience analysis.

2. PLANNINGThis phase consist of setting goal of the learning outcome,

instructional objectives that measures behavior of a participant after the training,

types of training material, media selection, methods of evaluating the trainee,

trainer and the training program, strategies to impart knowledge i.e. selection of

content, sequencing of content, etc.

3. DEVELOPMENTThis phase translates design decisions into training material.

It consists of developing course material for the trainer including handouts,

workbooks, visual aids, demonstration props, etc, course material for the trainee

including handouts of summary.

4. EXECUTIONThis phase focuses on logistical arrangements, such as arranging

speakers, equipments, benches, podium, food facilities, cooling, lighting, parking,

and other training accessories.

5. EVALUATIONThe purpose of this phase is to make sure that the training


31/73

31

program has achieved its aim in terms of subsequent work performance. This phase

consists of identifying strengths and weaknesses

and making necessary amendments to any of the previous stage in order

to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It

also highlights that feedback is an important phase throughout the entire training

program. In this model, the output of one phase is an input to the next phase.

Transitional model focuses on the organization as a whole. The outer loop describes the

vision, mission and values of the organization on the basis of which training model i.e.

inner loop is executed.


32/73

32

Visionfocuses on the milestones that the organization would like to achieve after the

defined point of time. A vision statement tells that where the organization sees itself few

years down the line. A vision may include setting a role mode, or bringing some internal

transformation, or may be promising to meet some other deadlines

Missionexplain the reason of organizational existence. It identifies the position in the

community. The reason of developing a mission statement is to motivate, inspire, and

inform

the employees regarding the organization. The mission statement tells about the identity

that how the organization would like to be viewed by the customers, employees, and all

other stakeholders.

Valuesis the translation of vision and mission into communicable ideals. It reflects the

deeply held values of the organization and is independent of current industry

environment. For example, values may include social responsibility, excellent customer

service, etc.

The mission, vision, and values precede the objective in the inner loop. This model

considers the organization as a whole. The objective is formulated keeping these three

things in mind and then the training model is further implemented.


33/73

33


34/73

34

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

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 trainerThe 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-upGood physical set up is pre-requisite for effective and successful

training program because it makes the first impression on participants. Classrooms should


35/73

35

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 participantsThere are various ways by which a trainer can

establish good rapport with trainees by:

Greeting participants simple way to ease those initial tense moments

Encouraging informal conversation

Remembering their first name

Pairing up the learners and have them familiarized with one another

Listening carefully to trainees comments and opinions

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

Getting to class before the arrival of learners

Starting the class promptly at the scheduled time

Using familiar examples

Varying his instructional techniques

Using the alternate approach if one seems to bog down

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

important to review the program objective. The trainer must tell the participants the goal

of the program, what is expected out of trainers to do at the end of the program, and how

the program will run. The following information needs to be included:

Kinds of training activities

Schedule


36/73

36

Setting group norms

Housekeeping arrangements

Flow of the program

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:

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

linking it to learning outcomes.

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

of knowledge at the work place, and training.


37/73

37

Control: It helps in controlling the training program because if the training is not

effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the

evaluative data to manipulate it for their own benefits.

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

the expected outcomes.

Process of Training Evaluation

Before Training: The learners 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


38/73

38

the methods used and whether those methods confirm to the candidates preferences and

Learning style.

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

consist of short tests at regular intervals

After Training: It is the phase when learners skills and knowledge are assessed again

to measure the effectiveness of the training. This phase is designed to determine whether

training has had the desired effect at individual department and organizational levels.

There are various evaluation techniques for this phase.

Techniques of Evaluation

The various methods of training evaluation are:

Observation

Questionnaire

Interview


39/73

39

Self diaries

Self recording of specific incidents

Quality

Particularly in those industries, which have to compete in international markets, themanagement 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 organisation

culture.

Organisational Development

In some organisation where financial responsibilities were being decentralized, thetraining function was also getting decentralized. In other training dept was abolished

altogether and all managers 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


40/73

40

rivalries between different divisions of same company, prevented the integration of

coherent training and personal policies at central level.

The role of professinal trainers

The findings suggest that the role of the professional trainer had undergone significant

changes. He is today not only a mere provider or organiser 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 organisation. In some organisation 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 organisation are effectively integrating their training

and business strategies and progress has been made in training for organisational

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.


41/73

41

TYPES OF TRAINING METHODS ADOPTED BY

DEVPRIYA

The training methods which are generally used in an organization are classified into two

i.e.

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 over coming 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; and

(d) Placing the workers into the job, on their own, with a designated resource person to

call upon should they need assistance.


42/73

42

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

lectures 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 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


43/73

43

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 tem 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 importingknowledge 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 considerableemphasis 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.

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 keypersonnel both inside and outside the organization or specific departments;


44/73

44

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 againstobjectives, 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 themanagement to train the employees in handling the problems as well as solving

the problem in a satisfactory manner.

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 moreurgent.

TYPES OF TRAINING ADRESSING VARIOUS TRAINING

NEEDS;

Entry training involving new recruits and employees required to take anew job.

Problem resolution training to meet a shortfall or deficiency in jobperformance.

Training for change to prepare employees for job identified in near future. Development to equip employees to meet organizational changes in future.

Training in Global Business World

With the expansion of the organization, Human Resource job in no longer limited to their


45/73

45

native country but has extended worldwide. Localization is a key to successful expansion

that helps in improving upon workforce connections, doing the work effectively and

efficiently, and reducing global turnover.

As the organizations are expanding globally, training has become quite an essential

ingredient to improve performance. However, unavailability of budget necessary to

achieve goals results the training function to be at the bottom of priority list. Besides that,

managers do not fully adapt according to the local environment for the transfer of

training. Very often, managers use minimum of locally suitable resources or the most

critical material like employee handbooks.

Training success in various countries requires cross cultural literacy i.e. understanding of

how cultural differences across nations can affect the way training is given. At the same

time, different cultures may or may not be supportive in the transfer of training, in the

sense that cultural factor may lower or raise the cost of training.

Case StudyA very brilliant marketing professional went to Arab for the sale of his

Companys soft drink. But he came back with no results. When asked about the failure of

the mission, he answered that he prepared three cartoons. Cartoon-1- Displaying a man

looking exhausted and tired, is walking in desert in scorching heat. Cartoon-2- Displaying

the same man opening bottle and drinking the soft drink. Cartoon-3- Displaying the man

feeling alive and refresh again. Though, his strategy was good, unfortunately fails

because he was unaware that Arab people read from right to left. Moral here is

localization is a key to success.

There are some major barriers in the transfer of training when it comes to giving training


46/73

46

in other countries.

Culture

1. Values and Norms2. Attitude3. Age, Gender, and Professional Status

Language

1. Spoken

2. UnspokenSocial Structure

1. Individual2. Assumptions3. Group

Culture - Factor in Global Training Program

Communicating the information to different people from different cultures and different

nationalities can give rise to many problems. Many simple things that seem simple and

straightforward to communicate become difficult when it comes to communicating in

different environment. Giving training in ones own culture is quite different from giving

training in different culture. Being a good trainer is not the only requirement but

understanding socio-economic and cultural backgrounds has now become an important

part.

Values, norms, attitude are the building blocks of culture. Values means what a group of

people believes to be good, bad, right, or wrong. Norms means the social rules and


47/73

47

guidelines that prescribe appropriate behavior. Attitude disposes a person to act in a

certain way toward something in certain situation. A trainer giving training in different

culture has to keep these things in mind before delivering content.

Instances: A good case that concerns attitude towards time in different cities: People are

very punctual in United States.

People from US tend to come little early for any meeting, or when invited for dinner,

party to someones home because in their culture it is considered to be polite to arrive on

time. In Great Britain, people tend to come late for any appointment. If called at 5 P.M.,

that means come at 5.30 or 6 P.M. Even for Argentineans, coming on exact time is far too

early. For instance, In US, if the trainer gets late for a scheduled training session it is

treated as a breach of etiquette. And it may result in loss of trainers respect and failure in

transfer of training.

Age, Gender, and Professional StatusDifferent cultures give different regard to age,

gender, and professional qualification. For example, in Japan, people give high regard to

older people. Older people are regarded as having greater knowledge, skills, wisdom, and

abilities. Respect in the sense that people are more willing to listen to and seriously

consider the information. In such a culture, a young trainer might have to work harder to

gain attention and face problems in executing the program and transfer of training.

Similarly, some countries are also biased about the gender. Like in Gulf countries,

womens role is limited to households only. In such a culture, it is not possible for

women trainers to undergo training programs because people will not be as receptive as

in other culture.


48/73

48

Same is with high professional status- the higher the qualification of the trainer, the more

will be the importance attached to the information.

Language Problem in International Training and DevelopmentPrograms

Language comprises of both spoken and unspoken means of communication. Bestest of

the best training program will fail if trainer is not well versed in communicating trainees

language. Language is one of the most important ingredients of culture.

Spoken LanguageTrainees receiving training prefer to speak in their own language

and trainer being able to speak the local language can help establishing rapport among

trainees, which may be very important for the transfer of training. Language is one of the

major barriers when it comes to giving training in cross-cultural environment. Chinese is

the mother tongue of the largest number of people (shown below), followed buy English

and Hindi.

Percentage of the people speaking their first language


49/73

49

Unspoken Languagemeans non-verbal communication, a very important part of

communication. It is a communication that uses body movements and gestures such as,

raising eyebrows, smiling, hand movements, facial expressions, etc. A failure to

understand unspoken language can lead to a failure of communication because body

language is not the same in every culture.

For instance, raising eyebrows is a sign of recognition in most cultures, but in some

cultures, its not. Similarly, making a circle with the thumb and forefinger is a friendly

gesture in the US, but it is obscene invitation in Turkey and Greece. Also, thumbs-up

gesture is used to indicate that its fine in the US and Europe, but it is vulgar gesture in

Greece.

Another case of unspoken language is the amount of distance between the persons talking

to each other. In Latin America, the distance adopted by parties in a business discussion

is 3 to 5 feet while in the US, it is 5 to 8 feet. In the training context, if the trainer gives

training in Latin America and maintains a much larger distance than desired in their


50/73

50

culture, then in turn, it may result in a regrettable lack of rapport between the trainer and

the trainee.

Therefore, using the right body language is very important in cross-cultural training.

Global Training ClassSocial Structure

Social Structure refers to basic social organization. It consists of many aspects such as,

the degree to which the social organization laid emphasis on the individual, as opposed to

the group.

Individualism

Some countries emphasizes on individual achievement. Western countries emphasize on

individual performance, this in turn, leads to high level of creativity, high degree of

managerial mobility, entrepreneurial activity, etc. On the other hand, encouraging

individualism also make it difficult to work in teams. It may be difficult for them to co-

operate which may serve as an obstruction in smooth flow of training.

GroupIn most of the countries, group is the primary unit of organizations. Like in

Japan, the social status of an individual is determined as much as in by standing of the

group. This may lead to better cooperation; on the other hand it suppresses

entrepreneurial activity, individual creativity, etc. This in turn, may result, in loss of

recognition of individual achievement at work after training.

Therefore, trainer has to keep in mind the factor of the individual and the group while

giving training because encouraging a particular individual in Japan might be considered

as impolite or vice-versa


51/73

51

AssumptionsWe all make assumptions every day. It may be positive or negative, good

or bad. Assumptions influence our attitudes, perceptions. Most people see what they want

to see and believe what they want to believe. It some times leads to coinciding and some

time clashes. This tendency to make assumptions and forming attitudes regarding certain

things can be a big problem in a cross-cultural training. Differences in assumptions can

some times be very problematic. As an example, trainer may believe that if the trainees

do not question, they understand the content. On the other hand, trainees may believe that

if they will ask question, the trainer might think they are dull.

Presumptions can some times result in disrespect, distrust or resistance to change

behavior after training. For instance, trainees might misinterpret trainer because of his

different accent, appearance, style, or anything. Lack of interest of trainees de motivates

trainer to transfer expertise and skills. This can lead to discomfort and misjudging the

others motives and goals

It is important to analyze the audience on the factors of customs, values, and language in

case of cross-cultural training.

Stakeholders in Training

There are three major stakeholders in training program

1. The Organization2. The Trainee3. The TrainerStakeholders in the training take a training plan forward, perhaps over a period of

one year, and sets parameters and priorities for the implementation stage. General

Questions, which are asked in relationships to the training systems, are:
http://traininganddevelopment.naukrihub.com/organization.htmlhttp://traininganddevelopment.naukrihub.com/trainee.htmlhttp://traininganddevelopment.naukrihub.com/trainer.htmlhttp://traininganddevelopment.naukrihub.com/trainer.htmlhttp://traininganddevelopment.naukrihub.com/trainer.htmlhttp://traininganddevelopment.naukrihub.com/trainee.htmlhttp://traininganddevelopment.naukrihub.com/organization.html


52/73

52

What type of training is required?

Why the training is required?

What is the budget of the training?

What are the most sensitive and critical areas?

How the training will be carried out?

By whom the training program will be carried out?

Where and when will the training program be carried out?

Role of Organization in Training and Development

Questionnaire on Study on Effectiveness of Training & Development

An organization has a very close relationship with the trainee and the trainer because it is


53/73

53

the first contact for both.

The demand for the training in the organization increases when the organization wants:

To hire new people training as a means of training new recruits

To Expand When the company wants to increase its headcount

To increase certain number of staff (inposition) by a certain date

To enhance the performance of employees

Organizations name to be a part of training unit.

Demand for training also increases when there is change in the nature of job, change

in taste of consumer, change in methods of product development, etc. Theorganization goes through the following steps for the transfer of training to the field.

TraineeRole of Trainee in Transfer of Training

But the problem arises when the organization outsource the training process. In this

situation the organization assumes that the trainer must be aware of the type of training


54/73

54

need s of the participants and their organization and their content will meet those needs.

This leads to failure of the program, which results in collusion. Therefore, its a foremost

duty of the organization to make the trainer and their organization aware of their culture,

climate, responsibilities of organization, etc.

The trainee is a major stakeholder in a training program. The whole training program is

developed for the trainees only. Each candidate plays an important role in the transfer of

training because one participants attitude regarding the training influence the other

participants and also each participant can assist by advancing the learning process to

realize the training objectives.

Participants willingness to invest in the program is directly proportional to the

benefits of the learning that the trainee could expect. Each participant forms their

own perception towards training. Some perceptions remain the same during the

program, while some faded depending upon the assessment of a program by the

participant

Some personal factors that affect the trainees learning are: Family Situation

Personal Problems

Relationbetween the training program and personal objective

Level of self esteem

Benefits expected from training

Comfort level with the trainer

Learning style of trainee

KSA of trainee


55/73

55

Previous training experiences

Desire for professional growth and development

Some environmental factors that affect the trainees learning are:

Relationship with colleagues and subordinates

Training team

Trainer team

Training objective

Content of training

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

Environment in the program

Composition of training group

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

No matter how good the training program is, in the end it is the participant only

who decides whether to change his behavior or not. Trainees do not change their

behavior merely because someone tells them to do. They change when they feel

there is a need of it. They do it with their own learning style. The trainer and the

organization can only try to remove the mental blocks of the trainee, rest depends

on trainee itself.

Importance of Trainer, Role of Trainer

The effective transfer of training depends a lot on the trainer because it is the

trainer only who can remove the mental block of trainee, motivate the trainee to

learn, delete the negative perception of the trainee regarding the training. Besides

all that, a lot depends on personality of trainer also.


56/73

56

(3) a computer

(4) a disc drive, the computer controls the video or video disc. Disc drive loads a

programme into the computer.

5) Tele-conferencing:

A two way audio and one way video system. It is used nowadays by many institutions for

education and training purpose.


57/73

57

CHAPTER 4

RESEARCH METHODOLGY

Interview Preparation of the summary expressed Recommendation of fall back site Questionnaire design

RESEARCH DESIGN

Descriptive Design.Sample Size:

To understand the training and development scenario at Devpriya Mobile 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 we covered almost about 40 people from almost all the department at of the

company Devpriya Mobile

TOOLS USED FOR DATA COLLECTION

Primary data collected through questionnaires and informal interviews. Secondary data collected through magazines, journals, websites, and other

corporate publications


58/73

58

PROCEDURE FOR DATA COLLECTION.

Communication, asking questions and receiving a response in person Visiting the various organizations, libraries, internet and also preparation

of the questionnaire with the help of the project guide.


59/73

59

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 lotof ambugity.

2. All the secondary data are required were not available.3. Respondents were found hesitant in revealing opinion about supervisors and

management.


60/73

60

CHAPTER 6

DATA ANALYSIS AND INTERPRETATIONS

Q1.Your Organization considers training as a part of organizational strategy.

Do you agree with this statement?

Response No. Of Respondants Percentage

Agree 13 52

Disagree 1 4

Partly Agree 4 16Cant Say 7 28

Total 25 100

Interpretation:-

The above graph indicates that Organization considers training as a part oforganizational strategy.

0

10

20

30

40

50

60

AGREE DISAGREE PARTLY AGREE CANT SAY

Series1


61/73

61

Q 2. How many training programmes will you attend in a year?

Response No. of respondants Percentage

Less than 10 14 56

10 - 20 2 8

2040 6 24

More than 40 3 12

Total 25 100

INTERPRETATION:-

The above chart indicates that less training programmes are held in the

organization.

0

10

20

30

40

50

60

LESS THAN 10 10 20 20 - 40 MORE THAN 40

Series1


62/73

62

Q 3. To whom the training is given more in your organization?


Senior staff 3 12

Junior staff 5 20

New staff 6 24

Based on requirement 13 52

Total 25 100

INTERPRETATION:-

Training is provided on the basis of requirement.

0

10

20

30

40

50

60

SENIOR JUNIOR NEW STAFF BASED ON

REQMT.

Series1


63/73

63

Q 4. What are all the important barriers to Training and Development in

your organization?


Time 5 20

4 16

Lack of interest by staff 6 24

Non-availability of skilled

trainer

10 40

Total 25 100

INTERPRETATION:-

The above graph indicates that the important barriers to Training and

Development in the organization is Non-availability of skilled trainers.

0

5

10

1520

25

30

35

40

45

Series1


64/73

64

Q 5. Enough practice is given for us during training session? Do you agree

with this statement?

Respondants No. of respondants Percentage

Strongly Agree 14 56

Agree 2 8

Somewhat agree 6 24

Disagree 3 12

Total 25 100

INTERPRETATION:-

This graph indicates that enough practice is given for employees duringtraining sessions.

0

10

20

30

40

50

60

STRONGLY

AGREE

AGREE SOMEWHAT

AGREE

DISAGREE

Series1


65/73

65

Q6. The training sessions conducted in your organization is useful. Do you

agree with this statement?


Strongly agree 15 60

Agree 5 20

Somewhat 5 20

Disagree 0 0

Total 25 100

INTERPRETATION:-

The above graph indicates that the training sessions conducted in theorganization is useful.

0

10

20

30

40

50

60

70

STRONGLY

AGREE

AGREE SOMEWHAT

AGREE

DISAGREE

Series1


66/73

66

Q7. Employees are given appraisal in order to motivate them to attend the

training. Do u agree with this statement?


Strongly Agree 14 56

Agree 6 24

Somewhat 3 12

Disagree 2 8

Total 25 100

INTERPRETATION:-

The above graph shows that Employees are given appraisal in order to

motivate them to attend the training.

0

10

20

30

40

50

60

STRONGLY

AGREE

AGREE SOMEWHAT

AGREE

DISAGREE

Series1


67/73

67

Q8. What are the skills that the trainer should possess to make the training

effective?


Technical skills 8 32

People skills or Soft skills 6 24

Generalist makes better

Personnel managers thanSpecialist

6 24

Fond of talking to people 5 20

Total 25 100

INTERPRETATION:-

The above graph indicates that the trainer should possess technical skills to

make the training effective

0

5

10

15

20

25

30

35

TECH. SKILLS SOFT SKILL GENERALIST TALKATIVE

Series1


68/73

68

Q9. What are the general complaints about the training session?

Respondents No. of respondents Percentage

Take away precious time

of employees

4 25

Too many gaps betweenthe sessions

10 40

Training sessions are

unplanned

6 15

Boring and not useful 5 20

Total 25 100

INTERPRETATION:-

The above graph indicates that there are two many gaps between the training

sessions.

0

5

10

15

20

25

30

35

40

45

Take away

precious time of

employees

Too many gaps

between the

sessions

Training

sessions are

unplanned

Boring and not

useful

Series1


69/73

69

Q10. Reason for shortage of skilled man power at workplace are :

Respondats No. of respondants Percentage

Lack of planning 5 20

Lack of support from

senior staff

10 40

Lack of proper guidanceand training at workplace

8 32

Lack of quality educationat primary and secondary

level

2 8

Total 25 100

INTERPRETATION:-

The above graph indicates that reason for shortage of skilled man power at

workplace are lack of support from senior staff.

0

5

10

15

20

25

30

35

40

45

Lack of planning Lack of support

from senior staff

Lack of proper

guidance and

training at

workplace

Lack of quality

education at

primary and

secondary level

Series1


70/73

70

CHAPTER 7

FINDINGS

1.The firms follow an effective training process.

2.The training is given to those employees who need it.

3.But the barrier for the training process in the organization is thenon-availability of skilled trainers.

4.There are gaps between the training sessions organized by thecompany thats why trainees lost touch with that.

5.As the work load is much on employees therefore less attention isgiven to training sessions by the employees.

6. The Organization also appoints trainers from outside or from

different firms to ensure better training to its employees.


71/73

71

CONCLUSIONS/ SUGGESTIONS

Under noted few suggestions cum conclusion can be taken as for implementation to reap

furtherest benefits.

Making training and development process and entirely in house activity toreduce cost.

It is found that the average age group of trainees are in their twenties orearly thirties which signifies that the consumer durable industry need more

of young blood as enthusiasm is an integral part of the industry.

The maximum emphasis is given to job instruction methods where thetrainee are made to understand their job thoroughly and the role they are

going to play in performing their job.

Lecture as well as the presentation is the major part of imparting theeducation and training them.

The training objective are in keeping with needs and abilities of the traineeand it is this that proves to be the major reason for success of the training

as whole...


72/73

72

BIBLIOGRAPHY

BOOKS:

David A. Decenzo/Stephen P. Robins (2004) Personal and Human Resource Management

A. Monappa (2004), Personal Management

Allan Pepper (1999) A Handbook on Training and Development

WEBSITES:

www.devpriya.com

www.wikipedia.org
http://www.devpriya.com/http://www.devpriya.com/http://www.devpriya.com/


73/73

ANNEXURE

Q1.Your Organization considers training as a part of organizational strategy.Do you agree with this statement?

Q 2. How many training programmes will you attend in a year?

Q 3. To whom the training is given more in your organization?

Q 4. What are all the important barriers to Training and Development in

your organization?

Q7. Employees are given appraisal in order to motivate them to attend the

training. Do u agree with this statement?

Q8. What are the skills that the trainer should possess to make the trainingeffective?

Q9. What are the general complaints about the training session?

Q10. Reason for shortage of skilled man power at workplace are :

Devpriya-training and Devlopment-SAKSHI BANSAL

Documents

Transcript of Devpriya-training and Devlopment-SAKSHI BANSAL