Final Project Jyoti
Transcript of Final Project Jyoti
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A PROJECT REPORT
ON
EFFECTIVENESS OF TRAINING ANDDEVELOPMENT- A COMPARATIVE ANALYSISOF BPO, IT, TELECOM SECTOR IN NCR
SUBMITTED FOR PARTIAL FULFILLMENT OF THE DEGREE OF
MASTER OF BUSINESS ADMINISTRATION
By
Jyoti Sharma
(Roll No.: 1268670078)
External Supervisor Internal Supervisor
Name Name
Designation Designation
Name of Company Grater Noida
Address
Accurate Institute of Advanced Management, Greater Noida
(Affiliated to MTU and Approved by AICTE)
2013
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PREFACE
Quality without creativity is meaningless. As changes grow ever more unpredictable
creativity is rapidly becoming recognized a core management skill.Todays business environment demands that managers posses a wide range of
knowledge skills and competencies, as well as sound understanding of management
process and function. Managers need to be able to make best use of their time, talent
and of other people to work with and through others to achieve corporate objectives.
They also need to demonstrate their ability not merely to solve problems, but to
transform them and design ways through them.
This report is a comparative analysis of the effectiveness of Training and
Development in BPO, IT and TELECOM sectors in NCR.
(Jyoti Sharma)
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ACKNOWLEDGEMENT
Success is not a destination, but a journeyit is often said. I realized it better after the
completion of my project. I take this opportunity, to express my sincere gratitude to
each & every person who acted as guides, friends and torch bearers along the way and
has directly or indirectly helped me through my Project.
This study is another outgrowth of a valuable, continuous and systematic guidance of
my mentor Dr. Brijendra Singh Yadav; Associate Professor; Deptt. Of Management,
NIET. He has always been a constant source of inspiration, encouragement and
guidance in conducting this study.The successful completion of this report would not have been possible without the co-
operation and support of all the people of organizations whom I have interviewed as
part of my project for their help.
Last but not the least, I find myself lacking in words to my beloved parents &
friends for their encouragement, moral & constant support.
DATE:
PLACE: (ARCHIT AGRAWAL)
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TABLE OF CONTENTS
Pre contents
Preface..... 1
Declaration.. 2
Acknowledgement.3
Synopsis4
Index..6
Post contents
Chapter 1 Introduction 8
Training and development 9Training Need Identification 9
Objective and scope 15
Rationale 15
Chapter 2 Review of Literature 17
Chapter 3 Methodology 36
Research design 37
Description of the variables under study 37Data Collection 38
Chapter 4 Research Analysis
and Findings 40
Chapter 5 Conclusions and
Recommendation 53
Bibliography 56
Annexure
-Questionnaire 58
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List of Graphs
S.No. Table No. Title of Graph Page
No.
1 1 Objectives Achieved 43
2 2 Training program satisfaction 44
3 3 Achievement of personal objectives 45
4 4 Effectiveness of the trainer 46
5 5 Balance of theoretical and practical knowledge 47
6 6 Program duration 48
7 7 Delivery in job after training 49
8 8 Time for activities and follow up discussion 50
9 9 Feedback mechanism 51
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CHAPTER 1
INTRODUCTION
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INTRODUCTION
TRAINING AND DEVELOPMENT
Training is a learning experience in that it seeks a relatively permanent change in an
individual that will improve his/her ability to perform on the job. We generally say
training can involve the changing of skills, knowledge, attitudes or social behavior. It
may bring changes in employees, how they work, and their attitudes toward their
work of their interaction with their co-workers or supervisors and the way behaves
and works
TRAINING OBJECTIVES AND STRATEGIES
Having identified the training needs based on the various analyses, the next logical
steps are to set training objectives in concrete terms and to decide on the training
strategies to be adopted to meet these objectives. The training needs basically
highlight the gap between the existing and desired repertoire of knowledge attitude
and skills at individual, group and organizational level to enable the employees to
contribute towards the realization of organizational objectives at optimum efficiency.
The training effort thus will have to aim at filling in this gap by clearly stating the
objectives in quantitative and qualitative terms to be achieved through training. Such
an exercise will also enable the training specialists to evaluate, monitor and measure
the extent to which stated objectives have been met through training intervention. As
the training objectives are related to organizational objectives, the involvement of the
top management will be necessary to ensure that the two sets of objectives are
integrated.
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TRAINING NEED ASSESSMENT
Employees are the greatest asset which assists in achieving business objectives. To
get best from employees it is essential that they be provided with appropriate training
on all aspects of their work. Training is the way for employees to learn new skills and
knowledge and to apply them at their workplaces and learn and implement good work
practices. This can bring change in workplace behavior of employees and tensed
conditions
The effectiveness of the training heavily depends upon effectiveness of process used to
identifying training needs. Most organizations formalize training process by providing a
budget and resources for training but this will not ensure the investment is a good one. To
ensure the best possible returns for the organization, training and development activities
like any investment have to be targeted, planned and managed. First and foremost, the
training and development required for the organization to achieve its objectives must be
properly identified and prioritized. This is the objective of training need analysis in an
organization.
Training need analysis is the first step on the path to effective training. Training need
analysis means measuring the gap between skills available and skills required for
employees and making recommendations to bridge the gap. When need analysis is done,
it is possible to focus attention on the target and identify the means for getting there. The
Need analysis process also involves others and helps them to understand the issues which
are facing. Following are the various methods training for analysis training Needs:
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JOB AND SKILL ANALYSIS
Job and task analysis is performed as a preliminary to successive actions, including to
define a job domain, write a job description, create performance appraisals, selection
and promotion, training needs assessment, compensation, and organizational
analysis/planning. To break down the complexity of the job people perform into
logical parts such as duties, responsibilities and task. It organizes and identifies the
knowledge, skills, and attitudes of the employees which are required to perform the
job correctly. This is achieved by collecting task activities and requirements.
SKILL MATRIXES
The skills involved can be defined by the organization concerned, or by third party
institutions. They are usually defined in terms of a skills framework, also known as a
competency framework or skills matrix a quick and effective way of identifying
training needs at an occupational level is to construct a skill matrix. For example,.
This consists of a number of skills which are listed and a grading system of the
company, with a definition of what it means to be at particular level for a given skill.
To make the skills management most useful, it needs to be conducted as an ongoing
process, with individuals assessing and updating their recorded skill sets regularly.
These updates should occur timely as frequently as employees' reviews of line
manager, and certainly when their skill sets have changed and defined by the
company.
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Skills management records the results of this analyses process in a database, and
allows detail analysis of the data. Skills management provides a structured approach
to developing individual and collective skills, and gives a common vocabulary for
discussing skills
INTER VIEWING
Interviewing is a technique that can appear to be very simple when used by an
experienced practitioner. Although some people are naturally better at
interviewing, the key skills of a good investigative interviewer are all capable of
being learned. The first two skills are common to all types of interview
questioning and listening.
SURVEY METHODS
Surveys can be very useful in the gathering of data, including information on
attitudes. People usually participate willingly if the completion of a survey form is
not too complex or lengthy and if they think some good will come out of the
exercise.
When designing a survey you must decide on:
the size and nature of the sample
the format of the questions
Exactly how the survey is to be conducted.
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APPRAISAL SYSTEMS
Many organizations see performance appraisal schemes as an integral part of their
employee development strategy. Schemes vary considerably from one organization to
another, and nowadays may have a variety of names, but almost all of them include the
identification of training needs as a key component. Most also consider the longer-term
career options available to employees, and allow them to express their preferences. It
follows that anyone with responsibility for training and development should influence the
design of the scheme and ensures that notice is taken of the information generated by it.
This is not always readily achieved. Sometimes the scheme will focus on short-term
performance issues, and line managers may not regard the consideration of
developmental issues as important. The appraisal should be considered confidential
within the department concerned. Some companies have a section covering training and
development needs is detachable, so that the training function can only be seen for the
appropriate information. The kind of approach used by the company has its merits, but
excludes the underlying performance issues which contribute towards identifying the
training and development needs.
There are many issues to be addressed when designing and implementing an appraisal
scheme, and some of the aims of the process may conflict with each other. For example, a
scheme linked to the determination of pay increases may inhibit the appraise from being
honest about aspects of the job that he or she finds difficult, whereas it is precisely these
aspects that must be discussed to identify training needs. The company should take care and
initiative to reduce these conflicts
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DEVELOPMENT CENTRES
The use of assessment centers for selection has continued to increase to the point
where students approaching graduation now expect to undergo them routinely as
they search for a suitable position. Somewhat less common, but growing in
popularity, is the use of centers to assist in identifying developmental and training
needs. The reasons that the use of development centers has increased now a days
is that many organizations now base many of their employment practices on the
idea of competencies and competencies mapping. Having identified key
competencies of the employees for each job, it become comparatively easy to
check how to make an assessment on that competency and compare it with the
level of competency required. Following participation at development centers (or
workshops), people can be informed how their performance was rated compared
with the standard required for progression or movement into another role. This
would be extremely helpful to the people. The organizations may also use these
assessments to come on a decision that should be given training and experience
and, of course, which should not be. It should be kept in mind that development
centers do not function in isolation. There is no other single reason and the right
way for a centre to be run. The design adopted by the development centers would
depend upon the competencies being judged and analyzed and, finally, how much
the organization wants to spend to develop these competencies. Some of the
development centers run for several days but most commercial organizations
cannot spend or afford much for the resources to do this, and the pressure comes
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usually to reduce the duration of time to minimum. The most common and usually
used duration is one full dayperhaps with a follow-up feedback session.
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CRITICAL INCIDENT TECHNIQUE
Critical incident technique (CIT) was developed by John Flanagan, an American
psychologist, during World War II. He wanted to know why mistake were being
made in bombing missions over Germany, and to improve flight-crew training.
The basis for CIT is that most of the jobs contain a lot of paddingroutine operations
that dont matter that much. The things which differentiate someone who is
particularly very good in the job from someone who is good average or poor are what
they doing and how they handle the situations which may be fairly rare, but which are
important in terms of outcomecritical incidents. People have the tendencies to talk
about work in generalities. Asked what makes a good bar manager, they may talk
about needing a good sense of humor, good judgment, and a customer-focused
attitude. This may be true, but how do we train these qualities? To bring changes in
the attitude and to change them, based on the required behavior
Using CIT we ask (for example): Give me an example of when having good
judgment was important. The person may then describe an incident involving a
group of people who entered the bar but looked under-age, and tell how he or she
politely asked them to leave. This can then produce a list of critical behaviors which
can be taught to someone to ensure that they can cope in a similar situation. Of
course, a whole range of incidents may be described which required good judgment, a
good sense of humor and customer focus. It is important to get as wide a range of
incidents as possible, preferably from a number of people, so
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OBJECTIVE AND RATIONALE
OBJECTIVE OF THE PROJECT
Identify the training needs of the company
The training methods adopted by the company
Evaluating the effectiveness of training programs
SCOPE OF THE STUDY
Training Effectiveness is the process wherein the management finds out how effective
it has been at training and developing the employees in an organization.
This study gives some suggestions for making the present training and
development system more effective.
It gives organization the direction, how to deal differently with different
employees.
It identifies the training & development needs present among the employees.
RATIONALE OF THE RESEARCH STUDY
The essential elements in any enterprise are considered to be the materials, equipment
and human resource. Training allied to the human resource specializations within the
management, ensures that the manpower of the required level of expertise at the right
time should be there in the company. But before that it should be taken into
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consideration that the attention given by the organizations to the provision of
materials, machinery and equipment. After that we should compare the commitment
to the third essential factor in production cycle that is Human Resources. One of the
most important factors is goes to the regards of the traditional view of training and
trainers. They are seen as an expense by the organizations, a service, as second rate to
production or as a necessary evil. Training has fall behind to the other management
activities, especially in the planning period. It is often done as a reaction to immediate
needs of the employees, a patch up operation in, instead of an ordered activity.
Training and Development is designed to enhance the competency of managers and
workers and other employees who are dealing with variety of organizational
functions. Training and Development is a process through which the goals of
management and organization can be achieved. Investment in Training and
Development has come to be considered as an asset by the companies for
organizational development or in other words, Training is indispensable for an
effective organizational development and growth. Previously, training was almost
exclusively trainer oriented and it was not based on organizations needs. The trainer
used to determine the objectives of the course, its duration, its contents and format.
On many occasions training was of a pedagogic nature with the trainer in complete
control of the direction of the training. Moreover, the alignment of the corporate goal
was missing. The views of the trainees were rarely been taken or even if were taken, it
was with a condescending attitude. Due to all these reasons the bottom-line
contribution of training or the organizational development was less.
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All employees are expected to participate in company sponsored training programs
considered necessary for enhancing their work skills improve knowledge and change
in attitude. We realize that in todays constantly changing environment, to make our
services better than those of our competitors initiative by the management for training
is necessary. Therefore, training opportunities are offered through specialized training
programs conducted by in-house instructors, instructors from the industry, or by
experts in the field.
.
.
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INTRODUCTION TO TRAINING
Training is one of the processes required to turn new members of an organization into
productive insiders.
Training is a process of transmitting and receiving information related to problem
solving. Halloram
Training is the international act of providing means for learning to take place.
Proctor and Thornton
Training is a means to educate somewhat narrowly mainly by instruction, drill and
Discipline. It is referred as applying principally to the improvement of skills and
hence to learning how to perform specific tasks. Yoder
Training is being defined as an act of increasing the knowledge and skill of an
employee for doing a particular job. It is concerned with imparting specific skills for
particular purposes. Training is aimed at learning a skill by a prescribed method of
application of a technique. Tripth
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Training is the formal procedure which a company utilizes to facilitate learning so
that the resultant behavior contributes to the attainment of the companys goals and
objectives. Mc Ghee and Thayer
Employee training is a specialized function and is one of the fundamental operative
functions of Human Resource Management.
According to FLIPPO,
Training is the act of increasing the knowledge and skill of an employee for doing a
particular job.
It is a short-term educational process and utilizing a systematic and organized
procedure by which employees learn technical knowledge and skills for a definite
purpose.
Training refers to the organizations efforts to improve an individuals ability to
perform a job or organizational role. It can be defined as a learning experience in
which it seeks a relative permanent change in an individual that would improve his
ability to perform the job.
Thus, training refers to the efforts made on the part of the trainer who facilitates
learning on the part of the training to increasing skills knowledge and perfection in a
specific task for efficiency economy and satisfaction.
Training enables employees to learn new concepts, build skills the required for the
job, to maintain interpersonal relationship and technical problems or gain insight into
behavior accepted as the way things are run in the companies.
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Upon reviewing the variety of definition of training available the following
characteristics can be listed as key elements for effective training.
Effective training is the learning experience
Effective training is a planned organizational activity
Effective training is a response to identified needs.
A key assumption of training is that by giving employees skill and insight for
identifying and defining organizational problems, individual will have greater
capacity to change unproductive and unsatisfying organizational structures and
processes. It is a catalytic process that depends largely on the abilities of informed
and skilled members to develop their tools for charge.
However, the individual abilities must be simultaneously supported by organizational
accountability so that, participants use their abilities to the hilt to learn from the
training programs and transfer those learning to the workplace and is technically
termed as the transfer of training effects. It is basically the process of increasing the
knowledge and skills for doing a particular job; an organized procedure by which
people gain knowledge and skill for a definite purpose.
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DIFFERENCE BETWEEN TRAINING , DEVELOPMENT AND EDUCATION
Training and development go hand in hand and are often used synonymously but
there is a difference between them.
Training is the process of learning a sequence of programmed behavior. It is an
application of knowledge. It makes the people aware of the rules and procedures to
guide their behavior and attitude. It makes provisions to improve their performance
on the current job and prepares them for an intended job and for the other activities.
Development is a related process to the training. It covers all those, which improve
job performance, and also those, which bring about growth of the personality. It helps
individual in the progress towards maturity, actualization, and realization of potential
capabilities so that they can become good employees as well as better human beings.
Education: Education is focused more towards the future of an individual. It prepares
the individual for the challenges which an individual can face, shapes his career and
grooms him for social responsibilities. It is not usually targeted towards specific
behavior but for overall development of personalities. Therefore it lacks the
specificity of training. Education takes a long-term perspective of an individuals life.
Education is more firmly rooted in the culture of a society. One of the key concerns of
education is the inculcation of socially accepted values in the individual. Social
institutions like state, family and the community play an important role in the
education of an individual. In education the group is more enduring and there is
sustained interaction over a long period of time.
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PRINCIPLES OF TRAINING
Motivation
Learning is enhanced when the learner is motivated. Learning experience must be
designed so learners can see how it will help in achieving the goals of the
organization. Effectiveness of training depends on motivation.
Feedback
Training requires feedback. It is required so the trainee can correct his mistakes. Only
getting information about how he is doing to achieve goals, he can correct the
deviations.
Reinforcement
The principle of reinforcement tells the behaviors that are positively reinforced are
encouraged and sustained. It increases the likelihood that a learned behavior well be
repeated.
Practice
Practice increases a trainees performance. When the trainees practice actually, they
gain confidence and are less likely to make errors or to forget what they have learned.
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Individual Differences
Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training must be
geared to the intelligence and aptitude of individual trainee.
Goal setting
Training should be based on specific needs and objectives of the organization as well
as employees. Determination of goals pertaining to development of skills, knowledge
and behavior helps in improving organizational performance.
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OBJECTIVES OF TRAINING
To increase productivity
An instructor can help employees increase their level of performance on their
assignment. Increase in human performance leads to increase in the operational
productivity and also the increase in the profit of the company.
To improve quality
Better-trained workers are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational
employment atmosphere.
To help a company fulfill its future personnel needs
The organizations having good internal training and development programs will have
to make less changes and adjustments. When the need arises, vacancies can be easily
staffed.
To improve organizational climate
An endless chain of positive reactions result from a well planned training program.
To improve health and safety
Proper training can prevent industrial accidents. A safer atmosphere leads to more
stable attitudes on part of the employees.
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Obsolescence prevention
Training and development programs foster the initiative and creativity of employees
and can help prevent manpower obsolescence.
Personal growth Employees on a personal basis gain individually from their
exposure to educational expressions. Training programs give them wider
awareness and skills.
NEED OF TRAINING
To impart to the new entrants the basic knowledge and skills they need for definite
tasks.
To help and assist the employees to function more effectively and efficiently in
their present positions by exposing them to new concepts.
To build a line of competent people and prepare them to occupy more responsible
positions.
To reduce the supervision time, wastage and spoilage of new material.
To reduce the defects and minimize the industrial accidents.
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To ensure the economical output of the required quality.
To prevent obsolescence.
To promote individual and collective morale, responsibility and cooperative
attitudes etc.
For employee motivation and retention.
For career advancement
To improve organizational climate
To help the organization fulfill its future manpower needs
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Promotional training: It involves training of existing employees to enable them
to perform higher-level jobs. Employees with potential are selected and they are
given training before their promotion, so that they do not find it difficult to
shoulder the higher responsibilities of the new positions to which they are
promoted.
Refresher training: When existing techniques become obsolete due to the
development of better techniques, employees have to be trained in the use of new
methods and techniques. With the passage of time employee may forget some of
the methods of doing work. Refresher training is designed to revive and refresh
the knowledge and to update the skills of the existing employees. Short-term
refresher courses have become popular on account of rapid changes in technology
and work methods. Refresher or re-training programs are conducted to avoid
obsolescence of knowledge and skills.
Remedial training: Such training is arranged to overcome the shortcoming in the
behavior and performance of old employees. Some of the experienced employees
might have picked up appropriate methods and styles of working. Such employees
are identified and correct work methods and procedures are taught to them.
Psychological experts should conduct remedial training.
Cross functional training: - It involvestraining employee to perform operations
IN areas other that their assigned job. High performing workers act as peer trainers
and help employees develop skills in another area of operation. It helps workers
gain rich experience in handling diverse jobs and makes them more adaptable and
versatile and thus helps them develop their own career paths. It also increases the
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understanding of the business. It reduces the need of supervision and when one
employee is absent the other employee can perform his job.
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METHODS OF TRAINING
On-the-job techniques
On the job techniques enables managers to practice management skills, make
mistakes and learn from their mistakes under the guidance of an experienced,
competent manager. Some of the methods are as:
Job Rotation: It is also referred to as cross straining. It involves placing an
employee on different jobs for periods of time ranging from a few hours to several
weeks. At lower job levels, it normally consumes a short period, such as few
hours or one or two days. At higher job levels, it may consume much larger
periods because staff trainees may be learning complex functions and
responsibilities.
Job rotation for managers usually involves temporary assignments that may
range from several months to one or more years in various departments, plants and
offices.
METHODS OFTRAINING
ON- THE- JOB
METHODS
OFF- THE- JOB
METHODS
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Job rotation for trainees involves several short-term assignments, that touch a
variety of skills and gives the trainees a greater understanding of how various work
areas function.
For middle and upper level management, it serves a slightly different function.
At this stage, it involves lateral promotions, which last for one or more years. It
involves a move to different work environment so that manager may develop
competence in general management decision-making skills.
Enlarged and enriched job responsibilities: By giving an employee added job
duties, and increasing the autonomy and responsibilities associated with the job,
the firm allows an employee to learn a lot about the job, department and
organization.
Job instruction training: It is also known as step-by-step training. Here, the
trainer explains the trainee the way of doing the jobs, job knowledge and skills
and allows him to do the job. The trainer appraises the performance of the trainee,
provides feedback information and corrects the trainee. In simple words, it
involves preparation, presentation, performance, and tryout and follow-up.
Coaching: The trainee is placed under a particular supervisor who functions as a
coach in training the individual. The supervisor provides the feedback to the
trainee on his performance and offers him some suggestions for improvement.
Often the trainee shares some duties and responsibilities of the coach and relives
him of his burden.
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A drawback is that the trainee may not have the freedom or opportunity to express his
own ideas.
Committee assignments: Here in, a group of trainees are given and asked to
solve an actual organizational problem. The trainees solve the problem jointly.
This develops team work and group cohesiveness feelings amongst the trainees.
Off-the-job training
It includes anything performed away from the employees job area or immediate work
area. Two broad categories of it are:
In house programs
These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.
Off-site programs
It is held elsewhere and sponsored by an educational institution, a professional
association, a government agency or an independent training and development firm.
The various off- the- job-training programs are as follows:
Vestibule training: Herein, actual work conditions are simulated in a classroom.
Material, files and equipment those are used in actual job performance are also
used in training. This type of training is commonly used for training personnel for
clerical and semiskilled jobs. The duration of this training ranges from few days to
a few weeks. Theory can be related to practice in this method.
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Role-playing: It is defined as a method of human interaction that involves
realistic behavior in imaginary situations. This method involves action doing and
practice. The participants play the role of certain characters, such as production
manager, HR manager, foreman, workers etc. This method is mostly used for
developing interpersonal interactions and relations.
Lecture method: The lecture is a traditional and direct method of instruction.
The instruction organizes the material and gives it to the group of trainees in the
form of a talk. To be effective, the lecture must motivate and create interest
among the trainees. An advantage of this method is that it is direct and can be
used for a large group of trainees.
Conference or discussion: It is a method in training the clerical, professional and
supervisory personnel. It involves a group of people who pose ideas, examine and
share facts and data, test assumptions and draw conclusions, all of which
contribute to the improvement of job performance. It has an advantage that it
involves two-way communication and hence feedback is provided. The
participants should feel free and open to speak in small groups. Success depends
upon the leadership qualities of the person who leads the group.
Programmed instruction: This method has become popular in recent years. The
subject matter to be learned is presented in a series of carefully planned sequential
units. These units are arranged from simple to mere complex levels of
instructions. The trainee goes through these units by answering questions or filling
the blanks. This method is expensive and time consuming.
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EVALUATING THE EFFECTIVENESS OF TRAINING
Training Effectiveness: It is the degree to which trainees are able to learn and apply
the knowledge and skills acquired in the training program. It depends on the attitude,
interests, value expected of the trainees and the training environment.
A training program is likely to be more effective when trainees want to learn, are
involved in their job, have career strategies, contents of training program and the
ability and motivation of trainers also determines training effectiveness
THE EVALUATION MODELS
The process of evaluating the training effectiveness involves the consideration of
various constraints. Many researchers have developed various methods and models in
order to facilitate this process. Some of the models are described as below: -
MODEL 1
Kirk Patrick model
The choice of evaluation criteria is a primary decision that must be made when
evaluating the effectiveness of training. Although newer approaches to, and models
of, training evaluation have been proposed by Kirkpatricks (1959, 1976, 1996) four-
level model of training evaluation and criteria continues to be the most popular .We
used this framework because it is conceptually the most appropriate for our purposes.
Specifically, within the framework of Kirkpatricks model, questions about the
effectiveness of training or instruction programs are usually followed by asking,
Effective in terms of what: Reactions, learning, behavior, and results Thus, the
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objectives of training determine the most appropriate criteria for assessing the
effectiveness of training.
Reaction criteria, which are operational by using self-report measures, represent
trainees affective and attitudinal responses to the training program. However, there is
very little reason to believe that how trainees feel about or whether they like a training
program tells researchers much, if anything, about (a) how much they learned from
the program (learning criteria), (b) changes in their job-related behaviors or
performance (behavioral criteria), or (c) the utility of the program to the organization
(results criteria). This is supported by the lack of relationship between reaction
criteria and the other three criteria. In spite of the fact that reaction measures are not
a suitable surrogate for other indexes of training effectiveness anecdotal and other
evidence suggests that reaction measures are the most widely used evaluation criteria
in applied settings. For instance,
in the American Society of Training and Development 2002 State-of-the-Industry
Report, 78% of the benchmarking organizations surveyed reported using reaction
measures, compared with 32%, 9%, and 7% for learning, behavioral, and results,
respectively.
Learning criteria are measures of the learning outcomes of training; they are not
measures of job performance. They are typically operationalized by using paper-and-
pencil and performance tests. According to Tannenbaum and Yukl (1992), trainee
learning appears to be a necessary but not sufficient prerequisite for behavior change
it is not as well used in business settings as an evaluation technique; school settings
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are more likely to use level 2 evaluation techniques. Level 2 evaluation techniques
and most reliable when pre and post evaluations are utilized.
In contrast, behavioralcriteria are measures of actual on-the-job performance and
can be used to identify the effects of training on actual work performance. Issues
pertaining to the transfer of training are also relevant here. Behavioral criteria are
typically operationalized by using supervisor ratings or objective indicators of
performance. Level 3 evaluations are difficult because human behaviour needs to be
measured. Although learning and behavioural criteria are conceptually linked,
researchers have had limited success in empirically demonstrating this relationship.
This is because behavioural criteria are susceptible to environmental variables that
can influence the transfer or use of trained skills or capabilities on the job. For
example, the post training environment may not provide opportunities for the learned
material or skills to be applied or performed
Some executives are willing to assume that if employees are exhibiting the desired
behaviour on the job (level 3) that will have a positive influence of the companys
bottom line.
Finally, results criteria(e.g., productivity, company profits) are the most distal and
macro criteria used to the effectiveness of training. Results criteria are frequently
operationalized by using utility analysis estimates. Utility analysis provides a
methodology to assess the dollar value gained by engaging in specified personnel
interventions including training. Level 4 evaluations is actually easier to achieve than
level 3, since level 4 evaluations are tied to information that can be measured Some
trainers believe that a positive level 3 implies success at level 4.
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Moreover difficult is that the level 3 and level 4 evaluations also provide other
advantages apart from contributing to company goals. These evaluations can add
value to the service that the training department can provide. They can also be
instrumental in over hauling current curriculum; if a course is not meeting company
objectives, then either change the course or stop offering the course all together
In summary, it is our contention that given their characteristic feature of capturing
different facets of the criterion spaceas illustrated by their weak inters correlations
reported by Alliger et al.
The effectiveness of a training program may vary as a function of the criteria chosen
to measure effectiveness. Thus, it is reasonable to ask whether the effectiveness of
training operationalised as effect sizevaries systematically as a function of the
outcome criterion measure used. For instance, all things being equal, are larger effect
sizes obtained for training programs that are evaluated by using learning versus
behavioural criteria? It is important to clarify that criterion type is not an independent
or causal variable in this study. Our objective is to investigate whether the
operationalization of the dependent variable is related to the observed training
outcomes
(i.e. effectiveness). Thus, the evaluation criteria (i.e., reaction, learning, behavioural,
and results) are simply different operations of the effectiveness of training.
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MODEL 2
CIRO MODEL OF EVALUATION
Developed originally by WARR (1978), this theoretical model is based on evaluation
being carried out at four different levels:
Context Evaluation: Obtaining and using information about the current operational
context i.e. about individual difficulties, organizational deficiencies etc. in practice,
this mainly implies the assessment of training needs as a basis for decision. This
involves:
Examining the expectations and perceptions of the people.
Examining whether the training needs were accurately identified.
Putting the specific training event in the wider context of other training activities.
Establishing whether the trainers enjoyed the confidence of the trainees and
whether the latter are comfortable with the level and focus of the training.
Input Evaluation: Determine using factor and opinion about the available human and
material training resources in order to choose between alternative training methods.
This involves:
Establishing the adequacy of the resource base and its cost.
Considering the choice and effectiveness of the training methods and techniques.
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Identifying the numbers who successfully completed the program compared with
those who started and draw appropriate inferences.
Establishing whether the trainers were perceived to be credible as far as the
trainees are concerned.
Establishing whether the psychological and emotional climate of learning was
appropriate.
REACTION EVALUATION
Monitoring the training as it is in progress. This involves continuous examination of
administrative arrangements and feedback from trainees. This involves:
Looking at the reactions of trainees to the content and method of training.
Establishing the reaction of other people, particularly line managers to the early
results of the training program.
Discussing the views and observations of the trainers.
Outcomes: It implies the measuring of the consequences of training. This involves:
Establishing whether expectations of results were met.
Identifying whether all or some of the learning objectives were met.
Finding out what were the end course views about the training.
The three levels of outcome evaluation may be distinguished:
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- Immediate Outcomes: The changes in the trainees knowledge, skills and
attitude that can be identified immediately after the completion of training.
The aim here is to find out the extent to which positive transfer of learning has
taken place from the training to the workplace. This type of evaluation may be
done in several ways such as behaviorally anchored rating scales or self repots
supplemented by reports of subordinates, peers and supervisors or critical
incidents etc.
- Intermediate Outcomes: These are the changes in trainees actual work
behavior, which result from training. The assumption here is that effective
training should be reflected in the trainees increased job-proficiency.
- Ultimate Outcomes: These are the changes in the functioning of part or the
entire organization, which have resulted from changes in work behavior. For
this purpose, indexes of productivity, labour turnover etc, studies of
organizational climate and human resource accounting are taken as the
ultimate results achieved by the trainees.
MODEL 3
KAUFFMANS FIVE LEVEL OF EVALUATION :
Some researchers recognized the shortcomings ofKirkpatricks four level approaches
and attempted to modify and add to this basic framework. Kaufman expanded the
definition of level 1 of Kirkpatricks model and added a fifth level addressing societal
issues.
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At Level 1, the factor of the concept of enabling addressees the availability of various
resources inputs necessary for a successful intervention. Level 5 is the evaluation of
societal and client responsiveness, and consequences in payoff. This moves
evaluation beyond the Organization, and examines the extent to which the
performance improvement program has enhanced the
society and the environment surrounding the organization.
LEVEL EVALUATION FOCUS
5. Societal Outcomes Societal and client responsiveness, consequences and
payoffs
4. Organizational Output Organizational contributions and payoff s
3. Application Individual and small group utilization within the
Organization
2. Acquisition Individual and small group mastery and competency
1b. Reaction Methods, means and process acceptability and
efficiency
1a. Enabling Availability and quality of human, financial and
physical resources input
Five levels for evaluation of interventions for training impact (Kaufmans Model)
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A Framework for Measuring Training and Development in the State Sector
Some Information is reported to Government on training and development in its
companies and agencies. Such kind of information would be useful in advising
Government about the capability of these companies and agencies, among other
purposes. However, to measure training effectiveness and results is difficult for many
reasons, including the lack of standard definitions and its measures and the fact is that
many of the organizations have no centralized collection of training data and
information.
This research paper is based on a review of the literature and interviews with officials
and employees to develop a framework for measuring training effectiveness in
government agencies. The framework comprises a hierarchy of linked components
from sound foundation of training policies and practices and efficient and equitable
training investment and expenditure, to training effectiveness in achieving desired
individual behavior and to achieve organizational objectives, and finally to State the
sector people capability (resulting from training and other factors). Suggested
measures and indicators are provided to the framework and to its each component to
measure the training. They include measures for the government agencies to be use by
them internally for their own management and official purposes, and these measures
are likely to be useful in reporting to Government. The paper concludes that while
measuring training is problematic and difficult but it is nonetheless desirable. It
suggests that reporting to Government should focus primarily on State sector people
capability, but that government agencies should develop systems in place to provide
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information on the other three aspects of the framework, when required. Publication
of the Working Papers Series recognizes the value of developmental work in
generating policy options. The series in the paper were prepared for the purpose of
informing policy development and growth in the organizations. The views expressed
are those of the authors and officials and should not be taken to be the views of the
State Services Commission.
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CHAPTER 3
METHODOLOGY
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TYPE OF RESEARCH
Descriptive Research design cum Analytical Research Design
SAMPLE UNIT
Employees who have completed their training to evaluate the training effectiveness
and 9 managers from each company to identify the training needs and training
methods adopted by the company
SAMPLE SIZE
99 employees (90 trainees and 9 managers)
COMPANY NAME AND SECTORS IT
Name- Company A, Company B, Company C
TELECOM
Name- AIRTEL, HUTCH, RELIANCE
BPO
Name-GENPACT, INFOSYS, GO4 CUSTOMER
TYPE OF QUESTION
Close ended and open ended
TYPE OF QUESTIONNAIRE
Structured and Undisguised
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STRUCTRED AND UNDISGUISED QUESTIONNAIRE
For this project a structured questionnaire is used where each question specify the set
of responses alternatives and the response format. A structured questionnaire can be
of three types multiple choices, dichotomous or a scale. A open ended structured
questionnaire is used where the scale is explained above. The questionnaire used here
is undisguised, as the respondents clearly know the purpose of this survey and
intentions behind it.
ADVANTAGES OF USING STRUCTURED QUESTIONNAIRE
I. Structured questionnaire is used to reduce the respondent error as employees
are aware of the type of information required from them and the purpose of
this information.
II. Structured questionnaire helps in reducing interviewer biasness because the
questionnaire is specific and structured and is not open for the interpretations
by the interviewer.
LIMITATIONS OF USING STRUCTURED QUESTIONNAIRE
I. The disadvantage of structured questionnaire is that it increases position or
order of biasness. Order or position bias is defined as the respondents
tendency to check an alternative merely because it occupies a certain position
or is listed in a certain order.
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METHODS OF DATA COLLECTION
PRIMARY DATA
Primary data is that which is collected afresh and for the first time, and thus happens
to be original in character.
Primary data used in this study is collected through
Questionnaire
Discussions done with the staff of the department.
SECONDARY DATA
Secondary data, on the other hand, is that which have been already collected by
someone else and which have already been passed through the statistical process.
Secondary data used in this study is taken from various sources like
Websites.
Books and Magazines.
Action Plan
Literature Survey through various Journals, Magazines and internet.
Designing of the Questionnaire
To visit the respective respondent
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Collect the details and fill up the questionnaire
Analyze the data collected
Drawing conclusions and recommendations
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Chapter 4
RESEARCH ANALYSIS AND FINDINGS
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ANALYSIS OF THE DATA
This chapter helps to understand the analysis of how the training need identification
done by the companies, the various training method adopted by the companies and to
evaluate the training effectiveness.
TRAINING NEED ASSESSMENT ANALYSIS
TRAINING NEED ASSESSMENT IN IT SECTOR
Company A Company B Company C
Method Performance
Appraisal System,
survey methods,
critical incident
technique
Performance
Appraisal System
Performance
appraisal system,
skill matrix, survey
methods
Time Annually Biannually Annually
Effectiveness Very effective Effective Effective
Taking initiative in
analysis TNI
Proactive Proactive and
reactive
More reactive less
proactive
Company converts Yes Yes Yes
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TNI effectively
Training Methods
used
On the job
Training, Informal
training, Technical
training,
Behavioral
Training
On the job, Role
Playing and Role
Analysis,
Discussions, Job
Rotation
On the job training,
Skill training,
Product training,
Assignment and
task, Mentoring
TRAINING NEED ASSESSMENT IN TELECOMMUNICTAION SECTOR
AIRTEL HUTCH RELIANCE
Method Performance
appraisal system,
survey methods,
Performance
Appraisal System
Job and task
analysis
Time Biannually Annually Quarterly
Effectiveness Very effective Effective Effective
Taking initiative in
analysis TNI
Proactive and
Reactive
Proactive and
Reactive
Reactive
Company converts
TNI effectively
Yes Yes Yes
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Training methods On the job, Job
Rotation,
Classroom training,
Attitudinal training,
Skill Training
Skill training, On
the job, Behavioral
training,
Discussions,
Mentoring, Job
Rotation
Informal training,
training,
Assignment and
Task, Product
training, Technical
training, Lectures
TRAINING NEED ASSESSMENT IN BPO SECTOR
GENPACT INFOSYS GO 4 CUSTOMER
Method Job and task
analysis, skill
matrix,
interviewing,
Appraisal system,
Development
centers
Performance
Appraisal System,
survey method,
skill matrix
Skill matrix,
Appraisal, survey
methods
Time Biannually Annually Quarterly
Effectiveness Very effective Effective Effective
Taking initiative in
analysis TNI
Proactive and
Reactive
Proactive and
Reactive
Reactive
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training methods which are common in the three sectors like On the Job training, Skill
training, mentoring.
1.OBJECTIVES ACHIEVED
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 16 12 2 0
TELECOM 12 16 3 0
BPO 16 14 0 0
16
12
2
0
12
16
3
0
16
14
0 00
2
4
6
8
10
12
14
16
18
Strongly Agree Agree Disagree StronglyDisagree
OBJECTIVE ACHIEVED
IT
TELECOM
BPO
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Graph 1.1
From the graph we can say that the objectives achieved is maximum in IT sector and
BPO sector and then the telecom sector the objectives in terms of:
Nature of job
Requirement of the ob
Responsibility of the job
To increase Knowledge
To improve skills
Change in attitude
Develop skills to successfully conduct discussions with supervisor/subordinate
Leadership effectiveness
Improve knowledge about strategic objective of the organization
The overall objective achieved is high in BPO sector and IT sector and are low in
TELECOM sector.
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2. TRAINING PROGRAM SATISFACTION
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 21 9 0 0
TELECOM 13 17 0 0
BPO 21 9 0 0
Graph 1.2
21
9
0 0
13
17
0 0
21
9
0 00
5
10
15
20
25
Strongly Agree Agree Disagree StronglyDisagree
TRAINING PROGRAM SATISFACTION
IT
TELECOM
BPO
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Interpretation
From the chart we can say that that satisfaction of the training program is 70%in IT
and BPO sector while it is approx 40 % in telecom sector. So by this we can evaluate
that the satisfaction in IT and BPO sector is 30% more than in the TELECOM sector.
3. ACHIEVEMENT OF PERSONAL OBJECTIVES
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 11 17 2 0
TELECOM 7 16 7 0
BPO 11 19 0 0
Graph 1.3
11
17
2
0
7
16
7
0
11
19
0 00
2
4
6
8
10
12
14
1618
20
StronglyAgree
Agree Disagree StronglyDisagree
ACHIEVEMENT PF PERSONAL OBJECTIVE
IT
TELECOM
BPO
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Interpretation
From the above result we have analyzed that in the training; of achievement of
personal objective in IT and BPO sector is approximately same in both the sectors.
While in TELECOM sector it is lesser than IT and BPO. Hence these companies help
more in the achievement of personal objective.
4. EFFECTIVENESS OF THE TRAINER
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 24 6 0 0
TELECOM 20 8 2 0
BPO 26 4 0 0
Graph 1.4
24
6
0 0
20
8
2 0
26
4
0 00
5
10
15
20
25
30
Strongly Agree Agree Disagree StronglyDisagree
EFFECTIVENESS OF THE TRAINER
IT
TELECOM
BPO
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Interpretations:
The trainer appointed was most effective in BPO sector in terms of:
Subject knowledge
Communication skills
Styles and delivery
Creating learning climate
Methodology used
The effectiveness of the trainer is highest in BPO sector and then in the IT sector and
is low in TELECOM sector
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5. BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 14 16 0 0
TELECOM 13 14 3 0
BPO 15 15 0 0
Graph 1.5
Interpretation:
From the above result it is analyzed that the balance of theoretical and practical
knowledge is most effective in BPO sector and then is effective in IT sector and then
in TELECOM. There is a small difference in the three sectors in terms effectiveness
of trainer and the difference comes is approximately 5% to 6% is there in the three
sector.
14
16
0 0
1314
3
0
15 15
0 00
2
4
6
8
10
12
14
16
18
Strongly Agree Agree Disagree Strongly Disagree
BALANCE OF THEORITICAL AND PRACTICAL
KNOWLEDGE
IT
TELECOM
BPO
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6. PROGRAM DURATION
Sectors
Strongly Agree Agree Disagree Strongly
Disagree
IT 20 10 0 0
TELECOM 18 11 0 0
BPO 24 6 0 0
Graph 1.6
20
10
0 0
18
11
0 0
24
6
0 00
5
10
15
20
25
30
Strongly Agree Agree Disagree StronglyDisagree
PROGRAM DURATION
IT
TELECOM
BPO
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Interpretation:
From the graph we interpret that the program duration is most appropriate in BPO
sector up to 80% the same in IT sector comes to 70% and in TELECOM sector it
comes to 60%. So according to the respondents the time duration used in training is
appropriate in BPO sector.
7. DELIVERY IN JOB AFTER TRAINING
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 25 5 0 0
TELECOM 18 12 0 0
BPO 19 11 0 0
Graph 1.7
25
5
0 0
18
12
0 0
19
11
0 00
5
10
15
20
25
30
Strongly Agree Agree Disagree StronglyDisagree
DELIVERY IN JOB AFTER TRAINING
IT
TELECOM
BPO
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Interpretations:
From the graph it is interpreted that the employees after their trainings are most
effectively able to deliver in IT sector which comprises of 83%.and then the delivery
in BPO sector is high by 63% and then in the TELECOM sector by 60% so the
delivery after the training is most effective in IT sector.
8. TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 7 17 6 0
TELECOM 13 16 1 0
BPO 12 17 2 0
Graph 1.8
7
17
6
0
13
16
10
12
17
2
00
24
6
8
10
12
14
16
18
Strongly Agree Agree Disagree StronglyDisagree
TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION
IT
TELECOM
BPO
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Interpretations:
From the graph it can be interpreted that the activities and follow up discussion
procedures is effective in TELECOM sector then in BPO sector by and then in the IT
sector. There is a huge difference in this area in the entire sector.
9. FEEDBACK MECHANIS
Sectors Strongly Agree Agree Disagree Strongly
Disagree
IT 20 10 0 0
TELECOM 13 16 1 0
BPO 21 9 0 0
Graph 1.9
20
10
0 0
13
16
1 0
21
9
0 00
5
10
15
20
25
Strongly Agree Agree Disagree StronglyDisagree
FEEDBACK MECHANISM
IT
TELECOM
BPO
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Interpretation:
From the above graph and table it is interpreted that feedback mechanism is most
effective in BPO sector by 70 % and then in the IT sector by 67 % and in the
TELECOM sector by 43%.
Thus we can see the training effectiveness in the three sectors (IT, Telecom, BPO). So
from the above results we can conclude that in the three sectors BPO sector training is
the most effective, and then is the IT sector and then TELECOM sector.
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FINDINGS
Training is considered as a positive step towards augmentation of the knowledge
base by the respondents.
The objectives of the training programs were broadly known to the respondents
prior to attending them.
The training programs were adequately designed to cater to the developmental
needs of the respondents.
Some of the respondents suggested that the time period of the training programs
were less and thus need to be increased.
Some of the respondents also suggested that use of latest training methods will
enhance the effectiveness of the training programs.
Some respondents believe that the training sessions could be made more exciting
if the sessions had been more interactive and in line with the current practices in
the market.
The training aids used were helpful in improving the overall effectiveness of the
training programs.
Some respondents suggested that the trainer should use the right methodology and
should create an effective learning environment
In BPO sector trainer are found to be the very effective in terms of the measured
parameters.
The delivery after the training is high in IT sector.
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Training need analysis is effective in BPO sector as they have their monthly one
to one with the employees and the development centers have really helped in
doing so
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CHAPTER- 5
CONCLUSION AND RECOMMENDATION
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CONCLUSION
Training and development is the field concerned with workplace learning to improve
performance and achieve the organizational as well as the personal objective. There
are many reasons for a company to analyze its jobs and tasks; one common reason is
to provide a basis to know the skill set required to perform the particular job. By my
research I have analyzed that the training in BPO sector is very effective and the
training of IT sector is effective then the Telecom sector. Training need identification
and the type of training method adopted by the company affects the training program
conducted by the company. There are training methods which are adopted and are
very common use frequently across the three sectors for example On the Job training,
classroom training, job rotation as these methods help to enhance the skills and
knowledge in a more effective manner. Thus, training program help to increase the
productivity, quality and organizational objectives and hence should be very effective.
By this research we can conclude that the telecom should focus more on their training
effectiveness so the way training is conducted and especially in terms of achievement
of personal objective should be bring in focus as to fulfill organization objective the
employee personal objective should match with organization objectives.
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RECOMMENDATION
The training program should focus on the behavioral part apart from the
technical training to bring changes in the attitude of the employees towards
their job and responsibilities.
The training program should be conducted also keeping the personal
objectives of the employees so that they can match their personal objective
with the organization objective
The training program should give enough time for he follow up discussions
The training program should effectively follow the feedback system once the
training is over so that we can assess the program effectively
The organization can arrange the training programs department wise in order
to give focused attention towards the departmental requirements.
The organization may consider deputing each employee to attend at least one
training programs each year.
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TELECOM sector should focus more on trainers effectiveness.
All the three sector should work more towards the behavioral training
especially the employees attitude towards the job and responsibilities
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BIBLIOGRAPHY
Books Referred-
Bohlander/Snell -Human Resource Management-
Second Indian Reprint 2007
311- 323
Mallo A. Jeffrey - -Strategic Human Resource Management-
Second Indian Report 2007
401-442
Research paper-
1. Working Paper No. 12A Framework for Measuring Training and
Development in the State Sector
2.Guide to Training and Development Opportunities for Research Students
www.leeds.ac.uk/rtd
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Websites:
http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lecty
res-31.pdf
http://en.wikipedia.org/wiki/Training_and_development
http://www.businessballs.com/traindev.htm
http://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdf
http://www.osp.state.nc.us/manuals/manual99/trng&dev.pdf
http://college.hmco.com/instructors/ins_teachtech_foundations_module_skillscoa
ch.html
http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://en.wikipedia.org/wiki/Training_and_developmenthttp://en.wikipedia.org/wiki/Training_and_developmenthttp://www.businessballs.com/traindev.htmhttp://www.businessballs.com/traindev.htmhttp://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdfhttp://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdfhttp://www.osp.state.nc.us/manuals/manual99/trng&dev.pdfhttp://www.osp.state.nc.us/manuals/manual99/trng&dev.pdfhttp://www.osp.state.nc.us/manuals/manual99/trng&dev.pdfhttp://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdfhttp://www.businessballs.com/traindev.htmhttp://en.wikipedia.org/wiki/Training_and_developmenthttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdfhttp://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdf -
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ANNEXURES
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QUESTIONNAIRE
(Sec A)
Training Need Assessment
Q.1.Which method of training need identification is used by your company?
o Job and task analysis
o Skill matrixes
o Interviewing
o Survey method
o Appraisal
o Development centers
o Critical incident technique
If any other please
specify
Q2. How frequently does your company analysis training needs?
o Quarterly
o Bi - annually
o Annually
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Q.3. How do you perceive your companys TNA (Training need assessment) process?
o Very effective
o Effective
o Fairly effective
o Ineffective
Q.4. Does your company allows the employees to volunteer for their training needs?
o Yes
o No
Q.5.Does your company effectively convert the training or learning requirement into
manageable elements?
o Yes
o No
Q.6. Any suggestion about the current TNA process used by your company?
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QUESTIONNAIRE
(Sec B)
Different types of training methods used by the companies.
Training methods used Frequently Somewhat
Frequently
occasionally Not at
all
On the job
Informal training
Skill training
Classroom training
Training assignment and task
Product training
Technical training
Behavioral training
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Role playing and role analysis
Attitudinal
Distance learning
Lectures
Audiovisual
Discussions
Seminars
Project works
Coaching
Mentoring
Job rotation
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Conference Approach
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QUESTIONNAIRE
(SEC C)
Evaluation of Training program
Strongly Agree Di sagree
Strongly
Agree
disagree
A. The following objectives were stated
in the program. To what extent
did the program achieve its objectives?
a) To improve understanding about the
i) Nature of the job
ii) Requirement of the job
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iii) Responsibility of the job
b) (i)To increase the Knowledge
ii) To improve skills
iii) Change in Attitude
c) To develop skills to successfully conduct
discussion with superior/subordinates
d) To increase leadership effectiveness for
the better understanding of
human behavior.
e) To improve your knowledge about
strategic objectives of the organization
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B. The overall reaction of this training
program was satisfactory
If you disagree please specify the
reason
C Personal objectives
were achieved
If you disagree please specify the
reason
D. The trainer appointed was effective
in terms of
i) subject knowledge,
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ii) communication skills,
iii) styles and delivery
iv) creating learning climate,
v) methodology used
Please specify, if you find any quality
lacking in the trainer
E. There was proper balance of theoretical
and practical materials in the program.
F. The program duration
was appropriate
If you disagree please specify the
reason
G. You were able to deliver well
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in your job after your training
H. You have sufficient time for
(a) the activities
(b) the follow-up discussion
If you disagree please specify the
reason
I. Proper feedback mechanism is followed
If you disagree please specify the
reason
J. If your attitude about the job and behavior have changed, please indicate what
has changed and what part of the program had the most significant impact on bringing
about the change?
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K. What changes do you recommend in the program?
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TRAINING MODELS
Level
evaluation
type
(what is
measured)
evaluation
description and
characteristics
examples of
evaluation tools and
methods
relevance and
practicability
1 Reaction
reaction
evaluation is how
the delegates felt,
and their personal
reactions to the
training or
learning
experience, for
example:
typically 'happy
sheets'
can be done
immediately the
training ends
did the trainees
like and enjoy the
training?
feedback forms
based on subjective
personal reaction to the
training experience
very easy to
obtain reaction
feedback
did they consider
the training
relevant?
verbal reaction
which can be noted and
analyzed
feedback is
not expensive to
gather or to
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analyze for
groups
was it a good use
of their time?
post-training surveys
or questionnaires
important to
know that
people were not
upset or
disappointed
did they like the
venue, the style,
timing, domestics,
etc?
online evaluation or
grading by delegates
important that
people give a
positive
impression when
relating their
experience to
others who
might be
deciding
whether to
experience same
level of
participation
subsequent verbal or
written reports given by
delegates to managers
back at their jobs
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ease and comfort
of experience
level of effort
required to make
the most of the
learning
perceived
practicability and
potential for
applying the
learning
2 learning
learning
evaluation is the
measurement of the
increase in
knowledge or
intellectual
capability from
before to after the
learning
experience:
typically assessments
or tests before and after
the training
relatively
simple to set up,
but more
investment and
thought required
than reaction
evaluation
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did the trainees
learn what
intended to be
taught?
interview or
observation can be used
before and after
although this is time-
consuming and can be
inconsistent
highly
relevant and
clear-cut for
certain training
such as
quantifiable or
technical skills
Did the trainee
experience what
was intended for
them to
experience?
methods of
assessment need to be
closely related to the
aims of the learning
less easy for
more complex
learning such as
attitudinal
development,
which is
famously
difficult to
assess
What is the
extent of
advancement or
change in the
trainees after the
training, in the
measurement and
analysis is possible and
easy on a group scale
cost escalates
if systems are
poorly designed,
which increases
work required to
measure and
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direction or area
that was intended?
analyze
reliable, clear scoring
and measurements need
to be established, so as
to limit the risk of
inconsistent assessment
hard-copy,
electronic, online or
interview style
assessments are all
possible
3 behaviour
behaviour
evaluation is the
extent to which the
trainees applied
the learning and
changed their
behaviour, and
this can be
observation and
interview over time are
required to assess
change, relevance of
change, and
sustainability of change
measurement
of behaviour
change is less
easy to quantify
and interpret
than reaction
and learning
evaluation
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immediately and
several months
after the training,
depending on the
situation:
Did the trainees
put their learning
into effect when
back on the job?
arbitrary snapshot
assessments are not
reliable because people
change in different
ways at different times
simple quick
response
systems unlikely
to be adequate
were the relevant
skills and
knowledge used
assessments need to
be subtle and ongoing,
and then transferred to
a suitable analysis tool
cooperation
and skill of
observers,
typically line-
managers, are
important
factors, and
difficult to
control
was there
noticeable and
measurable change
assessments need to
be designed to reduce
subjective judgement of
management
and analysis of
ongoing subtle
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in the activity and
performance of the
trainees when back
in their roles?
the observer or
interviewer, which is a
variable factor that can
affect reliability and
consistency of
measurements
assessments are
difficult, and
virtually
impossible
without a well-
designed system
from the
beginning
Was the change
in behaviour and
new level of
knowledge
sustained?
the opinion of the
trainee, which is a
relevant indicator, is
also subjective and
unreliable, and so needs
to be measured in a
consistent defined way
evaluation of
implementation
and application
is an extremely
important
assessment -
there is little
point in a good
reaction and
good increase in
capability if
nothing changes
back in the job,
therefore
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evaluation in
this area is vital,
albeit
challenging
Would the
trainee be able to
transfer their
learning to another
person?
360-degree feedback
is useful method and
need not be used before
training, because
respondents can make a
judgement as to change
after training, and this
can be analyzed for
groups of respondents
and trainees
behaviour
change
evaluation is
possible given
good support
and involvement
from line
managers or
trainees, so it is
helpful to
involve them
from the start,
and to identify
benefits for
them, which
links to the level
4 evaluation
below
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is the trainee
aware of their
change in
behaviour,
knowledge, skill
level?
assessments can be
designed around
relevant performance
scenarios, and specific
key performance
indicators or criteria
online and electronic
assessments are more
difficult to incorporate -
assessments tend to be
more successful when
integrated within
existing management
and coaching protocols
self-assessment can
be useful, using
carefully designed
criteria and
measurements
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4 results
results
evaluation is the
effect on the
business or
environment
resulting from the
improved
performance of the
trainee - it is the
acid test
it is possible that
many of these measures
are already in place via
normal management
systems and reporting
individually,
results
evaluation is not
particularly
difficult; across
an entire
organization it
becomes very
much more
challenging, not
least because of
the reliance on
line-
management,
and the
frequency and
scale of
changing
structures,
responsibilities
and roles, which
complicates the
process of
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attributing clear
accountability
measures would
typically be
business or
organizational key
performance
indicators, such as:
the challenge is to
identify which and how
relate to the trainee's
input and influence
also, external
factors greatly
affect
organizational
and business
performance,
which cloud the
true cause of
good or poor
results
volumes, values,
percentages,
timescales, return
on investment, and
other quantifiable
aspects of
therefore it is
important to identify
and agree
accountability and
relevance with the
trainee at the start of
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organizational
performance, for
instance; numbers
of complaints, staff
turnover, attrition,
failures, wastage,
non-compliance,
quality ratings,
achievement of
standards and
accreditations,
growth, retention,
etc.
the training, so they
understand what is to
be measured
this process overlays
normal good
management practice -
it simply needs linking
to the training input
failure to link to
training input type and
timing will greatly
reduce the ease by
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which results can b