Finall Assign 4 TVS........!!!

8/7/2019 Finall Assign 4 TVS........!!!

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HUMAN RESOURCE MANAGEMENT

MGT 513

ASSIGNMENT ON:

TRAINING & DEVELPOMENT PROGRAMME FOR TVS


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TVS MOTOR COMPANY

TVS Motor Company is the third largest two-wheeler manufacturer in India and is

among the world's top ten. It is the flagship company of the parent employing over

40,000 people with an estimated 15 million customers. It manufacturesmotorcycles, scooters, mopeds and auto rickshaws. It is India's only two-wheeler

company to have won the Deming Prize awarded for commitment to quality control,

received in 2002.

TVS Motor Company

Industry Automobiles

Founded 1978

Founder(s) Venu Srinivasan

Headquarters Chennai, India

Products Motorcycles, Scooters, Mopeds,Three-Wheelers

Parent TVS Group

Website TVSMotor.in


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A bike for anyone

TVS Motor currently manufactures a wide range of two-wheelers from

mopeds to racing inspired motorcycles.

Penchant for Quality

The company has 4 plants - located at Hosur and Mysore in South India, in

Himachal Pradesh, North India and one at Indonesia. The company has aproduction capacity of 2.5 million units a year.

Innovation at the helm

TVS Motor's strength lies in design and

development of new products - the latest launch of 7

products on the same day seen as a first in

automotive history. We at TVS deliver totalcustomer satisfaction by anticipating customer need

and presenting quality vehicles at the right time and

at the right price. The customer and his ever

changing need is our continuous source of

inspiration.

15 million smiles on the Road

TVS has always stood for innovative, easy to handle, environment friendly

products, backed by reliable customer service.

No wonder, then, that our 15 million customers on the road have a reason to

smile.


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TVS MOTOR COMPANY - MISSION

We are committed to being a highly profitable, socially responsible, and leading

manufacturer of high value for money, environmentally friendly, lifetime personal

transportation products under the TVS brand, for customers predominantly in Asian

markets and to provide fulfilment and prosperity for employees, dealers and suppliers.

VISION STATEMENT

TVS Motor - Driven by the customer

TVS Motor will be responsive to customer requirements consonant with its core

competence and profitability. TVS Motor will provide total customer satisfaction bygiving the customer the right product, at the right price, at the right time.

TVS Motor - The Industry Leader

TVS Motor will be one among the top two two-wheeler manufacturers in India and one

among the top five two-wheeler manufacturers in Asia.

TVS Motor - Global overview

TVS Motor will have profitable operations overseas especially in Asian markets,

capitalizing on the expertise developed in the areas of manufacturing, technology and

marketing. The thrust will be to achieve a significant share for international business in

the total turnover.

TVS Motor - At the cutting edge

TVS Motor will hone and sustain its cutting edge of technology by constant

benchmarking against international leaders.

TVS Motor - Committed to Total Quality

TVS Motor is committed to achieving a self-reviewing organization in perpetuity by

adopting TQM as a way of life. TVS Motor believes in the importance of the process.

People and projects will be evaluated both by their end results and the process


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adopted.

TVS Motor - The Human Factor

TVS Motor believes that people make an organization and that its well-being is

dependent on the commitment and growth of its people. There will be a sustained effort

through systematic training and planning career growth to develop employees talents

and enhance job satisfaction. TVS Motor will create an enabling ambience where the

maximum self-actualization of every employee is achieved. TVS Motor will support and

encourage the process of self-renewal in all its employees and nurture their sense of self

worth.

TVS Motor - Responsible Corporate Citizen

TVS Motor firmly believes in the integration of Safety, Health and Environmental

aspects with all business activities and ensures protection of employees and

environment including development of surrounding communities. TVS Motor strives

for long-term relationships of mutual trust and interdependence with its customers,

employees, dealers and suppliers.


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AWARDS

TVS Motor won the Deming Application Prize in 2002, becoming the first and onlyIndian two-wheeler company to win the award given to companies that do outstanding

work in the field of Quality Management. It is considered to be one of the world's most

prestigious quality awards. The same year, the work done for the TVS Victor

motorcycle won TVS Motor the National Award for successful commercialization of

indigenous technology from the Technology Development Board, Ministry of Science &

Technology, and Government of India. In 2004, TVS Scooty Pep won the 'Outstanding

Design Excellence Award' from BusinessWorld magazine and the National Institute of

Design, Ahmedabad. The effective implementation of Total practices won TVS Motor the

TPM Excellence Award given by the Japan Institute of Plant Maintenance in 2008.

TVS Motor has won several management awards, notable among them being the

Emerging Corporate Giant in the Private Sector awarded by The Economic Times and the

Harvard Business School Association of India. Business Today magazine awarded TVS

Motor the Best Managed Company and the Most Investor Friendly Company awards.

Its advertising practices won it the Good Advertising award by Auto India Best Brand

Awards 2009. Company Chairman Venu Srinivasan is a recipient of several awards for

corporate excellence such as the Star of Asia Award by Bloomberg Business Week and the

JRD Tata Corporate Leadership Award. The University of Warwick, United Kingdom

gave him an honorary Doctorate degreewhile the Government of India honored him

with the Padma Shri, one of India's highest civilian distinctions.

Innovative implementation of Information Technology has won TVS Motor the Ace

Award for Most Innovative NetWeaver Implementation in 2007 awarded by technology

major SAP AGand the Team Tech 2007 Award of Excellence for Integrated use

of Computer-aided engineering Technologies.


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EMPLOYEE EVALUATION AND PERFORMANCE APPRAISALS IN

TVS MOTOR COMPANY

TVS Ltd. have a formal performance appraisal system in which employee job

performance is rated on a regular basis, usually once a year. A good performanceappraisal system can greatly benefit an organization. It helps direct employee behavior

toward organizational goals by letting employees know what is expected of them, and

it yields information for making employment decisions, such as those regarding pay

raises, promotions, and discharges.

Developing and implementing an effective system is no easy task, however. For

instance, one study found that a majority of companies65 percentare dissatisfied

with their performance appraisal systems. Analysts have found that a fairly low degree

of reliability and validity remains a major bug in most appraisal systems. Many suchsystems are met with considerable resistance by those whose performance is being

appraised, thus hampering the possibilities for effectiveness. While accurate and

informative appraisal systems can be a major asset to a business, they are too often an

unrealized goal.

There are three major steps in the performance appraisal process followed by TVS

Motors : identification, measurement, and management. With identification, the

behaviours necessary for successful performance are determined. Measurement

involves choosing the appropriate instrument for appraisal and assessing performance.

Management, which is the ultimate goal, is the reinforcing of good performance and the

correction of poor performance. Each step is described below. Additionally,

management by objectives, which involves evaluating performance without a

traditional performance appraisal, is also followed.

IDENTIFICATION

TVS Motors determine for each job family the skills and behaviours that are necessary

to achieve effective performance. The organization identifies dimensions, which are

broad aspects of performance. For instance, "quality of work" is a dimension required inmany jobs. To determine which dimensions are important to job performance, the

organization rely on an accurate and up-to-date job analysis. Job descriptions written

from job analyses should offer a detailed and valid picture of which job behaviours are

necessary for successful performance.


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In the identification stage, the company also choose who will rate employee

performance. Supervisors, peers, and the employees themselves may provide

performance ratings. In most instances, performance appraisals are the responsibility of

the immediate supervisor of an employee. Supervisors rate performance because they

are usually the ones most familiar with the employee's work. Additionally, appraisals

serve as management tools for supervisors, giving them a means to direct and monitor

employee behavior. Indeed, if supervisors are not allowed to make the appraisals, their

authority and control over their subordinates could be diminished.

While supervisory ratings can be quite valuable, TVS have added peer appraisals to

replace or supplement those given by the supervisor. Naturally, peers and supervisors

each view an individual's performance from different perspectives. Supervisors usually

possess greater information about job requirements and performance outcomes.

Potential problems may limit the usefulness of peer ratings, however, especially if they

are used in lieu of supervisory ratings. First, the company considers the nature of its

reward system. If the system is highly competitive, peers may perceive a conflict of

interest. High ratings given to a peer may be perceived as harming an individual's own

chances for advancement. Second, friendships may influence peer ratings. A peer may

fear that low ratings given to a colleague will harm their friendship or hurt the

cohesiveness of the work group. On the other hand, some peer ratings may be

influenced by a dislike for the employee being rated.

TVS Motors also use self-ratings to supplement supervisory ratings. As one might

expect, self-ratings are generally more favourable than those made by supervisors and

peers and therefore may not be effective as an evaluative tool. However, self-ratings

may be used for employee development. Their use may uncover areas of subordinate-

supervisor disagreement, encourage employees to reflect on their strengths and

weaknesses, lead to more constructive appraisal interviews, and make employees more

receptive to suggestions.

MEASUREMENT

Once the appropriate performance dimensions have been established for jobs, TVS

Motors determine how best to measure the performance of employees. This raises the

critical issue of which rating form to use. In the vast majority of organizations,

managers rate employee job performance on a standardized form. A variety of forms

exist, but they are not equally effective. To be effective, the form must be relevant and

the rating standards must be clear. Relevance refers to the degree to which the rating


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form includes necessary information, that is, information that indicates the level or

merit of a person's job performance. To be relevant, the form include all the pertinent

criteria for evaluating performance and exclude criteria that are irrelevant to job

performance.

EMPLOYEE COMPARISON SYSTEMS

Most appraisal instruments require raters to evaluate employees in relation to some

standard of excellence. With employee comparison systems, however, employee

performance is evaluated relative to the performance of other employees. In other

words, employee comparison systems use rankings, rather than ratings. A number of

formats is used to rank employees, such as simple rankings, paired comparisons, or

forced distributions. Simple rankings require raters to rank-order their employees from

best to worst, according to their job performance.

When using the paired comparison approach, a rater compares each possible pair of

employees. For example, Employee 1 is compared to Employees 2 and 3, and Employee

2 is compared to Employee 3. The employee winning the most "contests" receives the

highest ranking. A forced distribution approach requires a rater to assign a certain

percentage of employees to each category of excellence, such as best, average, or worst.

Forced distribution is analogous to grading on a curve, where a certain percentage of

students get As, a certain percentage get Bs, and so forth.

Employee comparison systems are low cost and practical; the ratings take very little

time and effort. Moreover, this approach to performance appraisal effectively eliminates

some of the rating errors discussed earlier. Leniency is eliminated, for instance, because

the rater cannot give every employee an outstanding rating. In fact, by definition, only

50 percent can be rated as being above average. By forcing raters to specify their best


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and worst performers, employment decisions such as pay raises and promotions

become much easier to make.

GRAPHIC RATING SCALE.

A graphic rating scale (GRS) presents appraisers with a list of dimensions, which are

aspects of performance that determine an employee's effectiveness. Examples of

performance dimensions are cooperativeness, adaptability, maturity, and motivation.

Each dimension is accompanied by a multi-point (e.g., 3, 5, or 7) rating scale. The points

along the scale are defined by numbers and/or descriptive words or phrases that

indicate the level of performance. The midpoint of the scale is usually anchored by such

words as "average," "adequate," "satisfactory," or "meets standards."

BEHAVIORALLY-ANCHORED RATING SCALES

A behaviorally-anchored rating scale (BARS), like a graphic rating scale, requires

appraisers to rate employees on different performance dimensions. The typical BARS

includes seven or eight performance dimensions, each anchored by a multi-point scale.

But the rating scales used on BARS are constructed differently than those used on

graphic rating scales. Rather than using numbers or adjectives, a BARS anchors each

dimension with examples of specific job behaviours that reflect varying levels of

performance.

BEHAVIOR OBSERVATION SCALES

A behavior observation scale (BOS) used by TVS motors contains a list of desired

behaviours required for the successful performance of specific jobs, which are assessed

based on the frequency with which they occur. The development BOS, like BARS, also

begins with experts generating critical incidents for the jobs in the organization and

categorizing these incidents into dimensions. One major difference between BARS and

BOS is that, with BOS, each behavior is rated by the appraiser.

When using BOS, an appraiser rates job performance by indicating the frequency with

which the employee engages in each behavior. A multi-point scale is used ranging from

"almost never" to "almost always." An overall rating is derived by adding the

employee's score on each behavioral item. A high score means that an individual

frequently engages in desired behaviours, and a low score means that an individual

does not often engage in desired behaviours.


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MANAGEMENT

In the management phase of performance appraisal, employees are given feedback

about their performance and that performance is either reinforced or modified. The

feedback is typically given in an appraisal interview, in which a manager formallyaddresses the results of the performance appraisal with the employee. Ideally, the

employee will be able to understand his or her performance deficiencies and can ask

questions about the appraisal and his or her future performance. The manager should

give feedback in a way that it will be heard and accepted by the employee; otherwise,

the appraisal interview may not be effective.

The appraisal interview may also have an appeals process, in which an employee can

rebut or challenge the appraisal if he or she feels that it is inaccurate or unfair. Such a

system is beneficial because it:

y allows employees to voice their concerns.y fosters more accurate ratingsthe fear of a possible challenge may discourage

raters from assigning arbitrary or biased ratings.

y often prevents the involvement of outside third parties (e.g., unions, courts).The downside of using an appeals system is that it tends to undermine the authority of

the supervisor and may encourage leniency error. For example, a supervisor may give

lenient ratings to avoid going through the hassle of an appeal.

MANAGEMENT BY OBJECTIVES

Management by objectives (MBO) is a management system designed to achieve

organizational effectiveness by steering each employee's behavior toward the

organization's mission. MBO is often used in place of traditional performance

appraisals. The MBO process includes goal setting, planning, and evaluation. Goal

setting starts at the top of the organization with the establishment of the organization's

mission statement and strategic goals. The goal-setting process then cascades down

through the organizational hierarchy to the level of the individual employee. Anindividual's goals should represent outcomes that, if achieved, would most contribute

to the attainment of the organization's strategic goals. In most instances, individual

goals are mutually set by employees and their supervisors, at which time they also set

specific performance standards and determine how goal attainment will be measured.


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As they plan, employees and supervisors work together to identify potential obstacles

to reaching goals and devise strategies to overcome these obstacles. The two parties

periodically meet to discuss the employee's progress to date and to identify any changes

in goals necessitated by organizational circumstances. In the evaluation phase, the

employee's success at meeting goals is evaluated against the agreed-on performance

standards. The final evaluation, occurring annually in most cases, serves as a measure

of the employee's performance effectiveness.

MBO is widely practiced throughout the United States. The research evaluating its

effectiveness as a performance appraisal tool has been quite favourable. These findings

suggest that the MBO improves job performance by monitoring and directing behavior;

that is, it serves as an effective feedback device, and it lets people know what is

expected of them so that they can spend their time and energy in ways that maximize

the attainment of important organizational objectives. Research further suggests thatemployees perform best when goals are specific and challenging, when workers are

provided with feedback on goal attainment, and when they are rewarded for

accomplishing the goal.

MBO presents several potential problems, however, five of which are addressed here.

1. Although it focuses an employee's attention on goals, it does not specify thebehaviours required to reach them. This may be a problem for some employees,

especially new ones, who may require more guidance. Such employees should be

provided with action steps specifying what they need to do to successfully reach

their goals.

2. MBO also tends to focus on short-term goals, goals that can be measured byyear's end. As a result, workers may be tempted to achieve short-term goals at

the expense of long-term ones. For example, a manager of a baseball team who is

faced with the goal of winning a pennant this year may trade all of the team's

promising young players for proven veterans who can win now. This action may

jeopardize the team's future success (i.e., its achievement of long-term goals).

3. The successful achievement of MBO goals may be partly a function of factorsoutside the worker's control. For instance, the base-ball manager just described

may fail to win the pennant because of injuries to key players, which is a factor

beyond his control. Should individuals be held responsible for outcomes

influenced by such outside factors? For instance, should the team owner fire the

manager for failing to win the pennant? While some HRM experts (and base-ball


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team owners) would say "yes," because winning is ultimately the responsibility

of the manager, others would disagree. The dissenters would claim that the

team's poor showing is not indicative of poor management and, therefore, the

manager should not be penalized.

4. Performance standards vary from employee to employee, and thus MBOprovides no common basis for comparison. For instance, the goals set for an

"average" employee may be less challenging than those set for a "superior"

employee. How can the two be compared? Because of this problem, the

instrument's usefulness as a decision-making tool is limited.

5. MBO systems often fail to gain user acceptance. Managers often dislike theamount of paperwork these systems require and may also be concerned that

employee participation in goal setting robs them of their authority. Managers

who feel this way may not properly follow the procedures. Moreover, employees

often dislike the performance pressure that MBO places on them and the stress

that it creates


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BUILDING EMPLOYEE TRAINING AND DEVELOPMENT

PROGRAM

Want to keep your staff motivated about learning new concepts? The quality and

variety of the employee training you provide is key for motivation. Reasons for

employee training range from new-hire training about your operation, to introducing a

new concept to a workgroup to bringing in a new computer system.

Whatever your reason for conducting an employee training session, you need to

develop the employee training within the framework of a comprehensive, ongoing, and

consistent employee training program. This quality employee training program is

essential to keep your staff motivated about learning new concepts and your

department profitable.

PURPOSE OF TRAINING AND DEVELOPMENT

Reasons for emphasizing the growth and development of personnel include

y Creating a pool of readily available and adequate replacements for personnelwho may leave or move up in the organization.

yEnhancing the company's ability to adopt and use advances in technologybecause of a sufficiently knowledgeable staff.

y Building a more efficient, effective and highly motivated team, which enhancesthe company's competitive position and improves employee morale.

y Ensuring adequate human resources for expansion into new programs.Research has shown specific benefits that a small business receives from training and

developing its workers, including:

y Increased productivity.y Reduced employee turnover.y Increased efficiency resulting in financial gains.y Decreased need for supervision.


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Employees frequently develop a greater sense of self-worth, dignity and well-being as

they become more valuable to the firm and to society. Generally they will receive a

greater share of the material gains that result from their increased productivity. These

factors give them a sense of satisfaction through the achievement of personal and

company goals.

CENTER OF EXCELLENCE / TRAINING & DEVELOPMENT

The Individual Development Action Plan (IDAP) for every employee is part of the

Performance Appraisal output and is linked with skill requirements for achievement of

individual goals. For a set of identified high performers, a Personal Growth Plan (PGP)

that includes Coaching and Mentoring, other than IDAP, would be evolved for their

needs.

The Training and Development program will focus on IDAP. There are five levels oftraining provided to employees. Educational, Company Basic, Function Specific, Self

Development, and Management Development.

Company Basic programs include Communication, Presentation and Business writing

skills, and Internal Company programs like Systematic Problem Solving, QC tools, and

5S. TVS Way will be part of the Company Basic programs, covering all employees in

the cluster.

Function specific programs include Customer management skill, Negotiation skills,

Project Management, Selling Skills and others like Inventory and Materials

Management.

Opportunities for Self Development will be offered through Team Building and

Leadership programs. Education support will be offered to select high performers to

enable them to transform to the next level in the leadership pipeline.

A key facet of Servicetecs employee development initiative is our promise to support

lifetime learning. As we progress, you grow with us, developing fresh potential to take

our business ahead. Being a part of our enthusiastic team you can

y Create your own IDAP (Individual Development Action Plan), which will latertranslate into your own training need which becomes a part of annual goals

signoff.


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y Get an opportunity to learn and unlearn since we believe that the bestinvestment is our people, and hence we spend substantial amount in Training

and Development.

y We also believe in continuous enhancement of soft skills and functional skills ofeach individual, which is combined with Six Sigma training programs to bring

in process efficiency and performance excellence in any function.

LEVEL BASED TRAINING

y All technicians to undergo 9 day (4 S+ 4T + 1E&C) Entry level module to qualifyas certified technician Level 1 - indicated as Basic

y Up to 2 vertical specialization Level 2 - Intermediate indicated asy Up to 3 vertical specialization Level 3 - Advanced indicated asy All the 4 verticals specialization Level 4 Expert Indicated as

The quality of employees and their development through training and education are

major factors in determining long-term profitability of a small business. If you hire and

keep good employees, it is good policy to invest in the development of their skills, so

they can increase their productivity.

Training often is considered for new employees only. This is a mistake because ongoing

training for current employees helps them adjust to rapidly changing job requirements.


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ESSENTIAL COMPONENTS OF EMPLOYEE TRAINING PROGRAMS

A complete employee training program includes a formal new hire training program

with an overview of the job expectations and performance skills needed to perform the

job functions. A new hire training program provides a fundamental understanding ofthe position and how the position fits within the organizational structure.

The more background knowledge the new associate has about how one workgroup

interrelates with ancillary departments, the more the new associate will understand his

or her impact on the organization.

Another aspect of a comprehensive employee training program is continuing education.

The most effective employee training programs make continuing education an ongoing

responsibility of one person in the department. This is an important function that will

keep all staff members current about policies, procedures and the technology used inthe department.

New Hire Training

A solid new hire training program begins with the creation of an employee training

manual, in either notebook format or online. This manual acts as a building block of

practical and technical skills needed to prepare the new individual for his or her

position.

In order for the department to understand current policies and procedures, a managermust ensure the department manuals or online employee training are kept current. This

includes any system enhancements and / or change in policy or procedure. In addition,

keep the user in mind when designing training manuals or online training; keep the

employee training material interesting for the learner. Use language that is not

"corporate" and include images and multi-media.

Much of this employee training and reference material belongs online these days in a

company Intranet. But, if your organization is not ready to embrace the online world,

keep the manuals up-to-date and interesting. When possible, in computer training,incorporate visual images of the computer screen (multi-media screen capture) to

illustrate functions, examples, and how tos.

On the Job Training

Another form of new hire training includes having the new associate train directly next

to an existing associate. Some call this On the Job Training (OJT) or side-by-side


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training. This type of employee training allows the new associate to see first hand the

different facets of the position.

Also, OJT allows the new hire the opportunity to develop a working relationship with

an existing associate. This type of employee training reinforces concepts learned in theinitial training and should be used to reinforce and apply those same learned concepts.

Continuing Education in Employee Training

A continuing education program for a department is just as important as the new hire

training. When training a new associate, I have found that they will only retain

approximately 40 percent of the information learned in the initial training session.

Therefore, a continuous effort must be placed on reminding the staff about various

procedures and concepts. This continuing education can be formal or informal. (The

authors preference is always with a more informal approach.)

The formal or traditional approach, to employee training often includes a member of

management sending a memo to each associate. The informal, and often more

appealing approach to a visual learner, is to send a one-page information sheet to staff.

This information sheet, called a training alert, should be informative and presented in a

non-threatening manner. Therefore, if the policy or procedure changes, the informal

approach would better prepare the department to receive this presentation.

Prior to putting together a continuing education employee training program, the

management team must decide upon their desired outcome. One question that is

important to answer is, "Do you want the program to enhance the skills of the associate

or do you want to help the associate with personal development?"

While there is some commonality between these answers, the main difference is the

opportunity for the management team to mold future management team members. If

the desired outcome is simply to enhance skills, with no personal development, the

department will have a staff that simply knows how to do their job a little better. Whilethat is a positive outcome, you want your company to think "outside the box," and

design a program that allows, and even encourages, critical thinking and problem

solving.

Therefore, when designing a continuing education program, the desired outcome

should be a blending of both technical and personal enhancement. This type of training


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program will allow the staff the opportunity to develop solid management skills,

coupled with a better understanding of their position and function, and how that fits

into the relationship of the organization.

For example, if you discover during the assessment process that writing skills in thedepartment are low, you will need to enhance those skills by developing a

corresponding training session.

Blend Technical Training with Personal Development

This writing training session could include topics on the basics of writing, such as

spelling, punctuation, sentence structure and correct word use. Building on those

basics, you could give your participants an applicable topic, such as writing a letter to a

customer apologizing for a late shipment.

Provide the participants background information about the customer. Tell them the

customer has purchased from them for ten years and has always made payments

promptly. Give them ten or fifteen minutes to compose a rough draft and have them

present their letter to the group. Once someone has read a letter, ask the other

participants to offer feedback for improvements, and as the trainer, point out the

positive aspects of the letter.

Another mechanism that will help with ongoing continuing education is to enable staff

members to develop an affiliation with an association or industry group. This type of

education is tangible and has been proven to have a positive track record with the local

offices and their industry trade groups. Staff members are given the opportunity to

come together periodically, and discuss the issues they are experiencing in their

business.

This is a positive experience for everyone involved because the information gained in

this type of setting can prove useful to others who may have the potential to partake in

a similar situation. Also, others who have experienced a similar situation have the

opportunity to talk about their resolution(s) that worked effectively.


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EFFECTIVE TRAINING PROGRAM TIPS

Here are a few final thoughts on the design of the continuing education employee

training program.

y According to the Wall Street Journal, most adults write at an eight-grade level.y When scheduling the training session, attempt to keep your groups diverse. This

promotes good discussion and is a live example of how concepts can relate

throughout the organization and/or workgroups.

y Attempt to have a point person or a trainer in each work area. This conceptserves two purposes. If a new system or procedure will be introduced, the point

person can learn the system or procedure and train the staff. (People always

learn better when they are required to teach the concept.)

Second, it helps having a local resource within the workgroup. This allows for

more questions when the level of understanding is low. Associates will not feel

threatened by someone they sit next to every day versus a trainer from the

human resources or organizational development area.

The best type of employee training program for a work group is one tailored to their

needs. So, how do you know what their needs are? One way is to work with the staff

members who are responsible for the area. If it is possible, do a random sampling of the

staff performance development plans and look for consistencies in any needed areas of

development.

Another approach is to conduct a training needs assessment and ask the staff members

themselves what skills they would like to develop.

No matter how you determine what types of employee training sessions are needed, it

is important to remember that when developing the course, stick to the original concept.

If more than one concept is considered during the planning process, break the concepts

out into two workshops.

Keep in mind that a productive employee training session can and should be

accomplished in less than two hours. Anything longer than two hours and you will lose

your audience. Finally, during the actual training session, attempt to have at least one

or two activities to keep the participants' minds active and to prevent sleeping or

daydreaming.


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DO YOU REALLY NEED AN EMPLOYEE TRAINING SESSION?

While an employee training session may be effective, it may not always be the best

approach to fulfilling training needs. If the concept you are introducing is defined as

elementary or common knowledge, create an employee training alert, instead.

An employee training alert is an excellent method to communicate about and reinforce

concepts that would be considered common knowledge or new job information. Either

put employee training alerts online, distribute via email, or, in some situations, when

employees do not have computer access, as an example, write employee training alerts

in a bullet format on paper.

Remember to add some flare and/or graphics to the piece of paper, if paper is the most

convenient method. Don't be afraid to use that flare in your color choice for the paper. I

have found in my work experience, that when staff members receive a piece offluorescent green paper in their mail box, they are more likely to pick it up and read it,

versus the memo on white paper that just went out from the boss.

KEEPING THE LEARNING GOING

I'll provide just a few ideas on this concept and then, Ill step down from the training

soapbox.

y If the capabilities are present and the department wants to have some fun whilelearning, develop a game. This game can be anything from Family Feud toJeopardy and more. In either format, have the staff answer questions created by

the department management relating to work situations and/or people. It is

amazing what people will remember from a fun situation versus a forced

learning experience.

y When conducting the employee training classes, attempt to keep the classinformative and light. While communicating the ideas is important, the number

one goal should be to keep the staff interested, involved, and entertained during

the workshop. This will insure staff members are paying attention and learning.(This can be difficult if you do not employ an animated trainer, however, most

individuals that are in the training field are pretty animated.)

y Introduce the concept of blended learning to the department. Allow the staff toachieve their learning levels from different resources. While the employee

training alerts and employee training sessions are directly from management,


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challenge the staff to look on the Internet and in the library for other ideas that

might work in their department.

Through all of this, the new hire training and the ongoing continuing staff education,

what I would most like you to remember is that learning can and should be fun.

Your staff members are sponges wanting to absorb knowledge, however, they'll most

likely want to learn concepts when they are presented in a fresh, lively, and exciting

manner.

Putting a twist to your current employee training methods can help people become and

continue to be excited about learning.

MENTORING COST ANALYSIS AND JUSTIFICATION

Mentoring can be provided in various ways and programmes take a variety of shapes.

Mentoring can be external, where the mentoring is essentially provided by external

people, or an internal activity, using mentors within the organisation.

Due to the relative newness of mentoring as a formal organised process, and because

mentoring programmes are so varied, statistics as to general costs and returns across

industry are not easy to find. Here however are general cost indicators for a program

essentially delivered by internally appointed mentors.

The main elements of a mentoring programme that carry quantifiable cost would be:

y Training of mentor(s) - comfortably achievable for 1,000/head - it's not rocketscience, but selection of suitable mentor is absolutely critical - good natural

mentors need little training; other people who are not ready or able to help

others can be beyond any amount of training.

y Mentor time away from normal activities - needs to be a minimum of an hour amonth one-to-one or nothing can usefully be achieved, up to at most a couple of

hours a week one-to-one, which would be intensive almost to the point of

overloading the mentoree. That said, there may be occasions when the one-to-

one would necessarily involve a whole day out for the mentor, for instance client

or supplier visits. Say on average a day a month including the associated

administration work, particularly where the mentoring is required to be

formalised and recorded.


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y Overseeing the program, evaluating and monitoring activity, progress and

outputs - depends on the size of the program, i.e., number of mentors an number

of 'mentorees' - if the mentoring is limited to just a single one-to-one relationship

then it's largely self-managing - if it's a programme involving several mentors an

mentorees then estimate an hour per quarter (3 mths) per one-to-one mentoring

relationship - probably the responsibility of an HR or training manager. If this

person with the overview/monitoring responsibility needs external advice you'd

need to add on two or three days external training or consultancy costs.

y (Mentoree time away from normal activities - effective mentoring shouldideally integrate with the mentoree's normal activities, and enhance productivity,

effectiveness, etc., so this is arguably a credit not a debit.)

LEADERSHIP AND MANAGEMENT TRAINING AND DEVELOPMENT -

PROCESSES OVERVIEW

Here's an overview of some simple processes for training and developing management

and leadership skills, and any other skills and abilities besides. Use your own tools and

processes where they exist and are effective. Various tools are available on the resources

section to help with this process, or from the links below.

Refer also to the coaching and development process diagram.

1. Obtain commitment from trainees for development process. Commitment isessential for the development. If possible link this with appraisals and career

development systems.

2. Involve trainees in identifying leadership qualities and create 'skill/behavior-set'that you seek to develop. Training and development workshops are ideal for this

activity.

3. Assess, prioritize and agree trainee capabilities, gaps, needs against theskill/behavior-set; individually and as a group, so as to be able to plan grouptraining and individual training according to needs and efficiency of provision.

Use the skill/behavior-set tool for this activity. Use the training needs analysis

tool for assessing training needs priorities for a group or whole organization.

4. Design and/or source and agree with trainees the activities, exercises, learning,and experiences to achieve required training and development in digestible


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achievable elements - i.e. break it down. Use the training planner to plan the

development and training activities and programmes. Record training objectives

and link to appraisals.

5. Establish and agree measures, outputs, tasks, standards, milestones, etc. Usethe SMART task model and tool.

Training and development can be achieved through very many different methods - use

as many as you need to and which suit the individuals and the group. Refer to the Kolb

learning styles ideas - different people are suited to different forms of training and

learning.

Exercises that involve managing project teams towards agreed specific outcomes are

ideal for developing management and leadership ability. Start with small projects, then

increase project size, complexity and timescales as the trainee's abilities grow. Here areexamples of other types of training and development. Training need not be expensive,

although some obviously is; much of this training and development is free; the only

requirements are imagination, commitment and a solid process to manage and

acknowledge the development. The list is not exhaustive; the trainer and trainees will

have lots more ideas:

y on the job coachingy mentoringy delegated tasks and projectsy reading assignmentsy presentation assignmentsy job deputisation or secondmenty external training courses and seminarsy distance learningy evening classesy hobbies - e.g. voluntary club/committee positions, sports, outdoor activities, and

virtually anything outside work that provides a useful personal development

challenge


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y internal training coursesy attending internal briefings and presentations, e.g. 'lunch and learn' formaty special responsibilities which require obtaining new skills or knowledge or

exposure

y videoy internet and e-learningy customer and supplier visitsy attachment to project or other teamsy job-swapy accredited outside courses based on new qualifications, e.g. NVQ's, MBA's, etc.

MEASURING AND INCREASING TRAINING DAYS OR HOURS PER PERSON

Measuring training hours per person as an average across the organization, typically

per year, is often a useful training and development KPI (Key Performance Indicator) of

the training function - more training acronyms here. If you can't measure it you can't

manage it, the saying goes.

The degree of difficulty in measuring training time per person depends on what you

define as training: training time per person on training courses is relatively easy to

measure, but on-the-job coaching, informal mentoring, personal reading and learning -

these are less quantifiable - you'd normally need to get this data from the employees via

a survey or other special report.

It is possible to manage 'training time per person' aims and data via annual appraisals,

when training past and future could be quantified - this could be a relatively simple

add-on to whatever appraisal system you are using currently, and could relativelyeasily be cascaded via managers.

Your previous year's total training course time - i.e., 'person-days' spent on training

courses - divided by number of employees in the organization is an easy start point.

This will give you the average training course time per employee, and if you have no

other benchmarks is as good a start point as any. Then perhaps agree a sensible target


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uplift on this, assuming the training requirement is linked to organizational aims and

personal development, rather than training for the sake of it just to increase the hours

per person. You can make this calculation for a team, a job grade, a department or a

whole organization.

You could also survey the managers as to their estimate of how much on-the-job-

coaching they provided per person as an average during a week. This gives another

benchmark, albeit it an estimate, for which you can target an uplift and then monitor

via managers reporting back every month or quarter. Remind managers to include, and

if possible to categorize all the different sorts of training and coaching that takes place,

as they will tend to forget or ignore certain types, for example; job cover, training at

meetings, taking on new tasks and responsibilities, delegated tasks, shadowing, etc.

Training comes in various forms - if you are measuring it make sure you don't

underestimate the level of activity.

TRAINING PLANNING FACTORS

These guidelines essentially deal with conventional work skills training and

development. Remember that beyond this, issues of personal development and

learning, for life, not just work, are the most significant areas of personal development

to focus on.

To plan traditional training of work skills and capabilities that links to organizational

performance improvement you must first identify the organizational performance

needs, gaps, and priorities. These are examples of typical training drivers which give

rise to training needs. It is rare to use all of these aspects in determining training needs -

select the ones which are most appropriate to your own situation, the drivers which will

produce the most productive and cost-effective results, in terms of business

performance and people-development:

examples of training drivers

y Customer satisfaction surveysy Business performance statistics and reports.y Financial reports and ratios.y Competitor analysis and comparison, e.g. SWOT analysis.


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y Management feedback on employee needs, including from appraisals.y Training audits, staff assessment centres.y Staff feedback on training needs.y Director-driven policy and strategic priorities.y Legislative pressures.y Relevant qualification and certification programmes.

Use the results and indicators from the chosen driver(s) to produce prioritized training

needs per staff type, which will logically enable staff and management to achieve

improvements required required by the organization.


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GENERAL TRAINING TIPS

These tips apply essentially to traditional work-related training - for the transfer of

necessary job- or work-related skills or knowledge.

These tips do not apply automatically to other forms of enabling personal development

and facilitating learning, which by their nature involve much wider and various

development methods and experiences.

When planning training think about:

y your objectives - keep them in mind all the timey how many people you are trainingy the methods and format you will usey when and how long the training lastsy where it happensy how you will measure its effectivenessy how you will measure the trainees' reaction to it

When you you give skills training to someone use this simple five-step approach:

1. prepare the trainee - take care to relax them as lots of people find learning newthings stressful

2. explain the job/task, skill, project, etc - discuss the method and why; explainstandards and why; explain necessary tools, equipment or systems

3. provide a demonstration - step-by-step - the more complex, the more steps -people cannot absorb a whole complicated task all in one go - break it down -

always show the correct way - accentuate the positive - seek feedback and check

understanding

4. have the trainee practice the job - we all learn best by actually doing it - ('I hearand I forget, I see and I remember, I do and I understand' - Confucius)

5. monitor progress - give positive feedback - encourage, coach and adaptaccording to the pace of development


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Creating and using progress charts are helpful, and are essential for anything complex -

if you can't measure it you can't manage it. It's essential to use other training tools too

for planning, measuring, assessing, recording and following up on the person's training.

Breaking skills down into easily digestible elements enables you to plan and managethe training activities much more effectively. Training people in stages, when you can

build up each skill, and then an entire role, from a series of elements, keeps things

controlled, relaxed and always achievable in the mind of the trainee.

Establishing a relevant 'skill set' is essential for assessing and prioritizing training for

any role. It is not sufficient simply to assess against a job description, as this does not

reflect skills, only responsibilities, which are different. Establishing a 'behavior set' is

also very useful, but is a more difficult area to assess and develop.

More information and guidance about working with 'Skill-Sets' and 'Behavior Sets', andassessment and training planning see training evaluation, and performance appraisals,

and other related linked articles on this site. Using Skill-Sets to measure individual's

skills and competencies is the first stage in producing a training needs analysis for

individuals, a group, and a whole organisation. You can see and download a free Skill-

Set tool and Training Needs Analysis tool the free resources page.

This will not however go beyond the basic work-related job skills and attributes

development areas. These tools deal merely with basic work training, and not with

more important whole person development, for which more sophisticated questioning,mentoring and learning facilitation methods need to be used.

Psychometric tests (and even graphology - handwriting analysis) are also extremely

useful for training and developing people, as well as recruitment, which is the more

common use. Psychometric testing produces reliable assessments which are by their

nature objective, rather than subjective, as tends to be with your own personal

judgment. Your organisation may already use systems of one sort or another, so seek

advice. See the section on psychometrics. Some of these systems and tools are extremely

useful in facilitating whole-person learning and development.

Some tips to make training (and learning, coaching, mentoring) more enjoyable and

effective:

y keep instructions positive ('do this' rather than 'don't do this')


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y avoid jargon - or if you can't then explain them and better still provide a writtenglossary

y you must tailor training to the individual, so you need to be prepared to adaptthe pace according to the performance once training has begun

y encourage, and be kind and thoughtful - be accepting of mistakes, and treat themas an opportunity for you both to learn from them

y focus on accomplishment and progress - recognition is the fuel of developmenty offer praise generouslyy be enthusiastic - if you show you care you can expect your trainee to care tooy check progress regularly and give feedbacky invite questions and discussiony be patient and keep a sense of humour

Induction training tips:

y assess skill and knowledge level before you starty teach the really easy stuff firsty break it down into small steps and pieces of informationy encourage pridey cover health and safety issues fully and carefullyy try to identify a mentor or helper for the trainee

As a manager, supervisor, or an organisation, helping your people to develop is the

greatest contribution you can make to their well-being. Do it to your utmost and you

will be rewarded many times over through greater productivity, efficiency,environment and all-round job-satisfaction.

Remember also to strive for your own personal self-development at all times - these

days we have more opportunity and resource available than ever to increase our skills,

knowledge and self-awareness. Make use of it all.


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CONCLUSION

In Organization development, the related field of training and development (T & D)

deals with the design and delivery of learning to improve performance within

organizations.

After hiring the employees by an organization, next step is determining the need of

training and development for them. It is obvious that some new employees are not

experienced to their work so they need special training to perform effectively and

efficiently. Different organizations held different training and development programs

according to their available resources and requirements.

On the other hand, the important aspect of training and development programs is that

it helps to avoid the managerial obsolescence. Organizational problems either major or

minor can be solved our by these programs. These programs also play an important role

managing the changes in organizational structure caused by mergers, acquisitions,

rapid growth, downsizing and outsourcing.

Training and development programs are also important to cope up with the changes in

technology and with diversity within the organization. Today because of number of

changes in technological fields, these programs are increasingly emphasizing on

converting the organization to learning organizations and human performance

management.


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REFERENCES

http://www.tvsmotor.in/

http://www.tvsmotor.in/pdf/TVS%20Motor%20Co%20AR04.pdf

http://www.freeonlineresearchpapers.com/ford-diversity-commitment

http://www.zeromillion.com/business/personnel/employee-training.html

http://www.mbaknol.com/human-resource-management/inputs-in-training-and-

development-programmes/

http://www.businessballs.com/trainingprogramevaluation.htm

http://www.businessballs.com/traindev.htm

http://www.articlesnatch.com/Article/Developing-A-On-The-Job-Training-Program-

Within-An-Organization/995179

http://managementhelp.org/trng_dev/trng_dev.htm#anchor1190155

http://www.articlesnatch.com/Article/Developing-A-On-The-Job-Training-Program-Within-An-Organization/995179

http://www.docstoc.com/docs/25337334/6521964-summer-training-report-on-bajaj-

vs-hero-honda

http://www.google.co.in/#q=training+development+programme+for+the+employees

+of+a+motor+bike+company&hl=en&biw=1280&bih=699&ei=njHcTJ6WNI7Rccv01cM

G&start=10&sa=N&fp=e43fc69e24519849

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