Jaipal Project

8/8/2019 Jaipal Project

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THE ORGANISATION: EXIDE INDUSTRIES LTD.1.1 COMPANY PROFILE 31.2 BUSSINESS OVERVIEW 6

1.3 PRODUCTS 81.4 MANAGEMENT 91.5 SUBSIDIARIES 13INTRODUCTION: TRAINING & DEVELOPMENT 202.1 TRAINING AND DEVELOPMENT 212.2 OBJECTIVE OF THE STUDY 222.3 PURPOSE 222. 4 SCOPE OF THE STUDY 232.5 RESEARCH METHODOLOGY 23TRAINING AND DEVELOPMENT: THEORETICAL PERSPECTIVE 25

3.1 PLANNING AND TRAINING ACTIVITIES 253.2 TRAINING INPUTS 263.3 AREAS OF TRAINING 273.4 LEARNING AND TRAINING 303.5 TRAINING POLICY 313.6 POSITIVE OUTCOMES OF TRAINING 323.7 TRAINING METHODS 333.8 OBJECTIVES OF TRAINING METHODS 343.9 CLASSIFICATION OF METHODS 353.10 TRAINING ORGANIZATION 403.11 EVALUATION OF TRAINING 42

3.12 IS TRAINING THE BEST MEDICINE? 443.13 NEW TRENDS IN TRAINING 463.14 TRAIN, DON'T TELL 483.15 TRAINING: MANTRA OF THE NEW MILLENNIUM 49

SURVEY RESULTS 59DATA ANALYSIS 78CONCLUSIONS AND RECOMMENDATIONS 89BIBLIOGRAPHY 90ANNEXURE 91

QUESTIONNAIRE FOR TRAINEES

QUESTIONNAIRE FOR T&D STAFF


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CHAPTER 1

1.1 Industry and Company profile

Industry Profile:The Company was incorporated as AssociatedBattery Makers (Eastern) Ltd., on 31st January, 1947 under the

Companies Act, 1913 to purchase all or any of the assets of the

business of manufacturers, buyers and sellers of and dealers in andrepairers of electrical and chemical appliances and goods carried on by

the Chloride Electric Storage Company (India) Ltd, in India , since1916 with a view thereto to enter into and carry into effect (either with

or without modification) an agreement which had already been

prepared and was expressed to be made between the Chloride ElectricStorage Co (India) Ltd on the one part and the Company of the other

part. The name of the Company was changed to Chloride India Ltd on2nd August, 1972. The name of the Company was again changed to

Chloride Industries Ltd. vide fresh Certificate of Incorporation dated

12th October, 1988. The name of the Company was further changed toExide Industries Ltd. on 25th August, 1995.

The Company manufactures the widest range of storage batteries inthe world from 2.5 Ah to 20,400 Ah capacity, covering the broadest

spectrum of applications. The Company has six factories strategically

located across the country two in Maharashtra, one in West Bengal,two in Tamil Nadu and one in Haryana. The Companys predecessor

carried on their operations as import house from 1916 under the nameChloride Electrical Storage Company. Thereafter, the Company started

manufacturing storage batteries in the country and have grown tobecome one of the largest manufacturer and exporter of batteries in

the sub-continent today. Exide separated from its UK-based parent,

Chloride Group Plc., in 1989, after the latter divested its ownership infavour of a group of Indian shareholders. The Company has grown

steadily, modernized its manufacturing processes and taken initiativeson the service front. Constant innovations have helped the Company

to produce the worlds largest range of industrial batteries extending

from 2.5 Ah to 15000 Ah and covering various technologyconfigurations.


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Milestones

1916 Chloride Electric Storage Co. (CESCO) UK sets up trading

operations in India as an import house.

1946 First factory set up in Shamnagar, West Bengal.

1947 Incorporated as Associated Battery Makers (Eastern) Limited on31 January 1947 under the Companies Act.

1947 Incorporated Chloride International Limited (previously Exide

Products Limited)

1969 Second factory at Chinchwad, Pune

1972 The name of the Company was changed to Chloride India

Limited

1976 R&D Centre established at Kolkata

1981 Third factory at Haldia, West Bengal1988 The name of the Company was changed to Chloride Industries

Limited

1994 Technical collaboration with Shin Kobe Electric Machinery Co.Ltd. of Japan, a subsidiary of the Hitachi Group.

1995 Chloride Industries Limited renamed Exide Industries Limited

1997 Fourth factory at Hosur, Tamil Nadu

1998 Acquisition of industrial/ manufacturing units of StandardBatteries Ltd located at Taloja & Kanjurmarg (Maharashtra), Guindy

(Tamilnadu) and plant at Ahmednagar (Maharashtra) from CosepaFiscal Industries Limited as a going concern.

1999 Acquired 51% Shareholding in Caldyne Automatics Ltd

2000 Acquisition of 100% stake in Chloride Batteries S E Asia Pte Ltd.,

Singapore and 49% stake in Associated Battery Manufacturers(Ceylon) Limited, Sri Lanka.

2003 Commissioned plant at Bawal, Haryana

2003 New joint venture in UK, ESPEX, with 51% holding.

2004 Associated Battery Manufacturers (Ceylon) Limited, Sri Lankabecame a subsidiary consequent to acquiring further 12.50% Equity

holding.

2005 Investment in 50% shareholding of ING Vysya Life InsuranceCompany Limited

2007 Caldyne Automatics Ltd becomes 100% subsidiary consequent to

acquiring the balance 49% shareholding.


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2007 Investment with 26% shareholding.in CEIL Motive Power Pty Ltd.A Joint Venture in Australia.

2007 Acquired 100% stake in Tandon Metals Ltd.

2008 Acquired 51% stake in Lead Age Alloys India Ltd

Products

EXIDE INDUSTRIES Ltd. Storage Batteries are an essentialrequirement to keep electrically operated equipments going whenthe mains fail.

Railway, Telecommunications,

Defense, Mining, Hospitals, Airlines Signaling & Communications.....All depend on Exide

to fulfill their needs for Standby Power.

Railway Systems, from Air conditioning, Train Lighting to Signaling,Diesel Loco Starter, and Electric Multiple Units depend on Exide tokeep running smoothly.Starting with batteries for Fork Lift Trucks,Golf Carts, Electric Wheel Chairs, etc.

Exide has steadily developed the technology for powering electricvehicles as well as water vessels driven by battery power.

The special power-packs are considerably lighter and can berecharged faster than conventional batteries.


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1.2 BUSINESS OVERVIEW

The Companys predecessor began its operations in 1916 asan import house called Chloride electrical Storage Company.Since then, over the years, the Company has been steadilyprogressing by taking necessary initiatives to modernize itsmanufacturing processes and by constantly improving itscustomer services.In the year 1994, the Company had entered into a technicalcollaboration with Shin Kobe Electric Machinery Co. Ltd. of

Japan, a subsidiary of the Hitachi Group. The main objective

of entering into this collaboration was accessing technologyfor the new automotive vehicles entering the Indian market.Further in the year 1998, with an objective of increasingcapacity without the time lag in setting-up greenfield projectthe company acquired the Industrial Undertakings ofStandard Batteries Limited as a going concern. Thisacquisition strengthened its production base as well asgiving the Company access to technology from TheFurukawa Battery Company of Japan.

On the marketing front, with an objective to get a globalplatform to expand its business the Company acquired a100% stake in Caldyne Automatics Ltd in July 2007 and100% stake in Chloride Batteries S E Asia Pte Ltd., Singaporeand 49% stake in Associated Battery Manufacturers (Ceylon)Limited, Sri Lanka in the year 2001. The stake in AssociatedBattery Manufacturers (Ceylon) Limited, Sri Lanka wasincreased to 61.5% by acquiring additional 12.5% stake in2004.

The company has also acquired a 51% stake in ESPEXBatteries Limited, U.K.and a 26% shareholding in Ceil MotivePower Pty Limited, Australia. The Company has also acquireda 100% stake in Chloride Metals Ltd in October 2007. In June2008 the company acquired a 51 per cent stake in LeadageAlloys India Ltd.


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Through these continuous innovations and collaborations theCompany has gradually risen to become one of the largestmanufacturers and exporters of batteries in the sub-continent today. The Company manufactures the widest

range of storage batteries in the world from 2.5 Ah to 20400Ah capacity, covering the broadest spectrum of applications.As on today, the Company has a domestic market share of45% in Industrial, 72% in Auto OE and 73% in replacementauto . The Company being the domestic storage major, isalso one of the largest power storage solution company inSouth-East Asia.On the domestic front, the Company has six factories locatedacross India 2 in the states of Maharashtra, 2 in the state ofWest Bengal, 1 in state of Tamil Nadu and 1 in the state of

Haryana. The Company power most of the industrial andautomotive segments in the country and the products areused in critical applications in infrastructure and defencesectors.Automotive BatteriesIn the domestic market, the Company sells its productsunder EXIDE, SF, SONIC and Standard FurukawaBrands.EXIDE and SF are its flagship brands. In theinternational market the products are sold mainly under

DYNEX, INDEX & SONIC brands. The Company suppliesbatteries to almost all the car and two-wheelermanufacturers in the country.

The Company has a distribution network comprising over4000 dealer outlets. These outlets are supported by 4regional offices and 28 branch offices. The Company alsoexports batteries to the Middle East, Japan and CIS countries.

The Company has a market share of 72% in case ofAutomotive OEM and 70% in case of Organized Retail. TheCompany also manufactures submarine batteries.Industrial Batteries

The Company designs and manufacture its industrialbatteries in a wide range from 2.5 Ah to 20,600 Ah inconventional flooded and Valve Regulated Lead Acid (VRLA)design. In domestic market, the Company sell its products


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mainly under EXIDE, INDEX, SF, CEIL & POWER SAFE brandsand in the international markets mainly under CEIL,CHLORIDE and INDEX brands.Industrial batteries are of three types, Conventional lead

acid batteries, VRLA (Valve regulated lead acid batteries)batteries and Nickel-Cadmium batteries.Both organized and unorganized players compete in the OEMand retail industrial battery markets. Industrial batteriescater mostly to the infrastructure sector such as railways,telecom, power plants, solar cells and other industrialsegments such as uninterrupted power supply, inverters andtraction batteries. Exides Inva tubular batteries for Inverterapplications were introduced in 2000 and Tele tubular for

Telecom Sector introduced in the year 2007 has created

volume growth.. The Company also manufacture industrialbatteries for niche segments such as miners cap lampbatteries and submarine batteries.Submarine Batteries

The Company also manufactures high-end submarinebatteries (Type 1, 2 & 3). The Company manufactures two tothree submarine batteries a year to meet the countrysdefence requirements. The Company is one of the five

companies in the World which has the capability to makesubmarine batteries for both Russian and German types.With the governments permission, in recent years, theCompany has exported to Algeria.

1.3PRODUCTS

Railway Starter batteries

VRLA For Telecom


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Golf Cart Battery

Miner's Cap Lamp

Tabular For Inverters

VRLA For UPS System

Diesel Loco Starter batteries

1.4 : management

Business Practices

Code of Ethics

EXIDE is committed to the highest standards of ethics and business conduct.This encompasses our relationship with our customers, our suppliers, ourshareholders, our competitors, the communities in which we operate, and witheach other as employees at every organizational level. These commitments andthe responsibilities they entail are summarized here:


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Our Competitors

We are committed to competing vigorously and fairly for business and to basingour efforts solely on the merits of our competitive offerings.

Our Communities

We are committed to being a responsible corporate citizen of the worldwidecommunities in which we reside. We will abide by all national and local laws, andwe will strive to improve the well-being of our communities through theencouragement of employee participation in civic affairs and through corporatephilanthropy.

Employment

Headquartered in Farmington, Connecticut USA, and operating in over 172countries, EXIDE combines its global HVAC and refrigeration expertise with theresponsiveness of its local operations to lead nearly every geographic market.We have the most extensive distribution organization and the most advanced


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research and engineering facilities in the world. And we have a highly diverseworkforce, numbering about 45,000 worldwide, whose many faces, languagesand talents are linked by a universal goal to provide customers with superiorvalue.EXIDE, along with our parent company United Technologies Corporation, invests

most heavily in the success of our workforce with an unequaled commitment tocontinued training and education a commitment exemplified by ourgroundbreaking Employee Scholar Program.

Job Opportunities

Employee Benefits

EXIDE offers a wide array ofbenefits including UTC Choice health and welfareplans, financial security plans, paid time off, health and wellness services, andmany more employee and family services.

Recruiting

EXIDE is actively recruiting degreed and advanced-degreed professionals inthe disciplines of mechanical, electrical/electronics, software, sales andengineering, as well as experienced manufacturing professionals, informationsystems professionals, and marketing ,and sales associates

We want to attract the best and brightest minds in the world, so we offerincentives that are the envy of the business world. Our standard benefit package

is loaded and extremely flexible*... because who knows what tomorrow maybring? Say you marry someone with four kids. Or maybe you've set lofty financialgoals. With EXIDE, you're not alone. And you're in control.


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1.9 Standard Benefits package includes:

Medical Care

Dental Care

Vision Discounts

Personal Travel

Life Insurance

Accidental Death & Dismemberment

Dependent Life Insurance

Integrated Long Term Disability

Retirement Programs


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Vacation and Holidays

Employee Scholarship Program

1.5: Subsidiaries

Subsidiaries

1. Chloride International Limited (CIL)

CIL was incorporated on 31st January, 1947 under the name Exide Batteries (Eastern)Limited which was subsequently changed to Chloride & Exide Batteries (Eastern)

Limited on 11th February, 1948. It was later changed to Exide Products Limited on 2ndApril, 1981 and lastly changed to Chloride International Limited on 14th November,

2003. The CIN of CIL is L31402WB1947PLC014918. The Registered Office of CIL is

situated at Exide House, 59E Chowringhee Road, Kolkata 700 020. CIL is a 100 percent subsidiary of Exide Industries Limited. It is engaged in non conventional energy

business.

Board of DirectorsThe Board of Directors of CIL as on 26.08.2010 comprises the following Directors

Sl No. Name of the Director Designation1. Mr. T V Ramanathan Chairman

2. Mr. P K Kataky Director

3. Mr. Bhaskar Gupta Director

4. Mr. G Chatterjee Director

5. Mr. S Coomer Director

Shareholding PatternThe Shareholding Pattern of CIL as on 31.03.2009 is as follows :

Name of the Shareholder Number of Shares held %age ofshareholding

Exide Industries Limited & its

Nominees

450,000 100

Brief Audited Financials in the last three years(Rs in lakhs except per share data)(As at 31st March)

Particulars 2008-09 2007-08 2006-07


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Total Income 387 638 1002

Profit After Tax 0.82 8 23

Equity Share Capital 45 45 45

Reserves and Surplus 509 508 505

Earnings Per Share (EPS)

(Rs)

0.20 1.8 5.04

Face Value Per Share (Rs) 10 10.00 10.00

Top

2. Caldyne Automatics Limited (Caldyne)

Caldyne was incorporated on 16th day of June, 1980 and it is engaged in the business of

high end chargers for industrial use. The CIN of Caldyne is

U29221WB1980PLC032796. Caldyne is a 100 per cent subsidiary of Exide Industries

Limited. The Registered Office of Caldyne is situated at Plot No. Y-21, Block EP, Sector

V, Salt Lake Electronics Complex, Bidhannagar, Kolkata 700 091.

Board of DirectorsThe Board of Directors of Caldyne as on 26.08.2010 comprises of the following

Directors

Sl No. Name of the Director Designation

1. Mr. G Chatterjee Chairman

2. Mr. A K Mukherjee Director

3. Mr. Subir Chakraborty Director

4. Mr. Nadeem Kazim Director5. Mr. Arun Mittal Director

Shareholding PatternThe Shareholding Pattern of Caldyne as on on 31.03.2009 is as follows :

Name of the Shareholder Number of Shares held %age of shareholding

Exide Industries Limited & its

nominees

19,80,000 100

Brief Audited Financials in the last three years (Rs in lakhs except per share data)

(As at 31st March)Particulars 2008-09 2007-08 2006-07


Profit After Tax 30 54 38


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(Rs)

1.51 30.20 21.06

Face Value Per Share (Rs) 10 10.00 10.00

Top

3. Chloride Metals Ltd (CML)

(formerly Tandon Metals Ltd)

The Company acquired 100 % stake of CML making it a wholly owned subsidiary w.e.f.1st November 2007. CML was incorporated on 14th December, 1998 under the Indian

Companies Act, 1956. The Registered Office of CML is situated at Gat No. 1241-1242

Markal, Taluka Khed, Pune 412105. CML is engaged in the manufacture and supply ofrecycled Lead.

Board of Directors

The Board of Directors of CML as on 26.08.2010 comprises of the following Directors


1. Mr. T V Ramanathan Chairman2. Mr. P K Kataky Director

3. Mr. A.K. Mukherjee Director

4. Dr. S C B Chalasani Director

5. Mr. Nadeem Kazim Director

Shareholding Pattern

The Shareholding Pattern of TML as on 31.3.2009 is as follows :


Exide Industries Limited and itsnominees

53,46,100 100

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4. Leadage Alloys India Limited (Leadage)

The Company acquired 51% stake of Leadage in June 2008. Leadage was incorporated

on 25th September, 2002 under the Indian Companies Act, 1956. The Registered Office

of Leadage is situated at No. 60 Seethanayakanahalli, Malur Taluk, Kolar District,

Karnataka 563 130. Leadage is engaged in manufacture and supply of recycled lead. InAugust 2010, Exide Industries Ltd acquired the balance 49 per cent stake in the company

to make it a 100 per cent subsidiary.

Board of DirectorsThe Board of Directors of Leadage as on 26.08.2010 comprises of the following

Directors :


1. Mr.T.V Ramanathan Chairman

2. Mr.G. Chatterjee Director

3. Mr.P.K. Kataky Director
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Face Value Per Share (Rs) 39.41 39.89 38.39

Top

6. Espex Batteries Limited (ESPEX)

ESPEX was incorporated on 8th January, 2003 under the Companies Act, 1985 of UK.

The Registered Office of ESPEX is situated at Clipper Road, Roath Dock, Cardiff CF10

4EW, UK. ESPEX is engaged in supply of industrial batteries in UK and its neighboringareas.

Board of Directors

The Board of Directors of ESPEX as on 31.3.2009 comprises of the following Directors


1. Mr. T V Ramanathan Chairman

2. Mr. G Chatterjee Director

3. Mr. T W Atkins Director

4. Mr. G J Schoenmann Director

5. Mrs. A J Hall Director

6. Mr. A.K. Mukherjee Director


The Shareholding Pattern of ESPEX as on 31.3.2009 is as follows :


Exide Industries Limited 102,000 51

Mr. T W Atkins 18,000 9

Mr. G.J. Schoemann 40,000 20

Mr. A.J. Hall 40,000 20

Brief Audited Financials in the last three years (In Indian Rupees)

( Rs in lakhs except per share data) (As at 31st March)

Particulars 2007-08 2006-07 2005-06




Reserves and Surplus 131 11 (34)


( Rs )

50.60 22.50 11.17

Face Value Per Share ( Rs ) 79.36 85.41 77.95
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Top

7. Associated Battery Manufacturers (Ceylon) Limited (ABML)

ABML was incorporated on 6th May, 1960 under the laws of Sri Lanka. The registered

office of ABML is situated at 481 T B Jayah Mawatha, Colombo 10, Sri Lanka. ABML

is engaged in the manufacture of Lead acid automotive and motorcycle batteries.

Board of Directors

The Board of Directors of ABML as on 31.3.2009 comprises of the following Directors

Sl No Name of the Director Designation

1. Mr. S B Ganguly Chairman

2. Mr. R G Kapadia Director

3. Mr. W. Wong Director

4. Mr. P K Kataky Director

5. Mr. S V Somasunderam Director 6. Mr. I C Nanayakkara Director

7. Mr. N M Prakash Director

8. Mr. A K Mukherjee Alternate Director to Mr R GKapadia


The Shareholding Pattern of ABML as on 31.3.2009 is as follows :


Exide Industries Limited 3,896,640 61.50

Standard Finance Limited 2,439,360 38.50

Brief Audited Financials in the last three years (In Indian Rupees)

( Rs in lakhs except per share data) (As at 31st March)

Particulars 2007-08 2006-07 2005-06





Earning Per Share (EPS) (Rs) 5.31 1.77 2.62

Face Value Per Share (Rs) 3.74 4.00 4.44

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CHAPTER 2

INTRODUCTION: T&D.

William James of Harvard University estimated that employees could retain their

jobs by working a mere 20-30 percent of their potential. His research led him to

believe that if these same employees were properly motivated they could work at

80-90 percent of their capabilities. Behavioral sciences concepts like motivation

and enhanced productivity could well be used for such improvements in

employee output. Training could be one of the means to achieve such

improvements through the effective and efficient use of learning resources.

Training is a long-term investment in human resource using the equation given

below:

Performance = ability x motivation

Training can have an impact on both these factors. It can heighten the skills and

abilities of the employees and their motivation by increasing their sense of


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commitment and encouraging them to develop and use new skills. It is a powerful

tool that can have a major impact on both employee productivity and morale, if

properly used.

WHY IS THERE A NEED FOR TRAINING AND WHY HAVE WE CHOSEN TO

STUDY THIS TOPIC?

Organization viability and the transformation process

The primary concern of an organization is its viability and hence its efficiency.

There is continuous environmental pressure for efficiency, and if an organization

does not respond to this pressure, it may find itself rapidly losing whatever share

of the market it has. Employee training, therefore, imparts specific skills andknowledge to employees in order that they contribute to the organizations

efficiency, and be able to cope with the pressures of the changing environment.

Technological advances

There has been tremendous development in industrial technology.

Mechanization and automation of the plant is necessary for the organizations

survival; hence, it has to train its employees for more skilled positions. New skills

are required to operate new machinery, or familiarity with new processes and

production techniques has to be introduced.

Organizational Complexity

With increasing mechanization, automation and development in technology,

many organizations have emerged as complex organizations that produce a wide

range of products or offer a wide range of services. This had led to complex

problems of coordination and integration of activities. Eventually the need for

training and retraining is felt at the all levels in such organizations, from shop

floor to top executives.

Human Relations


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The growing complexity of organizations has led to various human problems, like

alienation, inter-personal and inter-group problems. Hence, training in human

relations is becoming extremely important for tackling these problems.

Due to its great relevance in the current automated, mechanized and extremely

competitive business environment, where skills are becoming obsolete faster

than ever, we have chosen to study in detail the training and development needs

of employees.

2.1 TRAINING AND DEVELOPMENT:

Training is the process of assisting a person in enhancing his efficiency and

effectiveness at work by improving and updating his professional knowledgedeveloping his personal skills relevant to his work and cultivating in him

appropriate behavior and attitude towards his work and people he is working

with. Development takes place as a result of training and essentially implies

growth plus change. Thus, training and development go hand in hand. My

endeavor will be to gain an in-depth insight into the process of discovering,

harnessing and developing of the human capital to the benefit of both the

individual and the organization into days highly dynamic and competitive

business world through a comprehensive study and analysis of the latest training

and development techniques used by EXIDE.

2.2 OBJECTIVE OF THE STUDY

1To study the Training and development function at EXIDE.

2To evaluate the effectiveness of training and development programs conducted

at EXIDE.

3To suggest measures for improvement for Training and Development programs

at EXIDE.

2.3 PURPOSE


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Never before has the rapid increase in new knowledge and technology and in the

base of change and itself demanded a learning response as great as what is now

required to remain competitive. Today individuals and organizations must

become continuous learners to survive and hence it is not surprising to find that

most successful organizations operate in a continuous learning mode.

The challenge of globalization, technological innovation increasing competition

and growth through expansion, diversification and acquisition has had a wide-

ranging and far reaching impact on HRD. There is a need for a continuous

process that aims at providing fresh knowledge and skill inputs to the employees

so as to ensure the development of their competencies, dynamism, motivation

and effectiveness in a systematic and planned way, thereby improving the

productivity and overall organizational effectiveness. As a result, training and

development activities have acquired great significance and are now firmly

centre-stage in most of the organizations. Hence it can be said that with the

advent of free market economy rapid change in the environment, training and

development activities have assumed an importance never before witnessed in

Indian corporate history.

2. 4 SCOPE OF THE STUDY

The study was limited to the Training and Development Programs for Seniors

Managers and Officers at EXIDE.

2.5 RESEARCH METHODOLOGY

The base on which a study rests is the information that is embedded in it. The

data for this study was obtained as a blend of both Secondary and Primary

sources.

Sources and Methods of Data Collection

Primary Sources


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A sample size of 50 employees ofEXIDE was taken, which consisted of 15

Senior Managers and 35 employees in the Officer Level.

Primary

Questionnaire- A questionnaire was designed and administered to the Training

In-charge and employees drawn from various levels and various departments in

the organization.

Internal Information regarding the training policies and procedures was also be

obtained through personal discussions with Trainers, Senior Managers and

Officers.

Secondary Sources

Secondary data was collected from following sources.

1Internal Sources

2Books

3Training / HRD Manuals, Company reports, House Journals records etc.

2External Sources

-This mainly refers to Internet.


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CHAPTER 3

TRAINING AND DEVELOPMENT: THEORETICAL

PERSPECTIVE

The effective functioning of any organization requires that employees learn to

perform their jobs at a satisfactory level of proficiency. An effective organization

wishes to have amongst its ranks individuals who are qualified to accept

increasing responsibilities. So much so that organizations need to provide

opportunities for the continuous development of employees not only in theirpresent jobs, but also to develop their capabilities for other jobs for which they

might later be considered.

Training refers to the teaching/learning activities carried on for the primary

purpose of helping members of an organization to acquire and apply the

knowledge, skills, abilities and attitudes needed by that organization. Broadly

speaking, training is the act of increasing the knowledge and skill of an employee

for doing a particular job.

Though it is true that unplanned learning through job experience helps

development, the experience of most organizations is that it is advantageous to

plan systematic training programmes of various types as a regular part of an

adequate personnel development programme. Such programmes are definite

assets in helping managers to learn correct job methods, to achieve a

satisfactory level of job performance, and to acquire capabilities that would be

valuable in possible future jobs.

3.1 PLANNING AND TRAINING ACTIVITIES

The following steps must form the basis of any training activity:


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1. Determine the training needs and objectives.

2. Translate them into programmes that meet the needs of the selected

trainees.

3. Evaluate the results.

3.2 TRAINING INPUTS

There are three basic types of inputs: skills, attitudes, and knowledge.

The primary purpose of training is to establish a sound relationship between the

worker and his job- the optimum man-task relationship. Such a relationship is at

its best when the workers attitude to the job is right, when the workers

knowledge of the job is adequate, and he has developed the necessary skills.

Training activities in an industrial organization are aimed at making desired

modifications in skills, attitudes and knowledge of employees so that they

perform their jobs most efficiently and effectively.

SKILLS

Training activities nowadays encompass activities ranging from the acquisitions

of a simple motor skill to a complex administrative one. Training an employee for

a particular skill is undertaken to enable him to be more effective on the job. For

instance, new workers can be trained to achieve levels of output attained by

experienced older workers. Similarly existing workers whose levels of output are

below par can be retrained.

ATTITUDE

Through orientation (induction) programmes, organization develops attitudes in

new employees, which are favorable toward the achievement of organizational

goals. Training programmes in industry are aimed at moulding employee

attitudes to achieve support for company activities, and to obtain better


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cooperation and greater loyalty.

KNOWLEDGE

Training aimed at imparting knowledge to employees in the organizations

provides for understanding of all the problems of modern industry. This

knowledge for a worker is specific to his job and related broadly to plant,

machinery, material product, and quality and standard of product. Knowledge for

managerial personnel may be related to complexity of problems in organizing,

planning, staffing, directing and controlling.

In general, training initiated for imparting knowledge to employees should

consider three aspects:

1. Knowledge in general about factory and work environment- job context

2. Specific knowledge related to job- job content

3. Knowledge related to quality and standards of product or quality of work.

3.3 AREAS OF TRAINING

Areas of training can be classified into the following categories:

1. Training in company policies and procedures (induction training)

2. Training in particular skills.

3. Training in human relations.

4. Managerial and supervisory training.

5. Apprentice training.

Training in company policies and procedures

This is a part of the induction of a new employee. The objective is to orient new


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employees with the set of rules, procedures, management, organization

structure, environment and products, which the firm has and/or deals with.

Orientation is a continuous process aimed at the adjustment of all employees to

new and changing situations. It aims to impart the facts of company rules and

policy, to create attitudes of confidence in the company, prides in the products,

respect for company personnel, and to provide information about needs and

skills, development, quality of production and work organization.

It also enables employees to get the first impression of the culture of the firm

and the kind of people he will have to deal with. At no time does it allow for

questioning or change of system. It, therefore, in no way contributes to the

organizations growth, nor does it enhance an employees ability to contribute to

the organizations growth. Induction programs are also used for in-company

promotes, who have to be oriented to the demands of their requirements.

Induction programs are based on the philosophy that the process of initial

adjustment and entry to the organization is a difficult process. Unless a

conducive and supportive atmosphere facilitates it, it would leave the new entrant

with several uncertainties in his mind and make his assimilation in organizational

life more complex and difficult. Many organizations are conscious of this and

devote considerable effort to make the initial entry phase a pleasant and cordial

one.

Training In Particular Skills

Training of employees for particular skills is undertaken to enable the employee

to be more effective on the job. It is a here-and-now proposition, somewhat like

induction training, which does not have a very significant development aspect to

it. Its aim is narrow-to guarantee a certain contribution to the job, for instance

sales training and machine skills.


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Human Relation Training

This is a broad category embracing many different aspects.

Self-learning and inter-personnel competence can be included in this category-all

concerned with generally the same theme. It stresses a concern for individual

relationships, for feeling and treating people as human beings, rather than as

machines. Not only is this concern and awareness in ones attitudes and

behavior conducive to better work-place relations, but also to enhanced

productivity. This category of training is oriented towards the development of the

individual and consequently the organizations efficiency in terms of better

teamwork.

Problems Solving Training

Many in-company programmes also revolve around organizational units, like

divisions of branches, which generally handle a product line. The practice is to

hold together all managerial personnel in a particular division/ branch from the

both the headquarter and the field of offices and discuss common problems and

solutions across the table. This not only helps solve problems, but also serves as

a forum for the exchange of ideas and information, which could be utilized in

other situations.

Managerial and Supervisory Training

The managerial job combines both techniques and conceptual knowledge. If it is

that of a specialist, it would emphasize some techniques and knowledge like

operations, research, finance, production, and personnel management. If on the

other hand it is a general management job, then the emphasis would be on theprinciples of scientific management: organizing, planning, staffing, directing and

controlling.

Apprentice Training

The apprentice act 1961 was based on the philosophy of providing some


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technical training for unskilled people in order that their employment opportunity

is enhanced, or alternatively to help them be self-employed. Industrial

organizations in specified industries are required to train apprentice in proportion

to their workforce in designated trades. The duration of training is one to four

years.

3.4 LEARNING AND TRAINING

Irrespective of the type or method of training, trainer has to keep in mind some of

the principles of learning or motivation, which would enhance internalization of

what is taught.

Motivation

A trainee needs to have a desire to learn and benefit from the programme. If he

is not interested, or is demotivated, then the learning outcome is going to be

insignificant and the company will have spent its money badly. On the other

hand, being too intense about learning and outcome may result in setting over-

ambitious goals for the individual.

Reinforcement

Following on the concept of motivation is that of reinforcement. For learning to

take place and be internalized to the desired extent, a trainee is rewarded or

given some encouragement. This reinforcement, or the acknowledgement that

what has been acquired is desirable, can be either an extrinsic or intrinsic

reward- external praise or some tangible reward, or the individuals feeling of a

sense of progress. Current stress is on positive support and helpful behavior,

even when mistakes are made.

Feedback

During the training process, it is useful for the trainee to be told how he is

progressing. The knowledge of results is, several researchers have confirmed,


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an effective motivator. Constant and periodic feedback has positive effects on the

trainees learning. Unless the trainee knows how close his performance comes to

the desired standard, he will not have an opportunity to improve. Feedback,

therefore, provides a basis for correcting oneself. Secondly, feedback helps to

sustain the trainees interest in the task, or in the learning that is taking place, by

bringing greater involvement with the learning process. If feedback is to be

meaningful, it should follow a learning segment as quickly as possible.

Transfer of Training

The maximum use of training can be made if the trainee is able to transfer his

learning to his actual work role. This is possible if elements are incorporated in

the training situation from the job role, either existing or proposed. The more

similar the learning situation is to the job situation, the higher the degree of

transfer the trainee can expect, and hence the greater the relevance of the

training programme.

Repetition

Repetition etches a pattern into our memory, e.g., when one studies for an

examination, it is necessary to repeatedly go over ideas so that they can be

recalled later.

Relevance

Relevance relates to the meaningful use of material, which aids learning, e.g.,

trainers usually explain in the overall purpose of a job to trainees before

assigning them a particular task.

3.5 TRAINING POLICY

A company's training policy represents the commitment of its top management to

training, and is expressed in the rules and procedures that govern or influence

the standard and scope of training the organization. Training policies are


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necessary for the following reasons.

1.To highlight the firm's approach to the training function, provide guidance for

design and execution, and to provide information regarding programmes to all

employees.

2.Formulation of policy helps in identification of priority areas in training, and

since resources are scarce, they are prioritized according to felt needs.

3.A training policy document helps to communicate the firm's intent regarding an

employee's career development, and also gives the employee the opportunity

to better his prospects through training.

3.6 POSITIVE OUTCOMES OF TRAINING

The continued effectiveness and efficiency of an organization is to some extent

dependent on the ability of its employees to produce at high levels of efficiency,

and keep abreast with their changing job-role demands. Training will provide for

an output in this direction. The several positive benefits of training are that:

Training helps employees to learn their jobs and attain desired levels of

performance speedily thus cutting costs and contributing to better utilization of

machines and materials, for example in workers' categories.

Training helps to reduce the cost of raw materials and products-reducing losses

due to waste, poor quality products and damage to machinery-which would

result if an untrained employee were to learn on his own.

Employee motivation is enhanced when employees known that the firm would

provide them training opportunities to increase their skills and knowledge,

thus enabling them to develop and qualify for higher posts. Such practices

create favorable attitudes towards the organization, which could result in

better adjustment and commitment to one's work and the organization. Thus

cooperation could help reduce employee turnover, absenteeism, accidents,


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dissatisfactions and grievances.

Finally, training aids in the development of individual skills, better methods, new

equipment, and sometimes new work place relationships. Such a process

would also facilitate technological change by updating the versatility of

employees.

3.7 TRAINING METHODS

Training methods are a means of attaining the desired objective in a learning

situation. Given background work such as identification of training needs, a

programme design and its duration (based on these needs), it then becomes

pertinent to analyze and select the best method or combination of methods,

given the several constraints, to attain the programme objective. The choice of a

method several constraints, to attain the programme objective. The choice of a

method would depend on a wide variety of factors, such as competence of

instructors, relevance to the participants, the programme design, i.e., is a

particular method the best vehicle to put across the contents, and finally its cost

implications.

Numerous training methodologies and techniques have been developed over the

years to meet certain specific needs. Each method has structured procedures for

conduct that offer certain advantages in developing certain limited facets of a

trainee, and suffer from some limitations.

In using a particular method, one should know its strengths and weaknesses,

given the situation, and analyze its relevance, its purpose, and if it is useful, how

to get the most out of it. This would provide the rationale of the various training

methods. The trainer should know the rationale of each of the methods before

attempting to use any of them.


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3.8 OBJECTIVES OF TRAINING METHODS

Training methods have a number of overlapping objectives. As stated earlier,they have to be chosen in relation to the programme design requirements. The

main objectives of individual training methods could be: demonstration value,

developing interest and finally, appeal to senses. However, more than one or

even all three objectives may be found in one method.

Demonstration value

Complete demonstration of job requirements is training of a kind that enables the

trainee to grasp the meaning of ideas, concepts, or procedures visually. Such a

method can be used effectively as an aid to overcome the "breakdown of

communication". People remember things that they see and hear, much longer

than they do information they receive through talks or reading, alone.

Developing interest

One of the factors to be kept in mind in choosing a method is its ability to hold

and arouse the interest of the trainee in the learning situation. Much research has

been done in the field to test the effectiveness of various methods. A trainer has

to consider alternative methods of presenting training material to participants in

order to stimulate their interest and facilitate retention of the matter. For instance,

if traditionally the matter has been presented through lectures, perhaps

audiovisual methods could be used, or instead project work be assigned which

would mean learning by doing or researching the subject oneself.

Appeal to many senses

The statement that "to see a thing once is better than to hear it a hundred times

emphasizes the inadequacy of words as a means of communication. Experience

indicates that almost 75 per cent of what we imbibe is through the sense of sight


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and the rest is through the sense of hearing, touch, smell and taste. From the

trainer's point of view it would be beneficial to utilize as many of the trainee's

senses as possible, in order to improve retention of learning.

Application of these basic objectives or guidelines alone would not be enough.

For the appropriate use of a method, problem analysis and needs identification

are also necessary.

The trainer has to understand and identify the problem area; what is wrong, and

where is the correction needed? He has to examine whether there is a problem

with the manner in which the task is done, i.e., an operational problem, or

whether there is a problem with an individual or individuals, i.e., a human-

relations problem.

Secondly, selecting the appropriate method would be dependent on the level of

the trainee in an organizations' hierarchy-is he a shop floor worker, supervisor or

a manager?

Finally, before selecting a training method, the trainer should keep the mind cost

effectiveness.

3.9 CLASSIFICATION OF METHODS

Depending on the learning outcome, and the process by which it is attained, it is

possible to categorize the various methods into several groups.

On-the-job-oriented training methods

In this cluster are included methods whose main objective is centered around the

job, more specifically, learning on the job itself by a variety of methods. They

embrace development through performance on the job, where organizational

strength and constraints, human behavior and technological systems have full

and free play. Methods, which fall into this category, are:

1.On-the-job training.


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2.Job rotation.

3.Guidance and counseling.

4.Brainstorming sessions.

5.Syndicate method (working in small groups).


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Simulation methods

Real-life situations are simulated for imparting training. The methods falling in

this category are:

1.Role-play.

2.Case method.

3.Management games.

4.In-basket exercise.

Role Play

The role-play method requires participants to enact roles on the basis of a written

script or an oral description of a particular situation. The enactment process

provides an insight and understanding of the demands and situations of the

assigned role, thereby facilitating empathy with another's (actual) role. The main

emphasis in management training is in facilitating better understanding of

interpersonal problems, and attitude change. If not handled well, however, it

could degenerate a childish exercise, where, instead of focusing on the problem

to be understood, the situation might be over-dramatized.

Case method

The case is an actual situation, which is written for discussion purposes. Analysis

would need problem identification, analysis of the situation and of its causes.

There could be several solutions to the problem, and each of these alternatives

and their implications needs to be examined. In the real world, on manyoccasions, a manager may not have all the relevant information with him before

taking a decision. Similarly, the case method approximates this reality and in

many situations decisions are taken with limited data, or what is termed decision-

making under uncertainty. The managerial response in such a situation is

explored and understood and learning consists of developing problem-solving


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skills.


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5. Films and TV.

6. Group discussion, especially in combination with some of the above, for

assimilation and integration.

3.10 TRAINING ORGANIZATION

There are several administrative aspects that have to be taken into account

before launching in-house training programme, or nominating participants to

external programmes.

In-Company/External Programmes

The company needs to formulate its thinking regarding participation in

programmes offered by external agencies like educational management

institutes, government institutions and consultant programmes, vis--vis

conducting its own in-house programmes. Where employee numbers are small, it

may not be worthwhile to set up a training establishment and conduct in-house

programmes, but as the numbers increase, this option may offer a distinct

possibility. There is the cost aspect to be considered: for the cost of sending a

participant to an external programme, several employees could be trained withinan organization. Yet, the advantage of an external programme would be a breath

of fresh air through discussions with other participants and a fresh approach

could be brought into the organization and its problems. The skills and

techniques learnt might also be different from those offered by one's own in-

house programmes.

Training Budgets

A training budget for each internal programme has to be prepared, which would

include cost of facilities like training room, food, transport, guest faculty, if any,

and cost of teaching materials. In fact, the cost to the organization should also

include the wages and salaries of employee participants who would be

temporarily pulled out of their regular jobs and sent for training. Yet,


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organizational requirements would necessitate their jobs being done by someone

else. The reason for costing the trainee employee's salary would be that they

would not be making any contribution to the company during the training period,

and that this is an additional burden on the company's finances.


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3.11 EVALUATION OF TRAINING

Evaluation of any activity is important, since in evaluating one tries to judge the

"value or worth of the activity, using the information available".

What is the purpose of evaluation? Evaluation, by bringing to the fore

"weaknesses and failuresstrengths and successes," helps to improve training

methods. Evaluation helps management to answer the following questions

The relevance of the programmes to the organization's needs-what changes if

any should be made in existing programmes to realign to the organization's

needs.

Feedback on the choice of areas of training will also need to be examined in the

context of its contributions to the organization's effectiveness.

Should the money continue to be spent on this activity, or another more relevant

activity that will improve attainment of the organization's objectives?

Reactions from trainees about the training programme can help identify its

strengths and weaknesses. These reactions can be used as a base for theimprovement of programmes, but those evaluating must first be definite about the

aspects they are interested in investigating.

An evaluation of a training method or system must also take into account the

suitability of objectives. "If the objectives were inadequately formulated in the first

place, even a 'good' training programme has really no chance to be effective."

Objectives have to be clear-cut, must relate to needs, and make way for

changes. Objectives cannot be static and need to be re-appraised frequently so

that training may result in improved overall organizational efficiency. Evaluation

of objectives helps to bridge the gap between needs and objectives.


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THE EVALUATION PROCESS

The most useful means of evaluating training are observations, ratings, trainee

surveys and trainee interviews. Observation is concerned with observing the

behavior of people in a certain situation. To be useful, it must be specific,

systematic, quantitative, recorded and expert. Needless to say, observers, must

be trained and have specific ideas about what they are looking for. This is the

most direct method of "assessing the quality of formal training and of identifying

deficiencies".

The second method of evaluation is that of ratings. "Various elements of the

training system should be rated independently by several qualified raters. These

elements include trainees, instructors, equipment, materials, training aids and

facilities." The use of rating scales requires supervised practice, as it is easy to

commit errors.

The third method is trainee surveys where opinions of the trainees are used for

evaluation. These opinions should not be used independently, since they cannot

always be relied on to be objective.

The fourth method is trainee interviews, whereby ideas and views that trainees

might not put down on paper can be determined by "skilful questioning". This

method allows for more precise information and details to be obtained and

prevents ambiguity, especially in interpretation.

The final method is that of collecting the observations and recommendations of

instructors through surveys and interviews "to ensure that the system is

consistent with the needs of the implementers of the training". Interviews with

instructors will bring to the surface characteristics that instructors may feel

reluctant to put down on paper.


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3.12 IS TRAINING THE BEST MEDICINE?

Imagine this: A man is having chest pains. He rush as to his doctor, tells him heis having a heart attack, and demands that he perform open-heart surgery. He

obligingly agrees. It is not until after a great deal of pain and expense that he

discovers it was only in digestion.

When it comes to training, a similar situation happens all the time. If scrap rates

are too high, productivity is too low, and employees neglect to follow standard

quality procedures, they must need more training. Before rushing into the pain

and expense of interrupting production to send them off to a seminar it isnecessary to make sure that training is the proper solution.

Just as a doctor must understand the cause of a patients symptoms before he

can attempt a cure, one needs to know why employees are not meeting the

companys expectations before taking action. Thats where a training-needs

analysis will help. It tells how well employees are doing their jobs, where they

could use some improvement and how that improvement can best he achieved.

Done correctly, it can save the company from wasting a lot of time and money on

inappropriate training programs.

Gathering the information

To do a valid training-needs analysis, one needs to gather as much objective

data about employee performance as possible. There are many ways to collect

this information, including:

Casual conversations

Formal interviews

Direct observation


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Work samples

Written records

Surveys

Tests

Focus groups

A professional trainer can be hired to perform an analysis but its not just a

technique for trainers. Everybody should be trained in this simple process. Its a

supervisors or a managers job to make sure people can do their jobs. To do

training needs analysis the following steps should be followed:

Study current performance: Before tying to change anything, its essential to

know what is already happening. What skills and knowledge do employees

already have? What tasks are they performing on their daily jobs?

Define ideal performance: what standard of performance is necessary for the

business and the employees to be a success? What tasks must they do? What

level of accuracy or productivity should they achieve? What skills and knowledge

must they have?

Find the gap: What is the difference between the definition of ideal performance

and what the employees are currently doing? Are there any areas that arent

functioning as well as they should? Where are there opportunities for

improvement? This is the performance gap that the company is trying to fill.

One must look for problems or opportunities that may occur in future as well as

ones that already exist.

Identify the cause: Why are workers not working up to standard? Have they

ever performed the job correctly? Where and when do the problems occur? Has

anything changed recently that might have instigated the problem? Compare

best and worst performers to find the differences in what they do.


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When these steps have been completed one should be ready to make diagnosis,

but it must be remembered that training is not the only medicine for ailing

performance. Although it is often mistakenly applied as a cure- all, the only

problem that training can solve is a lack of skills and knowledge. Do employees

know how to do the job? Could they do it if their lives depended on it? If so,

probably there is no training problem. There are many reasons why a worker

might not be doing his job correctly, including unclear expectations, insufficient

feedback, lack of incentive and adverse working conditions. These are all

management problems that can only be improved by management changes.

Too often, people see the gap and they want to just leap right in and fix it. The

key is not to jump to the solution, which is assumed to be training. Understanding

the situation is the first step. Then, once one understands the situation one can

think about why (The problem exists). Only if its because (employees) lack skills

and knowledge should training be considered as a solution.

3.13 NEW TRENDS IN TRAINING

SELF DIRECTED LEARNING

Organizational support enhances self -directed learning programs. The term "self

-directed learning" describes training in which the learners essentially guides

himself through the learning process using workbooks, manuals, or computer

based training programs. Many companies are switching to this type of training

because it allows for more flexible scheduling, as well as reduced training time

and expenses. If we look at the life cycle of classroom type training, 90% of that

life cycle cost is in the delivery, not in the development. Plus, as people get up

there and start to talk, it takes longer than it does to deliver the training in someother ways. Well-designed self-directed learning will probably take half the time

of classroom instruction. But even well -designed programs won't achieve

optimum results without proper support. "People [switch to self-directed learning

programs] for cost issues, and a lot of them don't recognize that there are

organizational issues that they have to deal with, "If they don't deal with them, the


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theyre not going to get as big a return on their training investment as they could.

The following are tips for supporting set directed learning in a company.

1.Learning is work. Many organizations don't recognize training as real work.

Unlike classroom training, which must have a scheduled time and place, self-

directed learning is often just squeezed in here and there, or the employee

may be forced to take it home.

2.Keep sessions short. All days are much more fragmented than they used to

be "So when self directed modules are developed, there is no space for two

hour or three hour modules. The training needs to be made into shorter

chunks, so that it can fit into the shorter periods of time. "Training should be

long enough to get a concept across, but not so long that it involves too many

once.

3.People need people. Many managers forget about the learners need for

contact with others. Seeing and being seen are very important in the political

environments of today's companies and the classroom is where that often

went on. If we take that away from the classroom, we have to provide some

other way for it to happen, because they learn form each other as well as

learning from the class. Meetings, e-mail, and electronic forums are some

ways to compensate for the isolation that self-directed learners may feel.

4.Combine delivery methods. Self directed learning has many advantages-but

it is not the best choice for every situation. Self directed learning is much

better for knowledge based learning. It can work for some skill based

learning, but there are times when one wants to have hands on. A lot of your

best programs are a combination. For example, a well-rounded program

might start with an introductory session delivered by satellite. Self directed,

computer based training could then get everybody up to speed on the basic

information. Classroom sessions could then build on that knowledge by

teaching hands on skills. The most important thing is to plan ahead in the

initial training needs analysis for ways to support the unique needs of your


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self directed learners. That is a very important part of the needs analysis that

is often neglected. We look at what are the learning objectives, but we don't

look at what has to be taken care of in the organization and culture in order to

achieve to those learning objectives.

3.14 TRAIN, DON'T TELL

Many companies' so-called training programs are little more than one-way

information dumps. Information is transmitted, but the trainees get little guidance

on exactly what to do with it or why. As a result, the words float by in isolation,

seemingly detached from the employees' real world of paperwork and production

quotas. Because the information is never used, it is quickly forgotten.

This problem is compounded, because the human brain processes procedural

knowledge differently from the way it process declarative (telling) knowledge. The

people who are selected [to do training] are often people who have expertise in

doing something. They usually got that expertise through trial and error, but they

try to teach through telling. In other words, they use declarative methods to teach

procedural knowledge. Afterward, they except trainees to perform the task and

they become frustrated when it doesn't work that way.

Real training is a two way street. It helps the trainee process and practice new

skills, rather than simply dumping information on him. By actively engaging the

trainee's participation, real training converts lifeless information into meaningful

knowledge. The employee understands why the new knowledge is relevant and

has a clear idea of how to apply it. Transforming telling into training isn't hard, if

one includes these six key elements:

Incentives: Employees need to understand what's in it for them. Why should

they do it this way? Demonstrate how the new knowledge or skill will solve a

problem or make them better, faster, and more effective in their jobs.

Objectives: Make sure trainees understand what the company wants from


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them. One of the biggest inhibitors of employee performance is unclear

expectations.

Organization: Organize information to make it easier to remember. Show how it

relates to things they already know. Use analogies, examples, and

mnemonics. Dont confuse beginners with a lot of unnecessary details.

Instead, focus on the basic steps to gain performance.

Participation: Encourage them to ask and answer questions. Get them to try

the skills or apply the knowledge for themselves rather than just memorizing

what you say or do. The more they participate, the more they will learn.

Feedback: Let them know how they're doing. This allows them to correctmistakes before they become habits. It also helps them gain confidence,

which will encourage them to feel comfortable applying new skills.

Rewards: If they're right, tell them they did well. If they're wrong, praise them

for trying.

Even if there techniques are applied in small, informal ways, employees will

understand what the company wants a lot better, once one stops telling andstarts training.

3.15 TRAINING: MANTRA OF THE NEW MILLENNIUM

In today's scenario, change is the order of the day and the only way to deal with it

is to learn and grow. Knowledge is the potent symbol of the new millennium and

the only way an organization can strive to excel is to realize that success today is

not a function of financial muscle or physical assets but of competent workforce.It is the workforce with high caliber, knowledge and skills that is hard to duplicate.

Employees have become central to the success or failure of an organization;

they are the cornucopia of ideas.

Katz and Kahn (1978) have posited that organizations must have three


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behavioral features.

PEOPLE MUST BE ATTRACTED NOT ONLY TO JOIN THE ORGANIZATION

BUT ALSO TO REMAIN IN IT.

People must perform tasks for which they are hired and must do so in a

dependable manner.

People must go beyond this dependable role performance and engage in some

form of creative, spontaneous and innovative behavior at work.

The most important aspect that guides competitiveness in current turbulent

markets in how companies gather, analyze and use information to their

advantage. Thus IT capability that processes and manages information in a

corporate will be the single most effective weapon in the era of information

technology. As organizations shift from being product based to knowledge based

there has been a shift, with accent on knowledge. Employees today need to

adopt skill sets with ease. The knowledge worker of today is in a constant

pressure to compete with redundancy, as knowledge and information is no longer

a prerogative of a few. IT is affecting the people, process, structure and strategy

of organizations. IT acts as an enabler to capture and disseminate information

so that individuals can become knowledge workers. Keeping this in mind,

organizations need to realign their thought process and give training a fresh look.

Things will never be the same in the e-era.

With the world becoming a global workforce, organizations today have to

compete at the international level. This has redefined job requirements in terms

of skills, competencies and qualifications. Today development of the employee is

a prerequisite to make the employees work for the company rather than in the

company.

Today it is not the aptitude that guarantees success but the attitude. Employees

are being encouraged to learn that it is essential not to control one's emotions but

to manage them and channelize them for their effective use. Workshops on


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emotional intelligence are quiet common in the corporate arena. One offshoot of

EQ training is team building. Teamwork is highlighted in most companies and

various outdoor training programs are conducted, even at the induction training

stage, to nurture the team spirit. Other topics on which training is being

encouraged in the new millennium are communications, computer skills,

customer service, ethics and quality initiatives.

TRAINING IS EVERYBODY'S BUSINESS

Training is not the panacea for all the friction resulting due to change. Yet efforts

in the right direction are definitely worth it, as organizations need to achieve their

goals, maintain them internally and at the same time adapt to the ever changing

environment.

Hay Groups annual survey of the world's most admired companies identified

training as one of the best ways to attract, motivate and retain talent. Innovation

in training methods seems to be a result of that. Traditional methods of "chalk

and talk" are giving way to virtual learning. Global giant Motorola is reaping

benefits of virtual learning. Motorola University is the most widely benchmarked

corporate university in the world. IBM also has a university for its employees and

they are encouraged to learn under the guidance of "dispersed mentors". Usually

companies are turned to the WIN FM-whats in it for me. Companies like GE,

General Motors have their training department independent of HR. It operates as

a separate business center contributing to the company's profit.

COMPANY PRACTICE IN TRAINING

HCL Comnet Every employee receives training for 8 days on an

average.

1HR policy is built around Employee Development Growth

& Empowerment (EDGE). It is a consciously developed

program aimed at making Comnet a learning organization.


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2An exhaustive training module is there to create global

managers where freshly inducted employee follows a

structured path going up with the certification levels from

base line to advanced base line to silver club to finallybecome a gold club member -with global level expertise.

Hughes

Software

Service

New recruits go through 8 weeklong induction programs

which consist of both technical & non-technical training.

3Skill inventories are maintained by line managers and

not HR.

4Line managers are responsible for identifying trainingneeds and ensuring attendance, role of HR is to facilitate

choices.

IBM Has virtual university. IBM Global Campus provides

employees across the globe self-driven learning via the

corporate intranet.

5Extensive Lotus Training modules complete with tutorials

and multimedia courseware are available online.

6Employees are encouraged to develop relationships with

dispersed mentors.

Infosys Every Infoscion receives an average of 47 hours of

training.

72.65% of turnover is spent on education and research.

Motorola Every employee receives training for 40 hours annually.

8Motorola University is the most widely benchmarked

university in the world. It is a $ 100 million global service

business operating through 99 sites across 21 countries


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employing 400 staff members.

9University is run as an independent business operation,

a profit center.

NIIT 80% of the training is delivered in-house.

10No. of training days per employee is 13 days. "Back to

School is followed where partial course fee is reimbursed

for completion of part time professional courses.

11In-house tutorials and training procedures are

distributed on the network without having to print huge

documents.

Sat yam Training is conducted to familiarize employee with

different cultures and business practices.

Tata

Consultancy

Services

It has a training center in Trivandrum where training for

new entrants focuses on team building, presentation skills

and grooming.

12It has a 72 days long training program.

One way to minimize the danger of a company losing its financial investment in

training is to share the cost with the employee. By asking an employee to invest

partially, one does increase the intrinsic value of the training to the employee

since it is instrumental in career planning and succession planning.

1BENEFITS OF TRAINING ARE EXPANSIVE

2Employees and organizations need to realize the importance of contribution and

learning for mutual growth and development. An organization with a myopic view

cannot realize the importance of training. Organizations that lack vision undergo

stagnation, decline and crisis after success. Training is the answer to deal with

the stagnation stage by constantly updating it in every field. Other benefits of


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training include.

Hiring appeal: companies that provide training attract a better quality workforce.

Assessing and addressing any performance deficiency.

Increasing productivity.

Enhancing workforce flexibility. For example, in the IT industry, employees are

sent to different countries for diverse projects and assignments. Cross-

cultural training is essential for them for better adjustment in the new

environment.

Increasing commitment: Training acts as a loyalty booster. Employee motivation

is also enhanced when the employee knows that the organization would

provide them opportunities to increase their skills and knowledge. Business is

not just about transactions but is about relationships.

It gives the organization a competitive edge by keeping abreast of the latest

changes; it acts as a catalyst for change.

Higher customer satisfaction and lower support cost result through improved

service, increased productivity and greater sufficiency.

Training acts as a benchmark for hiring, promoting and career planning.

It acts as a retention tool by motivating employees to the vast opportunities for

growth available in an organization.

In certain cases training can also act as a tool for reward and recognition.

Candidates showing high potential can be trained for advanced training in

their field. Thus one can trace the link of training with performance appraisal

and potential evaluation.

We have moved a long way from the Machine Age. Today what is required is


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strategic acumen and cross-functional expertise. Today the workflow is milestone

led. Command and control have given way to facilitation. The employer-

employee relationship in the networked age is a skill contract and the work is

largely cerebral. The benefits resulting due to training prove that it is time for

organizations to discard their parochial view and work towards developing their

human assets. The people factor is the pivot for organizational growth. Aligning

organizational vision to the development of employee is only possible way to

become a success story in an environment which seems to be reverberating with

two words: 'perform or perish'.


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MANAGEMENT DEVELOPMENT PROGRAMS

.

The programs are developed after training needs analysis of the organization

and the industry keeping in mind the recent developments in the sector. Finance,

behavioral sciences, strategic management, human resource development,

vigilance mechanism, creativity and values, quality, project management and

several other areas are covered in these programs.

INFORMATION TECHNOLOGY

In tune with the sweeping changes in the information era, the institute is

organizing various IT programs taking into account the latest development and

needs of the organization. ERP, managing IT, e-commerce, Internet and Intranet

for business applications, etc related Java programming; web publishing are

some of the programs in this area.

A few IT programs addressing the emerging needs

Microsoft Office new version

Developing and Hosting a Website

Managing Information Technology

Microsoft Windows NT Core Technologies

PC trouble-Shooting and maintenance

Linux


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FACULTY PROFILE

Director (Personnel) EXIDE is the Director-in-charge of PMI, which is headed by

Executive director, PMI. A competent faculty pool drawn from various disciplines

is the core strength of PMI. The areas include

Organizational Behavior

Human Resource Management

Sociology

Power Plant operation and maintenance

Vigilance Mechanism

Environment Engineering and Management

Power Plant performance and efficiency monitoring

Information Technology

Financial Management

Strategic Management

Project Management

Contracts and Materials Management

Renovation and modernization

Rehabilitation and settlement

Energy conservation

The faculty is supported by a competent team of officials from areas like


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administration, maintenance, hospitality, environmental management and a host

of other support services. There is a learning resource center having over 8,500

titles of books and videotapes and also facilities for sports and games including

swimming.

RESEARCH

Apart from dissemination of knowledge, EXIDE strongly believes in undertaking

research projects on topics related to management development. A beginning

has been made in this direction and a culture and an atmosphere stimulating

research is being created in the institute.

CONSULTANCY

EXIDE has made a foray in the area of Management consultancy by being a part

of the Arthur Anderson consortium in the Andhra Pradesh power sector reforms

and restructuring process. With the restructuring of most of the SEBs in the

offing, EXIDE is poised to become a major player in this direction by offering

consultancy in the area related to training, HR and financial restructuring.


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CHAPTER 4

SURVEY RESULTS

TRAINERS

1.What are the rules and procedures that govern the standard and scope of

training in your organization?

i.EXIDE follows the ISO 9001 standards

ii.a. Each individual has to undergo at least 7 days of training in a year

b. Need based interventions (for gaps)

c. Planned interventions (for development)

iii.a. Yearly programs are mentioned with the duration in the training calendar.

b. Excellent, experienced faculty is enlisted

c. Individual feedback is sought after each program

iv.a. Training needs analysis is done at corporate and project level

b. Training schedule is made on the basis of training needs analysis (TNA)

c. The total training policy is guided by HR development rules

v.Training policy is clearly laid down by Corporate office, EXIDE

2. What methods are used for training needs analysis?


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i.By individuals in a form supplemented by their superiors. Need ranking is

done.

ii.a. Meeting the co-coordinator

b. Understanding the profile of the participants

c. Understanding the processes the participants are undergoing

iii.By taking feedback, discussing with participants, department heads and

project heads

iv.Identification through a mechanism of TNA between the employee and

supervisor at all levels

v.Through questionnaires and personal interactions with the heads of

departments

vi.a. Actual interview with GM, HOD and some participants

b. Feedback of programs

c. Performance appraisal form

d. Needs identified by management, EXIDE

vii.Organizational needs, customer feedback and practical experience

3. What are the various areas in which training is imparted?

i.Company policies and procedures

ii.Functional skills

iii.Human relations

iv.Problem solving


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iv.Depends on type of training to be imparted

v.On the basis of objectives set out for the training interventions and its

impact

vi.Survey and analysis

6. Training is conducted in-house and is also out-sourced depending on the

nature of the training input, although out-sourcing is rarely done. Programs

like Training for Trainers and Memory Management are outsourced.

7. If out-sourced, what agencies and consultants are involved?

i.XANSA

ii.NIIT

iii.APTECH

iv.STG

v.JETKING

vi.National Productivity Council

vii.NIS Sparta

viii.IIT

ix.IIM

Thus, reputed and experienced consultants in their field are involved.

8. On what basis do you decide to conduct training externally?

i.If resource-faculty and facility, are not available at PMI

ii.Once in three years


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iii.In case of new programs, where EXIDE has no experience

iv.If workload at EXIDE is more

v.When in-house faculty for the subject concerned is not available

9. On what basis do you select the external agencies?

i.Through their market reputation, past experiences, and faculty profile

ii.Interaction with agencies

iii.References

iv.Charges

v.Based on feedback obtained regarding the agencies and any past

experience with the agency for similar type of programs

vi.Based on credentials, association with EXIDE

10. What according to you are the advantages of external training?

i.It is a change for participants. Also, they interact with participants of other

organizations and can hence benchmark.

ii.In case of new programs, it gives a good idea for the development of EXIDE

personnel in that field

iii.a. New ideas

b. Sharing of workload

iv.Broader perspectives

v.Some training requires a conditioned environment, which can be taken care

of.


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vi.Some of the topics such as Wagon maintenance can only be seen and

understood in external training programs

vii.It is more systematic, as they have expertise in their field

11.What generally is the frequency of a training program?

Training programs are on at EXIDE all year round. However, frequency of the

program depends on the type of program. For example, computer sessions are

held weekly, executive trainee programs are held once in a year.

12.What normally is the duration of a training program?

Duration of the training program depends on the type of training program. Forexample, training programs on computer basics are generally of 3-5 days

duration while those for executives are of one-year duration.

13. How do you decide on the training budget?

i.Yearly budget allocation is done to EXIDE by the head office

ii.Training program is made on the basis of

A: Training calendar of the institute

B: Projection of any training aids procurement

C: Normal administrative expenditure

iii.Past experience and bench marking with the current scenario

iv.Cost per participant x no. of participants to be trained

14.What methods to do you use to evaluate the effectiveness of a training

program?

i.Observation


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Jaipal Project

Documents

Transcript of Jaipal Project