Training and Development (With Special Reference to It, Bpo and Telecom Sector)

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DISSERTATION REPORT On TRAINING AND DEVELOPMENT (With special reference to IT, BPO and TELECOM sector) In partial fulfillment of Master of Business Administration in Human Resource Submitted to: Dr. Balvinder Shukla (Faculty Guide) By: Sonal Vijayvergia A0102306102 MBA-HR Class of 2008 0

Transcript of Training and Development (With Special Reference to It, Bpo and Telecom Sector)

DISSERTATION REPORT On

TRAINING AND DEVELOPMENT(With special reference to IT, BPO and TELECOM sector)

In partial fulfillment of Master of Business Administration in Human Resource

Submitted to:

Dr. Balvinder Shukla(Faculty Guide)

By:

Sonal Vijayvergia A0102306102 MBA-HR Class of 2008

May 2, 2008

AMITY UNIVERSITY

UTTAR PRADESH

AMITY BUSINESS SCHOOL-AU

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ACKNOWLEDGEMENT

This report is a synergistic product of many minds.

The Project Title “Study of Training program” has been designed and developed is the

fruits of many minds.

I owe enormous intellectual debt towards my faculty guide Professor Dr.Balvinder

Shukla, Director General, Amity Business School, Amity University who has augmented

my knowledge. She helped me to learn about the process and giving me valuable insight

of Training Programs.

I express my sincere gratitude to Dr, R Sujatha, Amity Business School, Amity

University for her valuable guidance & help rendered to me during the course of my

project. She spent her valuable time in analyzing the data collected by me to give it a

presentable shape.

I am obliged to Mr Kapil Bahl, Vice President- Genpact, Ravish Sharma, Manager-

Go4customer, Shikha Gangwal, Training Manager- Vodafone, Ashish Mathur, Customer

Service Manager- Reliance Communication, Neha Choudhary- Supervisior – Airtel, for

their cooperation during the project. My increased spectrum of knowledge in this field is

the result of their constant supervision and direction that has helped me to absorb relevant

and high quality information.

I would like to thank all the respondents without whose cooperation my project would not

have been completed.

Date Sonal Vijayvergia A0102306102

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CERTIFICATE

This is to certify that SONAL VIJAYVERGIA, a student of Master of Business

Administration MBA (HR), class of 2008, Amity Business School, Amity University

(bearing AUUP Enrolment no. A0102306095), has undertaken the DISSERTATION

PROJECT, submitted on 2 May 2008. She has worked under my guidance for the project

titled “TRAINING AND DEVELOPMENT”” She has also been guided by Dr.

R.Sujatha, Amity Business School, and Amity University.

This project is prepared in partial fulfillment of Master of Business Administration MBA

(HR) to be awarded by Amity University, Uttar Pradesh.

To the best of my knowledge, this piece of work is original and no part of this report has

been submitted by the student to any other Institute/University earlier.

Date Dr. Balvinder Shukla

Director General

ABS, AU

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EXECUTIVE SUMMARY

The project is based on the study of the training programs in three sectors IT.

TELECOM, BPO

Rapid changes in the environment have not only made the jobs more complex but have

also created increased pressures for the organizations to re-adapt the products and

services offered to compete in this fast changing world. Therefore, in a rapidly changing

environment, training is an activity, which is must for maintaining a viable and

knowledgeable work force.

To initiate the process, the importance of training and development to an organization

was understood. The project aims at studying the Training Need Identification, Training

methods and evaluating the Effectiveness and the prevailing trends of training and

development in IT, Telecom, BPO sectors.

A sample size of 90 trainees was considered for the survey and the evaluation of the

training programs. It’s been analyzed that the Training is effective in BPO sector and IT

sector where as it is less effective in telecom sector. The way the company analyze the

training need and the method used by the company has a major impact on training

effectiveness. Training program help to increase the productivity, quality and

organizational objectives and hence should be very effective.

The project has helped me to enhance my practical knowledge and has given me an in

depth sight into understanding the training needs and how to develop better training

programs which would help in achieving the organizational as well as the individual

goals.

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CONTENTS

Acknowledgement …………………………………………………………………………. 1

Certificate …………………………………………………………………………………..2

Executive Summary…………………………………………………………………………..3

Chapter 1 Introduction 5

Training and development 6

Training Need Identification 6

Objective and scope 12

Rationale 13

Chapter 2 Review of Literature 14

Chapter 3 Methodology 33

Research design 34

Description of the variables under study 34

Data Collection 35

Chapter 4 Research Analysis

and Findings 37

Chapter 5 Recommendation

and Conclusion 53

Bibliography 55

Annexure

-Questionnaire 57

-Training model form [company A] 62

- Training need analysis form [company A] 73

-Feedback form of company C 74

Appendix:

Training process of company A 78

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CHAPTER 1

INTRODUCTION

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INTRODUCTION

TRAINING AND DEVELOPMENT

Training is a learning experience in that it seeks a relatively permanent change in an

individual that will improve his/her ability to perform on the job. We generally say

training can involve the changing of skills, knowledge, attitudes or social behavior. It

may bring changes in employees, how they work, and their attitudes toward their work of

their interaction with their co-workers or supervisors and the way behaves and works

TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analyses, the next logical steps

are to set training objectives in concrete terms and to decide on the training strategies to

be adopted to meet these objectives. The training needs basically highlight the gap

between the existing and desired repertoire of knowledge attitude and skills at individual,

group and organizational level to enable the employees to contribute towards the

realization of organizational objectives at optimum efficiency. The training effort thus

will have to aim at filling in this gap by clearly stating the objectives in quantitative and

qualitative terms to be achieved through training. Such an exercise will also enable the

training specialists to evaluate, monitor and measure the extent to which stated objectives

have been met through training intervention. As the training objectives are related to

organizational objectives, the involvement of the top management will be necessary to

ensure that the two sets of objectives are integrated.

TRAINING NEED ASSESSMENT

TRAINING NEED ANALYSIS

Employees are the greatest asset which assists in achieving business objectives. To get

best from employees it is essential that they be provided with appropriate training on all

aspects of their work. Training is the way for employees to learn new skills and

knowledge and to apply them at their workplaces and learn and implement good work

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practices. This can bring change in workplace behavior of employees and tensed

conditions

The effectiveness of the training heavily depends upon effectiveness of process used to

identifying training needs. Most organizations formalize training process by providing a

budget and resources for training but this will not ensure the investment is a good one. To

ensure the best possible returns for the organization, training and development activities

like any investment have to be targeted, planned and managed. First and foremost, the

training and development required for the organization to achieve its objectives must be

properly identified and prioritized. This is the objective of training need analysis in an

organization.

Training need analysis is the first step on the path to effective training. Training need

analysis means measuring the gap between skills available and skills required for

employees and making recommendations to bridge the gap. When need analysis is done,

it is possible to focus attention on the target and identify the means for getting there. The

Need analysis process also involves others and helps them to understand the issues which

are facing.following are the various methods training for analysis training Needs:

JOB AND SKILL ANALYSIS

Job and task analysis is performed as a preliminary to successive actions, including to

define a job domain, write a job description, create performance appraisals, selection and

promotion, training needs assessment, compensation, and organizational

analysis/planning. To break down the complexity of the job people perform into logical

parts such as duties, responsibilities and task. It organizes and identifies the knowledge,

skills, and attitudes of the employees which are required to perform the job correctly.

This is achieved by collecting task activities and requirements.

SKILL MATRIXES

The skills involved can be defined by the organization concerned, or by third party

institutions. They are usually defined in terms of a skills framework, also known as a

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competency framework or skills matrix a quick and effective way of identifying training

needs at an occupational level is to construct a skill matrix. For example,. This consists of

a number of sills which are listed and a grading system of the company, with a definition

of what it means to be at particular level for a given skill.

To make the skills management most useful, it needs to be conducted as an ongoing

process, with individuals assessing and updating their recorded skill sets regularly. These

updates should occur timely as frequently as employees' reviews of line manager, and

certainly when their skill sets have changed and defined by the company.

Skills management records the results of this analyses process in a database, and allows

detail analysis of the data. Skills management provides a structured approach to

developing individual and collective skills, and gives a common vocabulary for

discussing skills

INTER VIEWING

Interviewing is a technique that can appear to be very simple when used by an

experienced practitioner. Although some people are naturally better at interviewing,

the key skills of a good investigative interviewer are all capable of being learned. The

first two skills are common to all types of interview – questioning and listening.

SURVEY METHODS

Surveys can be very useful in the gathering of data, including information on

attitudes. People usually participate willingly if the completion of a survey form is not

too complex or lengthy and if they think some good will come out of the exercise.

When designing a survey you must decide on:

the size and nature of the sample

the format of the questions

Exactly how the survey is to be conducted.

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APPRAISAL SYSTEMS

Many organizations see performance appraisal schemes as an integral part of their

employee development strategy. Schemes vary considerably from one organisation to

another, and nowadays may have a variety of names, but almost all of them include

the identification of training needs as a key component. Most also consider the

longer-term career options available to employees, and allow them to express their

preferences. It follows that anyone with responsibility for training and development

should influence the design of the scheme and ensures that notice is taken of the

information generated by it.

This is not always readily achieved. Sometimes the scheme will focus on short-term

performance issues, and line managers may not regard the consideration of

developmental issues as important. The appraisal should be considered confidential

within the department concerned. Some companies have a section covering training

and development needs is detachable, so that the training function can only be seen

for the appropriate information. The kind of approach used by the company has its

merits, but excludes the underlying performance issues which contribute towards

identifying the training and development needs.

There are many issues to be addressed when designing and implementing an appraisal

scheme, and some of the aims of the process may conflict with each other. For

example, a scheme linked to the determination of pay increases may inhibit the

appraisee from being honest about aspects of the job that he or she finds difficult,

whereas it is precisely these aspects that must be discussed to identify training needs.

The company should take care and initiative to reduce these conflicts

DEVELOPMENT CENTRES

The use of assessment centres for selection has continued to increase to the point

where students approaching graduation now expect to undergo them routinely as they

search for a suitable position. Somewhat less common, but growing in popularity, is

the use of centres to assist in identifying developmental and training needs.

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The reasons that the use of development centres has increased now a days is that

many organizations now base many of their employment practices on the idea of

‘competencies’ and competencies mapping. Having identified key competencies of

the employees for each job, it become comparatively easy to check how to make an

assessment on that competency and compare it with the level of competency required.

Following participation at development centres (or workshops), people can be

informed how their performance was rated compared with the standard required for

progression or movement into another role. This would be extremely helpful to the

people. The organizations may also use these assessments to come on a decision that

should be given training and experience – and, of course, which should not be. It

should be kept in mind that development centres do not function in isolation.

There is no other single reason and the right way for a centre to be run. The design

adopted by the development centres would depend upon the competencies being

juged and analysed and, finally, how much the organization wants to spend to

develop these competencies. Some of the development centres run for several days

but most commercial organizations cannot spend or afford much for the resources to

do this, and the pressure comes usually to reduce the duration of time to minimum.

The most common and usually used duration is one full day – perhaps with a follow-

up feedback session.

CRITICAL INCIDENTTECHNIQUE

Critical incident technique (CIT) was developed by John Flanagan, an American

psychologist, during World War II. He wanted to know why mistake were being made in

bombing missions over Germany, and to improve flight-crew training.

The basis for CIT is that most of the jobs contain a lot of padding – routine operations

that don’t matter that much. The things which differentiate someone who is particularly

very good in the job from someone who is good average or poor are what they doing and

how they handle the situations which may be fairly rare, but which are important in terms

of outcome – critical incidents. People have the tendencies to talk about work in

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generalities. Asked what makes a good bar manager, they may talk about needing a good

sense of humor, good judgment, and a customer-focused attitude. This may be true, but

how do we train these qualities? To bring changes in the attitude and to change them,

based on the required behavior

Using CIT we ask (for example): ‘Give me an example of when having good judgment

was important.’ The person may then describe an incident involving a group of people

who entered the bar but looked under-age, and tell how he or she politely asked them to

leave. This can then produce a list of critical behaviors which can be taught to someone

to ensure that they can cope in a similar situation. Of course, a whole range of incidents

may be described which required good judgment, a good sense of humor and customer

focus. It is important to get as wide a range of incidents as possible, preferably from a

number of people, so

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OBJECTIVE AND RATIONALE

OBJECTIVE OF THE PROJECT

Identify the training needs of the company

The training methods adopted by the company

Evaluating the effectiveness of training programs

SCOPE OF THE STUDY

Training Effectiveness is the process wherein the management finds out how

effective it has been at training and developing the employees in an organization.

This study gives some suggestions for making the present training and

development system more effective.

It gives organization the direction, how to deal differently with different

employees.

It identifies the training & development needs present among the employees.

RATIONALE OF THE RESEARCH STUDY

The essential elements in any enterprise are considered to be the materials, equipment

and human resource. Training allied to the human resource specializations within the

management, ensures that the manpower of the required level of expertise at the right

time should be there in the company. But before that it should be taken into consideration

that the attention given by the organizations to the provision of materials, machinery and

equipment. After that we should compare the commitment to the third essential factor in

production cycle that is Human Resources. One of the most important factors is goes to

the regards of the traditional view of training and trainers. They are seen as an expense by

the organizations, a service, as second rate to production or as a necessary evil. Training

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has fall behind to the other management activities, especially in the planning period. It is

often done as a reaction to immediate needs of the employees, a patch up operation in,

instead of an ordered activity. Training and Development is designed to enhance the

competency of managers and workers and other employees who are dealing with variety

of organizational functions. Training and Development is a process through which the

goals of management and organization can be achieved. Investment in Training and

Development has come to be considered as an asset by the companies for organizational

development or in other words, Training is indispensable for an effective organizational

development and growth. Previously, training was almost exclusively trainer oriented and

it was not based on organizations needs. The trainer used to determine the objectives of

the course, its duration, its contents and format. On many occasions training was of a

pedagogic nature with the trainer in complete control of the direction of the training.

Moreover, the alignment of the corporate goal was missing. The views of the trainees

were rarely been taken or even if were taken, it was with a condescending attitude. Due to

all these reasons the bottom-line contribution of training or the organizational

development was less.

All employees are expected to participate in company sponsored training programs

considered necessary for enhancing their work skills improve knowledge and change in

attitude. We realize that in today’s constantly changing environment, to make our

services better than those of our competitors initiative by the management for training is

necessary. Therefore, training opportunities are offered through specialized training

programs conducted by in-house instructors, instructors from the industry, or by experts

in the field.

.

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CHAPTER 2

REVIEW

OF

LITREATURE

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INTRODUCTION TO TRAINING

Training is one of the processes required to turn new members of an organization into

“productive insiders”.

“Training is a process of transmitting and receiving information related to problem

solving.” Halloram

“Training is the international act of providing means for learning to take place.” Proctor

and Thornton

“Training is a means to educate somewhat narrowly mainly by instruction, drill and

Discipline. It is referred as applying principally to the improvement of skills and hence to

learning how to perform specific tasks.” Yoder

“Training is being defined as an act of increasing the knowledge and skill of an employee

for doing a particular job. It is concerned with imparting specific skills for particular

purposes. Training is aimed at learning a skill by a prescribed method of application of a

technique.” Tripth

“Training is the formal procedure which a company utilizes to facilitate learning so that

the resultant behavior contributes to the attainment of the company’s goals and

objectives.” Mc Ghee and Thayer

Employee training is a specialized function and is one of the fundamental operative

functions of Human Resource Management.

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According to FLIPPO,

“Training is the act of increasing the knowledge and skill of an employee for doing a

particular job.”

It is a short-term educational process and utilizing a systematic and organized procedure

by which employees learn technical knowledge and skills for a definite purpose.

Training refers to the organization’s efforts to improve an individual’s ability to perform

a job or organizational role. It can be defined as a learning experience in which it seeks a

relative permanent change in an individual that would improve his ability to perform the

job.

Thus, training refers to the efforts made on the part of the trainer who facilitates learning

on the part of the training to increasing skills knowledge and perfection in a specific task

for efficiency economy and satisfaction.

Training enables employees to learn new concepts, build skills the required for the job, to

maintain interpersonal relationship and technical problems or gain insight into behavior

accepted as the way things are run in the companies.

Upon reviewing the variety of definition of training available the following

characteristics can be listed as key elements for effective training.

Effective training is the learning experience

Effective training is a planned organizational activity

Effective training is a response to identified needs.

A key assumption of training is that by giving employees skill and insight for

identifying and defining organizational problems, individual will have greater capacity to

change unproductive and unsatisfying organizational structures and processes. It is a

catalytic process that depends largely on the abilities of informed and skilled members to

develop their tools for charge.

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However, the individual abilities must be simultaneously supported by

organizational accountability so that, participants use their abilities to the hilt to learn

from the training programmes and transfer those learning to the workplace and is

technically termed as the transfer of training effects. It is basically the process of

increasing the knowledge and skills for doing a particular job; an organized procedure by

which people gain knowledge and skill for a definite purpose.

DIFFERENCE BETWEEN TRAINING , DEVELOPMENT AND EDUCATION

Training and development go hand in hand and are often used synonymously but

there is a difference between them.

Training is the process of learning a sequence of programmed behavior. It is an

application of knowledge. It makes the people aware of the rules and procedures to guide

their behavior and attitude. It makes provisions to improve their performance on the

current job and prepares them for an intended job and for the other activities.

Development is a related process to the training. It covers all those, which improve job

performance, and also those, which bring about growth of the personality. It helps

individual in the progress towards maturity, actualization, and realization of potential

capabilities so that they can become good employees as well as better human beings.

Education: Education is focused more towards the future of an individual. It prepares the

individual for the challenges which an individual can face, shapes his career and grooms

him for social responsibilities. It is not usually targeted towards specific behavior but for

overall development of personalities. Therefore it lacks the specificity of training.

Education takes a long-term perspective of an individual’s life. Education is more firmly

rooted in the culture of a society. One of the key concerns of education is the inculcation

of socially accepted values in the individual. Social institutions like state, family and the

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community play an important role in the education of an individual. In education the

group is more enduring and there is sustained interaction over a long period of time.

PRINCIPLES OF TRAINING

Motivation

Learning is enhanced when the learner is motivated. Learning experience must be

designed so learners can see how it will help in achieving the goals of the organization.

Effectiveness of training depends on motivation.

Feedback

Training requires feedback. It is required so the trainee can correct his mistakes. Only

getting information about how he is doing to achieve goals, he can correct the deviations.

Reinforcement

The principle of reinforcement tells the behaviors that are positively reinforced are

encouraged and sustained. It increases the likelihood that a learned behavior well be

repeated.

Practice

Practice increases a trainee’s performance. When the trainees practice actually, they gain

confidence and are less likely to make errors or to forget what they have learned.

Individual Differences

Individual training is costly. Group training is advantageous to the organization.

Individuals vary in intelligence and aptitude from person to person. Training must be

geared to the intelligence and aptitude of individual trainee.

Goal setting

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Training should be based on specific needs and objectives of the organization as well as

employees. Determination of goals pertaining to development of skills, knowledge and

behavior helps in improving organizational performance.

OBJECTIVES OF TRAINING

To increase productivity

An instructor can help employees increase their level of performance on their assignment.

Increase in human performance leads to increase in the operational productivity and also

the increase in the profit of the company.

To improve quality

Better-trained workers are less likely to make operational mistakes. It can be in

relationship to the company or in reference to the intangible organizational employment

atmosphere.

To help a company fulfill its future personnel needs

The organizations having good internal training and development programmes will have

to make less changes and adjustments. When the need arises, vacancies can be easily

staffed.

To improve organizational climate

An endless chain of positive reactions result from a well planned training programme.

To improve health and safety

Proper training can prevent industrial accidents. A safer atmosphere leads to more stable

attitudes on part of the employees.

Obsolescence prevention

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Training and development programmes foster the initiative and creativity of employees

and can help prevent manpower obsolescence.

Personal growth

Employees on a personal basis gain individually from their exposure to educational

expressions. Training programmes give them wider awareness and skills.

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite

tasks.

To help and assist the employees to function more effectively and efficiently in their

present positions by exposing them to new concepts.

To build a line of competent people and prepare them to occupy more responsible

positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents.

To ensure the economical output of the required quality.

To prevent obsolescence.

To promote individual and collective morale, responsibility and cooperative attitudes

etc.

For employee motivation and retention.

For career advancement

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To improve organizational climate

To help the organization fulfill its future manpower needs

TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may

be of the following types:

Orientation training: Induction or orientation training seeks to adjust newly

appointed employees to the work environment. Every new employee needs to be

made fully familiar with his job, his superiors and subordinates and with the rules and

regulations of the organization. Induction training creates self-confidence in the

employees. It is also knows as pre-job training. It is brief and informative.

Job training: It refers to the training provided with a view to increase the knowledge

and skills of an employee for performance on the job. Employees may be taught the

correct methods of handling equipment and machines used in a job. Such training

helps to reduce accidents, waste and inefficiency in the performance of the job.

Safety training: Training provided to minimize accidents and damage to machinery

is known as safety training. It involves instruction in the use of safety devices and in

safety consciousness.

Promotional training: It involves training of existing employees to enable them to

perform higher-level jobs. Employees with potential are selected and they are given

training before their promotion, so that they do not find it difficult to shoulder the

higher responsibilities of the new positions to which they are promoted.

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Refresher training: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use of new

methods and techniques. With the passage of time employee may forget some of the

methods of doing work. Refresher training is designed to revive and refresh the

knowledge and to update the skills of the existing employees. Short-term refresher

courses have become popular on account of rapid changes in technology and work

methods. Refresher or re-training programs are conducted to avoid obsolescence of

knowledge and skills.

Remedial training: Such training is arranged to overcome the shortcoming in the

behavior and performance of old employees. Some of the experienced employees

might have picked up appropriate methods and styles of working. Such employees are

identified and correct work methods and procedures are taught to them. Psychological

experts should conduct remedial training.

Cross functional training: - It involves training employee to perform operations IN

areas other that their assigned job. High performing workers act as peer trainers and

help employees develop skills in another area of operation. It helps workers gain rich

experience in handling diverse jobs and makes them more adaptable and versatile and

thus helps them develop their own career paths. It also increases the understanding of

the business. It reduces the need of supervision and when one employee is absent the

other employee can perform his job.

METHODS OF TRAINING

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On-the-job techniques

On the job techniques enables managers to practice management skills, make

mistakes and learn from their mistakes under the guidance of an experienced,

competent manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee

on different jobs for periods of time ranging from a few hours to several weeks. At

lower job levels, it normally consumes a short period, such as few hours or one or two

days. At higher job levels, it may consume much larger periods because staff trainees

may be learning complex functions and responsibilities.

Job rotation for managers usually involves temporary assignments that may range

from several months to one or more years in various departments, plants and offices.

Job rotation for trainees involves several short-term assignments, that touch a

variety of skills and gives the trainees a greater understanding of how various work areas

function.

For middle and upper level management, it serves a slightly different function. At

this stage, it involves lateral promotions, which last for one or more years. It involves a

move to different work environment so that manager may develop competence in general

management decision-making skills.

Enlarged and enriched job responsibilities: By giving an employee added job

duties, and increasing the autonomy and responsibilities associated with the job, the

firm allows an employee to learn a lot about the job, department and organization.

METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

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Job instruction training: It is also known as step-by-step training. Here, the trainer

explains the trainee the way of doing the jobs, job knowledge and skills and allows

him to do the job. The trainer appraises the performance of the trainee, provides

feedback information and corrects the trainee. In simple words, it involves

preparation, presentation, performance, and tryout and follow-up.

Coaching: The trainee is placed under a particular supervisor who functions as a

coach in training the individual. The supervisor provides the feedback to the trainee

on his performance and offers him some suggestions for improvement. Often the

trainee shares some duties and responsibilities of the coach and relives him of his

burden.

A drawback is that the trainee may not have the freedom or opportunity to express his

own ideas.

Committee assignments: Here in, a group of trainees are given and asked to solve an

actual organizational problem. The trainees solve the problem jointly. This develops

team work and group cohesiveness feelings amongst the trainees.

Off-the-job training

It includes anything performed away from the employee’s job area or immediate work

area. Two broad categories of it are:

In house programmes

These are conducted within the organizations own training facility; either by training

specialists from HR department or by external consultant or a combination of both.

Off-site programmes

It is held elsewhere and sponsored by an educational institution, a professional

association, a government agency or an independent training and development firm.

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The various off- the- job-training programs are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom.

Material, files and equipment those are used in actual job performance are also used

in training. This type of training is commonly used for training personnel for clerical

and semiskilled jobs. The duration of this training ranges from few days to a few

weeks. Theory can be related to practice in this method.

Role-playing: It is defined as a method of human interaction that involves realistic

behavior in imaginary situations. This method involves action doing and practice. The

participants play the role of certain characters, such as production manager, HR

manager, foreman, workers etc. This method is mostly used for developing

interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction. The

instruction organizes the material and gives it to the group of trainees in the form of a

talk. To be effective, the lecture must motivate and create interest among the trainees.

An advantage of this method is that it is direct and can be used for a large group of

trainees.

Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and

share facts and data, test assumptions and draw conclusions, all of which contribute to

the improvement of job performance. It has an advantage that it involves two-way

communication and hence feedback is provided. The participants should feel free and

open to speak in small groups. Success depends upon the leadership qualities of the

person who leads the group.

Programmed instruction: This method has become popular in recent years. The

subject matter to be learned is presented in a series of carefully planned sequential

units. These units are arranged from simple to mere complex levels of instructions.

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The trainee goes through these units by answering questions or filling the blanks. This

method is expensive and time consuming.

EVALUATING THE EFFECTIVENESS OF TRAINING

Training Effectiveness: It is the degree to which trainees are able to learn and apply the

knowledge and skills acquired in the training program. It depends on the attitude,

interests, value expected of the trainees and the training environment.

A training program is likely to be more effective when trainees want to learn, are

involved in their job, have career strategies, contents of training program and the ability

and motivation of trainers also determines training effectiveness

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of various

constraints. Many researchers have developed various methods and models in order to

facilitate this process. Some of the models are described as below: -

MODEL 1

Kirk Patrick model

The choice of evaluation criteria is a primary decision that must be made when evaluating

the effectiveness of training. Although newer approaches to, and models of, training

evaluation have been proposed by Kirkpatrick’s (1959, 1976, 1996) four-level model of

training evaluation and criteria continues to be the most popular .We used this framework

because it is conceptually the most appropriate for our purposes. Specifically, within the

framework of Kirkpatrick’s model, questions about the effectiveness of training or

instruction programs are usually followed by asking, “Effective in terms of what:

Reactions, learning, behavior, and results” Thus, the objectives of training determine the

most appropriate criteria for assessing the effectiveness of training.

26

Reaction criteria, which are operationalzed by using self-report measures, represent

trainees’ affective and attitudinal responses to the training program. However, there is

very little reason to believe that how trainees feel about or whether they like a training

program tells researchers much, if anything, about (a) how much they learned from the

program (learning criteria), (b) changes in their job-related behaviors or performance

(behavioral criteria), or (c) the utility of the program to the organization (results criteria).

This is supported by the lack of relationship between reaction criteria and the other three

criteria. In spite of the fact that “reaction measures are not a suitable surrogate for other

indexes of training effectiveness” anecdotal and other evidence suggests that reaction

measures are the most widely used evaluation criteria in applied settings. For instance,

in the American Society of Training and Development 2002 State-of-the-Industry Report,

78% of the benchmarking organizations surveyed reported using reaction measures,

compared with 32%, 9%, and 7% for learning, behavioral, and results, respectively.

Learning criteria are measures of the learning outcomes of training; they are not

measures of job performance. They are typically operationalized by using paper-and-

pencil and performance tests. According to Tannenbaum and Yukl (1992), “trainee

learning appears to be a necessary but not sufficient prerequisite for behavior change” it

is not as well used in business settings as an evaluation technique; school settings are

more likely to use level 2 evaluation techniques. Level 2 evaluation techniques and most

reliable when pre and post evaluations are utilized.

In contrast, behavioral criteria are measures of actual on-the-job performance and can

be used to identify the effects of training on actual work performance. Issues pertaining

to the transfer of training are also relevant here. Behavioral criteria are typically

operationalized by using supervisor ratings or objective indicators of performance. Level

3 evaluations are difficult because human behaviour needs to be measured. Although

learning and behavioural criteria are conceptually linked, researchers have had limited

success in empirically demonstrating this relationship. This is because behavioural

criteria are susceptible to environmental variables that can influence the transfer or use of

27

trained skills or capabilities on the job. For example, the post training environment may

not provide opportunities for the learned material or skills to be applied or performed

Some executives are willing to assume that if employees are exhibiting the desired

behaviour on the job (level 3) that will have a positive influence of the company’s bottom

line.

Finally, results criteria (e.g., productivity, company profits) are the most distal and

macro criteria used to the effectiveness of training. Results criteria are frequently

operationalized by using utility analysis estimates. Utility analysis provides a

methodology to assess the dollar value gained by engaging in specified personnel

interventions including training. Level 4 evaluations is actually easier to achieve than

level 3, since level 4 evaluations are tied to information that can be measured Some

trainers believe that a positive level 3 implies success at level 4.

Moreover difficult is that the level 3 and level 4 evaluations also provide other

advantages apart from contributing to company goals. These evaluations can add value to

the service that the training department can provide. They can also be instrumental in

over hauling current curriculum; if a course is not meeting company objectives, then

either change the course or stop offering the course all together

In summary, it is our contention that given their characteristic feature of capturing

different facets of the criterion space—as illustrated by their weak inters correlations

reported by Alliger et al.

The effectiveness of a training program may vary as a function of the criteria chosen to

measure effectiveness. Thus, it is reasonable to ask whether the effectiveness of training

—operationalized as effect size—varies systematically as a function of the outcome

criterion measure used. For instance, all things being equal, are larger effect sizes

obtained for training programs that are evaluated by using learning versus behavioural

criteria? It is important to clarify that criterion type is not an independent or causal

28

variable in this study. Our objective is to investigate whether the operationalization of the

dependent variable is related to the observed training outcomes

(i.e. effectiveness). Thus, the evaluation criteria (i.e., reaction, learning, behavioural, and

results) are simply different operations of the effectiveness of training.

MODEL 2

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation

being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational

context i.e. about individual difficulties, organizational deficiencies etc. in practice, this

mainly implies the assessment of training needs as a basis for decision. This involves:

Examining the expectations and perceptions of the people.

Examining whether the training needs were accurately identified.

Putting the specific training event in the wider context of other training activities.

Establishing whether the trainers enjoyed the confidence of the trainees and whether

the latter are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available human and

material training resources in order to choose between alternative training methods. This

involves:

Establishing the adequacy of the resource base and its cost.

Considering the choice and effectiveness of the training methods and techniques.

Identifying the numbers who successfully completed the program compared with

those who started and draw appropriate inferences.

Establishing whether the trainers were perceived to be credible as far as the trainees

are concerned.

29

Establishing whether the psychological and emotional climate of learning was

appropriate.

Reaction Evaluation: Monitoring the training as it is in progress. This involves

continuous examination of administrative arrangements and feedback from trainees. This

involves:

Looking at the reactions of trainees to the content and method of training.

Establishing the reaction of other people, particularly line managers to the early

results of the training program.

Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:

Establishing whether expectations of results were met.

Identifying whether all or some of the learning objectives were met.

Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

- Immediate Outcomes : The changes in the trainee’s knowledge, skills and

attitude that can be identified immediately after the completion of training. The

aim here is to find out the extent to which positive transfer of learning has taken

place from the training to the workplace. This type of evaluation may be done in

several ways such as behaviorally anchored rating scales or self repots

supplemented by reports of subordinates, peers and supervisors or critical

incidents etc.

- Intermediate Outcomes : These are the changes in trainee’s actual work

behavior, which result from training. The assumption here is that effective

training should be reflected in the trainee’s increased job-proficiency.

- Ultimate Outcomes : These are the changes in the functioning of part or the entire

organization, which have resulted from changes in work behavior. For this

30

purpose, indexes of productivity, labour turnover etc, studies of organizational

climate and human resource accounting are taken as the ultimate results achieved

by the trainees.

MODEL 3

KAUFFMAN’S FIVE LEVEL OF EVALUATION :

Some researchers recognized the shortcomings of Kirkpatrick’s four level approaches and

attempted to modify and add to this basic framework. Kaufman expanded the definition

of level 1 of Kirkpatrick’s model and added a fifth level addressing societal issues.

At Level 1, the factor of the concept of enabling addressees the availability of various

resources inputs necessary for a successful intervention. Level 5 is the evaluation of

societal and client responsiveness, and consequences in payoff. This moves evaluation

beyond the Organization, and examines the extent to which the performance

improvement program has enhanced the

society and the environment surrounding the organization.

LEVEL EVALUATION FOCUS

5. Societal Outcomes Societal and client responsiveness, consequences and

payoff’s

4. Organizational Output Organizational contributions and payoff s

3. Application Individual and small group utilization within the

Organization

2. Acquisition Individual and small group mastery and competency

1b. Reaction Methods, means and process acceptability and efficiency

1a. Enabling Availability and quality of human, financial and physical

resources input

Five levels for evaluation of interventions for training impact (Kaufman’s Model)

A Framework for Measuring Training and Development in the State Sector

31

Some Information is reported to Government on training and development in its

companies and agencies. Such kind of information would be useful in advising

Government about the capability of these companies and agencies, among other

purposes. However, to measure training effectiveness and results is difficult for many

reasons, including the lack of standard definitions and its measures and the fact is that

many of the organizations have no centralized collection of training data and information.

This research paper is based on a review of the literature and interviews with officials and

employees to develop a framework for measuring training effectiveness in government

agencies. The framework comprises a hierarchy of linked components from sound

foundation of training policies and practices and efficient and equitable training

investment and expenditure, to training effectiveness in achieving desired individual

behavior and to achieve organizational objectives, and finally to State the sector people

capability (resulting from training and other factors). Suggested measures and indicators

are provided to the framework and to its each component to measure the training. They

include measures for the government agencies to be use by them internally for their own

management and official purposes, and these measures are likely to be useful in reporting

to Government. The paper concludes that while measuring training is problematic and

difficult but it is nonetheless desirable. It suggests that reporting to Government should

focus primarily on State sector people capability, but that government agencies should

develop systems in place to provide information on the other three aspects of the

framework, when required. Publication of the Working Papers Series recognizes the

value of developmental work in generating policy options. The series in the paper

were prepared for the purpose of informing policy development and growth in the

organizations. The views expressed are those of the authors and officials and should

not be taken to be the views of the State Services Commission.

32

CHAPTER 3

METHODOLOGY

33

TYPE OF RESEARCH

Descriptive Research design cum Analytical Research Design

SAMPLE UNIT

Employees who have completed their training to evaluate the training effectiveness and 9

managers from each company to identify the training needs and training methods adopted

by the company

SAMPLE SIZE

99 employees (90 trainees and 9 managers)

COMPANY NAME AND SECTORS

IT

Name- Company A, Company B, Company C

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TELECOM

Name- AIRTEL, HUTCH, RELIANCE

BPO

Name-GENPACT, INFOSYS, GO4 CUSTOMER

TYPE OF QUESTION

Close ended and open ended

TYPE OF QUESTIONNAIRE

Structured and Undisguised

STRUCTRED AND UNDISGUISED QUESTIONNAIRE

For this project a structured questionnaire is used where each question specify the set of

responses alternatives and the response format. A structured questionnaire can be of three

types multiple choices, dichotomous or a scale. A open ended structured questionnaire is

used where the scale is explained above. The questionnaire used here is undisguised, as

the respondents clearly know the purpose of this survey and intentions behind it.

ADVANTAGES OF USING STRUCTURED QUESTIONNAIRE

I. Structured questionnaire is used to reduce the respondent error as employees are

aware of the type of information required from them and the purpose of this

information.

II. Structured questionnaire helps in reducing interviewer biasness because the

questionnaire is specific and structured and is not open for the interpretations by

the interviewer.

LIMITATIONS OF USING STRUCTURED QUESTIONNAIRE

I. The disadvantage of structured questionnaire is that it increases position or order

of biasness. Order or position bias is defined as the respondent’s tendency to

check an alternative merely because it occupies a certain position or is listed in a

certain order.

35

METHODS OF DATA COLLECTION

PRIMARY DATA

Primary data is that which is collected afresh and for the first time, and thus happens to

be original in character.

Primary data used in this study is collected through

Questionnaire

Discussions done with the staff of the department.

SECONDARY DATA

Secondary data, on the other hand, is that which have been already collected by someone

else and which have already been passed through the statistical process.

Secondary data used in this study is taken from various sources like

Websites.

Books and Magazines.

Action Plan

Literature Survey through various Journals, Magazines and internet.

Designing of the Questionnaire

To visit the respective respondent

Collect the details and fill up the questionnaire

Analyze the data collected

Drawing conclusions and recommendations

36

Chapter 4

37

RESEARCH ANALYSIS AND FINDINGS

ANALYSIS OF THE DATA

This chapter helps to understand the analysis of how the training need identification done by the companies, the various training method adopted by the companies and to evaluate the training effectiveness.

TRAINING NEED ASSESSMENT ANALYSIS

TRAINING NEED ASSESSMENT IN IT SECTOR

Company A Company B Company C

Method Performance Appraisal System, survey methods, critical incident technique

Performance Appraisal System

Performance appraisal system, skill matrix, survey methods

Time Annually Biannually Annually

38

Effectiveness Very effective Effective EffectiveTaking initiative in analysis TNI

Proactive Proactive and reactive

More reactive less proactive

Company converts TNI effectively

Yes Yes yes

Training Methods used

On the job Training, Informal training, Technical training, Behavioral Training

On the job, Role Playing and Role Analysis, Discussions, Job Rotation

On the job training, Skill training, Product training, Assignment and task, Mentoring

TRAINING NEED ASSESSMENT IN TELECOMMUNICTAION SECTOR

AIRTEL HUTCH RELIANCE

Method Performance appraisal system, survey methods,

Performance Appraisal System

Job and task analysis

Time Biannually Annually QuarterlyEffectiveness Very effective Effective EffectiveTaking initiative in analysis TNI

Proactive and Reactive

Proactive and Reactive

Reactive

Company converts TNI effectively

Yes Yes yes

Training methods On the job, Job Rotation, Classroom training, Attitudinal training, Skill Training

Skill training, On the job, Behavioral training, Discussions, Mentoring, Job Rotation

Informal training, training, Assignment and Task, Product training, Technical training, Lectures

TRAINING NEED ASSESSMENT IN BPO SECTOR

GENPACT INFOSYS GO 4 CUSTOMER

Method Job and task analysis, skill matrix, interviewing, Appraisal system, Development centres

Performance Appraisal System, survey method, skill matrix

Skill matrix, Appraisal, survey methods

Time Biannually Annually QuarterlyEffectiveness Very effective Effective Effective

39

Taking initiative in analysis TNI

Proactive and Reactive

Proactive and Reactive

Reactive

Company converts TNI effectively

No Yes yes

Training Methods On the job,Informal training, Skill training, Classroom training, Training assignment and Task, Product training, Technical training, , Off the job, mentoring,

On the job, Classroom trainingProduct trainingTechnical trainingLecturesCoaching Mentoring

On the job, Informal Training, Skill Training, classroom training, Product Training, Technical Training, Lectures, , Job Rotation, Mentoring

The above tables represent the methods adopted by the companies in IT, BPO, and TELECOM sector for training need identification and depict how frequently the company analyses the training need. It shows that what the manager feel about the effectiveness of their training need identification as how effectively the company converts their training needs into manageable elements. This table represents the training methods which are frequently taken up by the companies.From the tables we can interpret that only GENPACT is the company which is not able to convert the training needs into manageable elements and there are various training methods which are common in the three sectors like On the Job training, Skill training, mentoring.

1. OBJECTIVES ACHIEVED

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 16 12 2 0TELECOM 12 16 3 0BPO 16 14 0 0

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Graph 1.1

From the graph we can say that the objectives achieved is maximum in IT sector and BPO sector and then the telecom sector the objectives in terms of:

Nature of job Requirement of the ob Responsibility of the job To increase Knowledge To improve skills Change in attitude Develop skills to successfully conduct discussions with supervisor/subordinate Leadership effectiveness Improve knowledge about strategic objective of the organization

The overall objective achieved is high in BPO sector and IT sector and are low in TELECOM sector.

2.TRAINING PROGRAM SATISFACTION

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 21 9 0 0TELECOM 13 17 0 0BPO 21 9 0 0

41

Graph 1.2

Interpretation

From the chart we can say that that satisfaction of the training program is 84%in IT and BPO sector while it is 52 % in telecom sector. So by this we can evaluate that the satisfaction in IT and BPO sector is 30% more than in the TELECOM sector.

3.ACHIEVEMENT OF PERSONAL OBJECTIVES

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 11 17 2 0TELECOM 7 16 7 0BPO 11 19 0 0

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Graph 1.3

Interpretation

From the above result we have analyzed that in the training; of achievement of personal objective in IT and BPO sector is 55 % and approximately same in both the sectors while the personal objective achieved in TELECOM sector is 35% only. So the rate of personal objective achieved is high in IT and BPO sector by 22% hence these companies help more in the achievement of personal objective.

4. EFFECTIVENESS OF THE TRAINER

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 24 6 0 0TELECOM 20 8 2 0BPO 26 4 0 0

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Graph 1.4

Interpretations:The trainer appointed was most effective in BPO sector in terms of:

Subject knowledge Communication skills Styles and delivery Creating learning climate Methodology used

The effectiveness of the trainer is highest in BPO sector and then in the IT sector and is low in TELECOM sector

5. BALANCE OF THEORITICAL AND PRACTICAL KNOWLEDGE

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 14 16 0 0TELECOM 13 14 3 0BPO 15 15 0 0

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Graph 1.5

Interpretation:

From the above result it is analyzed that the balance of theoretical and practical knowledge is most effective in BPO sector which accounts to 83% and then is effective in IT sector by 77% and then in TELECOM by 73%.There is a small difference in the three sectors in terms effectiveness of trainer and the difference comes is approximately 5% to 6% is there in the three sector.

6.PROGRAM DURATION

Sectors Strongly Agree Agree Disagree Strongly

DisagreeIT 20 10 0 0TELECOM 18 11 0 0BPO 24 6 0 0

45

Graph 1.6

Interpretation:

From the graph we interpret that the program duration is most appropriate in BPO sector up to 80% the same in IT sector comes to 70% and in TELECOM sector it comes to 60%. So according to the respondents the time duration used in training is appropriate in BPO sector.

7. DELIVERY IN JOB AFTER TRAINING

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 25 5 0 0TELECOM 18 12 0 0BPO 19 11 0 0

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Graph 1.7

Interpretations:

From the graph it is interpreted that the employees after their trainings are most effectively able to deliver in IT sector which comprises of 83%.and then the delivery in BPO sector is high by 63% and then in the TELECOM sector by 60% so the delivery after the training is most effective in IT sector.

8. TIME FOR ACTIVITIES AND FOLLOW UP DISCUSSION

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 7 17 6 0TELECOM 13 16 1 0BPO 12 17 2 0

47

Graph 1.8

Interpretations:

From the graph it can be interpreted that the activities and follow up discussion procedures is effective in TELECOM by 72% sector then in BPO sector by 66% and then in the IT sector is 40%. There is a huge difference in this area in the entire sector.

9. FEEDBACK MECHANISM

Sectors Strongly Agree Agree Disagree Strongly Disagree

IT 20 10 0 0TELECOM 13 16 1 0BPO 21 9 0 0

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Graph 1.9

Interpretation:

From the above graph and table it is interpreted that feedback mechanism is most effective in BPO sector by 84 % and then in the IT sector by 80 % and in the TELECOM sector by 55%.

MEAN RESULTS OF THE THREE SECTOR TO MEASURE THE TRAINING EFFECTIVENESS

Mean score represent, higher the mean higher is the satisfaction of employees from training. Higher satisfaction among employee, more effective is the training.

Variable IT TELECOM BPO

Mean Results

To improve understanding about, nature, requirement, responsibility

3.63 3.46 3.64

To increase knowledge 3.83 3.56 3.6

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To improve skills 3.83 3.43 3.83Change in attitude 3.16 2.83 3.3To develop skills successfully conduct discussion with superior/ subordinate

3.03 3.2 3.3

Improve knowledge about organization strategic objective

3.33 3.36 3.43

To increase leadership effectiveness

3.46 3.46 3.53

The overall reaction was satisfactory

3.7 3.43 3.7

Personal objectives achieved 3.3 2.9 3.36The trainer appointed was effective

3.78 3.62 3.87

Proper balance between theoretical and practical material

3.43 3.33 3.5

Program duration was appropriate

3.63 3.43 3.53

You are able to deliver well in your job

3.8 3.6 3.63

You have sufficient time foe activities and follow up discussion

3 3.38 3.36

Proper feedback mechanism was followed

3.63 3.4 3.66

Total Mean 3.50 3.35 3.54

Average 3.46

50

The above graph depicts the training effectiveness in the three sectors (IT, Telecom,

BPO) and the average of all the three sectors. The points which lie below the average

point (3.46) have low training effectiveness while the points which lie above the average

point have higher effectiveness. So from the above graph we can conclude that in the

three sectors BPO with the mean of 3.54 sector training is the most effective, and then is

the IT sector with the mean of 3.5 and TELECOM the mean of 3.35 sectors has low

training effectiveness.

FINDINGS

Training is considered as a positive step towards augmentation of the knowledge base

by the respondents.

The objectives of the training programmes were broadly known to the respondents

prior to attending them.

The training programmes were adequately designed to cater to the developmental

needs of the respondents.

Some of the respondents suggested that the time period of the training programmes

were less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods will

enhance the effectiveness of the training programmes.

51

Some respondents believe that the training sessions could be made more exciting if

the sessions had been more interactive and in line with the current practices in the

market.

The training aids used were helpful in improving the overall effectiveness of the

training programmes.

Some respondents suggested that the trainer should use the right methodology and

should create an effective learning environment

In BPO sector trainer are found to be the very effective in terms of the measured

parameters.

The delivery after the training is high in IT sector.

Training need analysis is effective in BPO sector as they have their monthly one to

one with the employees and the development centres have really helped in doing so

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CHAPTER- 6RECOMMENDATION AND CONCLUSION

RECOMMENDATION

The training program should focus on the behavioral part apart from the technical

training to bring changes in the attitude of the employees towards their job and

responsibilities.

The training program should be conducted also keeping the personal objectives of

the employees so that they can match their personal objective with the

organization objective

The training program should give enough time for he follow up discussions

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The training program should effectively follow the feedback system once the

training is over so that we can assess the program effectively

The organization can arrange the training programmes department wise in order

to give focused attention towards the departmental requirements.

The organization may consider deputing each employee to attend at least one

training programmes each year.

TELECOM sector should focus more on trainer’s effectiveness.

All the three sector should work more towards the behavioral training especially

the employee’s attitude towards the job and responsibilities

CONCLUSION

Training and development is the field concerned with workplace learning to improve

performance and achieve the organizational as well as the personal objective. There are

many reasons for a company to analyze its jobs and tasks; one common reason is to

provide a basis to know the skill set required to perform the particular job. By my

research I have analyzed that the training in BPO sector is very effective and the training

of IT sector is effective then the Telecom sector. Training need identification and the type

of training method adopted by the company affects the training program conducted by the

company. There are training methods which are adopted and are very common use

frequently across the three sectors for example On the Job training, classroom training,

54

job rotation as these methods help to enhance the skills and knowledge in a more

effective manner. Thus, training program help to increase the productivity, quality and

organizational objectives and hence should be very effective. By this research we can

conclude that the telecom should focus more on their training effectiveness so the way

training is conducted and especially in terms of achievement of personal objective should

be bring in focus as to fulfill organization objective the employee personal objective

should match with organization objectives.

BIBLIOGRAPHY

Books Referred-

-Human Resource Management- Snell/ BohlanderSecond Indian Reprint 2007311- 323

-Strategic Human Resource Management- Jeffrey A. MelloSecond Indian Report 2007401-442

Research paper-

55

1. Working Paper No. 12A Framework for Measuring Training andDevelopment in the State Secto

2. Guide to Training and Development Opportunities for Research Students www.leeds.ac.uk/rtd

Websites:

http://www.rocw.raifoundation.org/management/mba/HRM/lecturesnotes/lectyres-31.pdf

http://en.wikipedia.org/wiki/Training_and_development

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

http://commerce.idaho.gov/Portals/37/Publications/workforce_training_fund.pdf

http://www.osp.state.nc.us/manuals/manual99/trng&dev.pdf

http://college.hmco.com/instructors/ins_teachtech_foundations_module_skillscoach.html

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ANNEXURES:

Questionnaire(Sec A)

Training Need Assessment

Q.1.Which method of training need identification is used by your company?

o Job and task analysiso Skill matrixeso Interviewingo Survey methodo Appraisalo Development centerso Critical incident technique

If any other please specify……………………………………………………………

57

Q2. How frequently does your company analysis training needs?

o Quarterlyo Bi - annuallyo Annually

Q.3. How do you perceive your company’s TNA (Training need assessment) process?

o Very effectiveo Effectiveo Fairly effectiveo Ineffective

Q.4. Does your company allows the employees to volunteer for their training needs?

o Yes o No

Q.5.Does your company effectively convert the training or learning requirement into manageable elements?

o Yeso No

Q.6. Any suggestion about the current TNA process used by your company?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

QUESTIONNAIRE(Sec B)

Different types of training methods used by the companies.

Training methods used Frequently Somewhat Frequently

occasionally Not at all

On the job

Informal training

Skill training

Classroom training

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Training assignment and task

Product training

Technical training

Behavioral training

Role playing and role analysis

Attitudinal

Distance learning

Lectures

Audiovisual

Discussions

Seminars

Project works

Coaching

Mentoring

Job rotation

Conference Approach

59

QUESTIONNAIRE(SEC C)

Evaluation of Training program

Strongly Agree Disagree Strongly Agree disagree

A. The following objectives were stated in the programme. To what extent did the program achieve its objectives?

a) To improve understanding about the

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i) Nature of the job ii) Requirement of the job iii) Responsibility of the job

b) (i)To increase the Knowledge ii) To improve skills iii) Change in Attitude

c) To develop skills to successfully conduct discussion with superior/subordinates

d) To increase leadership effectiveness for the better understanding of human behavior.

e) To improve your knowledge about strategic objectives of the organization

B. The overall reaction of this training program was satisfactory If you disagree please specify the reason………………………………………………

C Personal objectives were achieved

If you disagree please specify the reason………………………………………………

D. The trainer appointed was effective in terms of i) subject knowledge, ii) communication skills, iii) styles and delivery iv) creating learning climate, v) methodology used

Please specify, if you find any quality lacking in the trainer…………………………………………

E. There was proper balance of theoretical and practical materials in the program.

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F. The program duration was appropriate

If you disagree please specify the reason………………………………………………

G. You were able to deliver well in your job after your training H. You have sufficient time for (a) the activities (b) the follow-up discussion

If you disagree please specify the reason………………………………………………

I. Proper feedback mechanism is followed

If you disagree please specify the reason………………………………………………

J. If your attitude about the job and behavior have changed, please indicate what has changed and what part of the program had the most significant impact on bringing about the change?

K. What changes do you recommend in the program?

Training models

level

evaluation type (what is measured)

evaluation description and characteristics

examples of evaluation tools and methods

relevance and practicability

62

1  reaction reaction evaluation is how the delegates felt, and their personal reactions to the training or learning experience, for example: typically 'happy sheets'

can be done immediately the training ends

did the trainees like and enjoy the training?

feedback forms based on subjective personal reaction to the training experience

very easy to obtain reaction feedback

did they consider the training relevant?

verbal reaction which can be noted and analysed

feedback is not expensive to gather or to analyse for groups

was it a good use of their time?

post-training surveys or questionnaires

important to know that people were not upset or disappointed

did they like the venue, the style, timing, domestics, etc?

online evaluation or grading by delegates

important that people give a positive impression when relating their experience to others who might be deciding whether to experience same

level of participation

subsequent verbal or written reports given by delegates to managers back at their jobs  

ease and comfort of experience    

level of effort required to make the most of the learning    

perceived practicability and potential for applying the learning

   

63

     

2  learning

learning evaluation is the measurement of the increase in knowledge or intellectual capability from before to after the learning experience:

typically assessments or tests before and after the training

relatively simple to set up, but more investment and thought required than reaction evaluation

did the trainees learn what what intended to be taught?

interview or observation can be used before and after although this is time-consuming and can be inconsistent

highly relevant and clear-cut for certain training such as quantifiable or technical skills

did the trainee experience what was intended for them to experience?

methods of assessment need to be closely related to the aims of the learning

less easy for more complex learning such as attitudinal development, which is famously difficult to assess

what is the extent of advancement or change in the trainees after the training, in the direction or area that was intended?

measurement and analysis is possible and easy on a group scale

cost escalates if systems are poorly designed, which increases work required to measure and analyse

 

reliable, clear scoring and measurements need to be established, so as to limit the risk of inconsistent assessment  

 

hard-copy, electronic, online or interview style assessments are all possible  

     

3  behaviour

behaviour evaluation is the extent to which the trainees applied the learning and

observation and interview over time are required to assess change, relevance of change, and sustainability of change

measurement of behaviour change is less easy to quantify and interpret than

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changed their behaviour, and this can be immediately and several months after the training, depending on the situation:

reaction and learning evaluation

did the trainees put their learning into effect when back on the job?

arbitrary snapshot assessments are not reliable because people change in different ways at different times

simple quick response systems unlikely to be adequate

were the relevant skills and knowledge used

assessments need to be subtle and ongoing, and then transferred to a suitable analysis tool

cooperation and skill of observers, typically line-managers, are important factors, and difficult to control

was there noticeable and measurable change in the activity and performance of the trainees when back in their roles?

assessments need to be designed to reduce subjective judgement of the observer or interviewer, which is a variable factor that can affect reliability and consistency of measurements

management and analysis of ongoing subtle assessments are difficult, and virtually impossible without a well-designed system from the beginning

was the change in behaviour and new level of knowledge sustained?

the opinion of the trainee, which is a relevant indicator, is also subjective and unreliable, and so needs to be measured in a consistent defined way

evaluation of implementation and application is an extremely important assessment - there is little point in a good reaction and good increase in capability if nothing changes back in the job, therefore evaluation in this

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area is vital, albeit challenging

would the trainee be able to transfer their learning to another person?

360-degree feedback is useful method and need not be used before training, because respondents can make a judgement as to change after training, and this can be analysed for groups of respondents and trainees

behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below

is the trainee aware of their change in behaviour, knowledge, skill level?

assessments can be designed around relevant performance scenarios, and specific key performance indicators or criteria  

 

online and electronic assessments are more difficult to incorporate - assessments tend to be more successful when integrated within existing management and coaching protocols  

 

self-assessment can be useful, using carefully designed criteria and measurements  

     

4  results 

results evaluation is the effect on the business or environment resulting from the improved performance of the trainee - it is the acid

it is possible that many of these measures are already in place via normal management systems and reporting

individually, results evaluation is not particularly difficult; across an entire organisation it becomes very much more challenging, not

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test

least because of the reliance on line-management, and the frequency and scale of changing structures, responsibilities and roles, which complicates the process of attributing clear accountability

measures would typically be business or organisational key performance indicators, such as:

the challenge is to identify which and how relate to to the trainee's input and influence

also, external factors greatly affect organisational and business performance, which cloud the true cause of good or poor results

volumes, values, percentages, timescales, return on investment, and other quantifiable aspects of organisational performance, for instance; numbers of complaints, staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth, retention, etc.

therefore it is important to identify and agree accountability and relevance with the trainee at the start of the training, so they understand what is to be measured  

  this process overlays normal good management practice - it simply needs linking to the training

 

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input

 

failure to link to training input type and timing will greatly reduce the ease by which results can be attributed to the training  

 

for senior people particularly, annual appraisals and ongoing agreement of key business objectives are integral to measuring business results derived from training  

     

Training Need AnalysisThis sample Training Needs Analysis tool shows general competencies and behaviours examples.This working file contains a sample analysis chart on the second sheet - 'skills chart' tab below. in

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Using and developing my knowledge.

Communicating outwardly: face-to-face, phone, email, etc.Listening and interpretation, establishing rapport, understanding needs.Developing solutions and agreeing things with people.

Speaking and presenting to groups.

Helping or coaching or teaching or training others. Using information and communications technology (ICT or IT).Technical appreciation and use of equipment/tools/machinery for my area and related areas.

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Understanding and making the most of my relationships with people and groups.Competitor/industry awareness and consideration of these factors in planning, decision-making, etc. Taking initiative and responsibility, e.g., decision-making, project management, running meetings.Visioning, creating, and inspiring others with my ideas.Managing time, planning, being effective, efficient, productive, and reliable.Appreciating/applying social responsibility, sustainability, humanity and ethical considerations.

Striving for personal development.

Taking personal responsibility to resolve problems, even those not of my own making.

Understanding the way people really feel.

Developing positive relationships.

Keeping focused and productive, reliable and dependable.Planning how to achieve my work and personal goals.

Managing stress and conflict.

Managing upwards and sideways (my managerial superiors and my peers).Contributing positively to team/company morale and spirit.Seeking and picking up responsibility that I see waiting to be filled.

Team-working.

Having compassion and care for others.

Using integrity and ethics in my judgement about work and organisational issues.

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Company C

Self-Assessment by the Employee

A1. Role Assessment (vis-à-vis position profile)

Ratings

A: Does Not Meet Expectations of the current position B: Meets Most Expectations of the current positionC: Meets Expectations of the current positionD: Exceeds Expectations of the current position

Position Profile Element Comments if any (not more than 30 words for each element)

Performance Classification (tick any one)

A B C D

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1 ……

2 ……

3 ……..

4 ……..

5 ……

Overall Performance (it is not the average of all the above)

………

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A2. Potential Assessment:

Assessing the ability to take up and perform at a higher level of responsibility.

Please assess potential on the following parameters (Tick the appropriate)

ParameterNeeds

ImprovementSatisfactory High

Best in

Class

Learn-Ability : Ability to

change, being open, Learn

New Things

Energy : Enthusiasm,

Initiative, Positive Spirit /

Attitude

Energize : Ability to spread

energy in others, Ability to

Lead as well as be Led by

others

Velocity : Speed & Direction

of Progress

People Orientation : Listens

to People, does not see them

as objects, Ability to develop

Relationships and

Collaborate

Customer Orientation: Ability to listen to external or internal customer and Attitude to do the bestOverall Potential Rating

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Comments:

TRAINING REQUEST FORM

To: Human Resources From:Date:

Subject: ______________________________________________________

Training Duration: _____________________________________________

Time Frame: __________________________________________________

No. of Trainees for nominations:

Course contents:

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Institutes/Faculty met

1. ___________________________________________________________________2. ___________________________________________________________________3. ___________________________________________________________________

Institute/Agency Short-listed: ___________________________________________________

Training Platform:

- Hardware: ________________________________________________________- Software: ________________________________________________________- Tools: _____________________________________________________

Methodology mix desired (Please elaborate on your requirements):

- Lecturing - Case Studies- Exercises/quizzes- Hands-on

Signature of main requestor: _________________________ Group:___________

Received by HR on: _________________________________

TRAINING FEEDBACK FORM

Employee Name: Name of Program:Employee Number (optional): Faculty:Grade: Date:

Please rate the following as per the scale given below (SA- Strongly agree, A- Agree, D- Disagree, SD- Strongly disagree).

1. The program was useful for me SA A D SD

2. The content of the program was appropriate SA A D SD

3. The Instructor conducted the program effectively SA A D SD

4. The training was conducted in an interactive way SA A D SD

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5. All my queries were answered to my satisfaction SA A D SD

6. Inputs recd. will help me be more effective/efficient. SA A D SD

7. The training facility was comfortable SA A D SD

8. The duration of the training was : Ideal/Too Short/Too Long

9. I would recommend this training to others in the organization: Yes No

10. How does the Program Contribute to Professional /Personal dev

1. What I liked the most about the program was:

12 What I think will improve the effectiveness of this program is:

A.8 SURVEY QUESTIONAIRE FORMAT

NAME GROUP

EMP NO.

GRADE

ART OF LIVING

1. Gained insight on own self SA A D SD

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2. Identified some changes to bring about in myself SA A D SD

3. Learnt how to be happier SA A D SD

ATTENDANCE SHEET

Title:

Faculty: Date:

S.No. Emp. No. Name Signature

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APPENDIX

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APPENDIX

TRAINING PROGRAM OF COMPANY A OF IT SECTOR:

Purpose

The purpose of these training programs is to capture training related processes and

systems as practiced and to ensure they are implemented in the standardized manner

across all centres in India.

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Scope

To achieve a common understanding of what and how should we, as an organization, be

driving the function of Training to facilitate Organizational growth.

Following triggers may lead to updation in the training manual in the middle of the

year –

1. Business needs

2. inputs from process improvement plan

3. change in organization strategy

4. change in internal or external learning environment

Target Audience

- All employees

- All prospect employees

- Also can be used to benchmark or refer for Quality related processes

Mission statement

‘TO CREATE A LEARNING CULTURE AND THEREBY, CREATE A

LEARNING ORGANIZATION’

The focus of our activities includes:

Alignment of training to support performance expectations and business goals , as well as

long term organizational objectives and strategies

Training need identification through PerMaSys and customized /focused design of

the training programs for meeting business requirements

Process Improvement- Active involvement with employees, consultants for

constant mprovement in the process/ methodology

Skill enhancement programs- initiation and promotion of an environment to

develop those involved in developing others ( train the trainers) conducive

learning environment- Providing proper facilities necessary to facilitates learning

processess

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TRAINING STRATEGY

Formulate the training plans to meet the desired business objectives

Training related information sharing with Senior Management Members

Budgetary approvals

TRAINING MANAGEMENT

Preparing Training plans/budgets

Identifying the competent Faculty- Internal / External

Detailing Training Program implementation methods/frequency and

segmentation

Ensuring the availability, upkeep and regular maintenance of training venues

and equipment

Developing and recognizing pool of Internal/External Trainers

Working with faculty to enhance the relevancy and to include feedback

Enabling systems and processes in training including automation plans.

Building improvement plans on various training processes.

Internal Trainer development initiatives

TRAINING COORDINATION

Collating Role Based / other training needs identified by supervisors from

PerMaSys

Collating the training needs towards business requirements and compulsory

programs

To prepare and update the training calendar in SAP R/3

To arrange the logistics as per the requirement ( venue / seating /

equipment/S/W & H/W)

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Preparing the copies of the training material for each program

Filing of the nominations for Internal/ External programs

Collecting Feedback for all training programs and closing the programs

Recording of the program evaluation scores & feedback

Generating feedback summary for each program day and sending copy to

relevant faculty and training manager

Recording and maintaining training related data for each employee

Generating metrics on Training activities, providing reports to Management

Evaluating effectiveness of program delivery

Arranging payments to the Consultants / Institutes

Managing various training related MIS applications, Internal Trainer

development initiatives.

Upkeep and maintenance of the Training venues and Training Equipment

TRAINING PROCESS FLOW CHART

RBT

Training Coordinator collects the training requirements inputs

For external training needs. Identify the training faculty.Meet and invite for the

propsals. Review it

Training need Identification

Competency mapping as per position profiles.

Questionnaire given to Mgrs to identify the training inputs

based on the Business Requirements.

Identification during Perf.

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Inputs to Training Need identification

Training needs for training, are identified as per the position profiles which are

mandatory as per the Grade. Other training programs are classified as Compulsory

Training programs which are compulsory for all the employees to go through,

irrespective of the grades, when they are enrolled as identified and agreed by the top

management. Training needs are also identified through the performance appraisal

system where an employee needs are identified, assessed and approved by the

Supervisor/s (Form attached in the annexure) which are both on technical and non-

technical fronts. Training needs are identified through focus group discussions and

Preparation of the Training Calendar and announce it

thru SAP module.Block

trainers/faculty and

Filing the attendence sheet and feedback form along with the

report.

Confirming the logistics of the

training program as per the

requirements

Review of the developed content by two level supervisors or subject expert and supervisor along with

Training Manager

Finalize the Training Plan Course

Objectives, content, methodology, duration and

Mailing the confirmations to the participants

and their respective

Enter the feedback in Excel Sheet and share

the report with the trainers and training

manager.

Collecting the attendence sheet and

feedback of the programme from all the participants at the end

Receiving the nominations for the program approved by the managers

Send mails to all the employees asking them to nominate for trainings thru

ESS.

Conducting the training

programme

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interviews with the Directors and above which could be classified as Need Based training

programs to build-up the competency of the employees. Finally, Training need are also

identified from the organization’s process improvement plan. The summary of the

sources of Training needs is given below:

Compulsory (NEO, Ethics and other process training)

Role-Based Training

Business Requirements

PIP (Process Improvement Plan)

Others

In scope – All organization level trainings identified by the Training group and project

specific trainings requested by the Business heads through Training Request Form (case

of a new programme) or on e-mail in case of an existing / old programme, to be

organized by HR Training. (

Training implementation

Training implementation comprises of the following gamut of activities:

Planning the training program

Organizing facilities

The delivery mechanism

Program feedback process

Planning the training program

Purpose

To ensure that all administrative and training requirements are complete before the

commencement of the course.

Scope

This covers all trainings conducted by HR Training Group.

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Process

The Training Coordinator would plan and arrange for all MIS and

Administrative requirements for the program.

The Training Coordinator would also arrange for all the Training and other

relevant material and equipment.

All MIS requirements ideally should be given to “MIS Helpdesk” one week

before the commencement of the program.

The administrative requirements (boarding/lodging/travel/stationary/seating

requirements) are to be given to Administration Helpdesk/Department at least 3

days prior to the start date of the course. Organizing the Facilities

Training Department:A Repository for all reference material

The Training Coordinator would procure a master* copy of the training material

from the faculty and open the presentation in the training hall.

The Training Coordinator would generate copies of the material as required, and

keep a master copy for reference purposes.

In the case of nominations to an External program, the employee would submit

a copy of the material with the Training coordinator.

The training coordinator would compile a list of all such material available with

the Training Department for future reference

The technical panel would regularly update the training material/syllabi as and when

required but at least twice in the calendar year. The program contents will also be

reviewed on the basis of the participant’s feedback by the faculty. The Training will

ensure availability of latest version for use.

The Training Group will be responsible for protecting IPR and copyright issues as

relevant for the material belonging to external Trainers as well as for the Material

developed in-house.

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Feedback Process

Purpose

To assess the effectiveness of the program delivery with an intent to improve upon the

same

Periodicity

At the end of the training program.

Process

The training coordinator would conduct a formal feedback session with all participants at the completion of the program.

To analyze the feedback and consolidate into a summary report after completion of the program in a excel sheet sybsequently will be loaded in the software SAP

Share the report with the manager assigned- Training and the “sponsor’ within three days of the completion of the Training. The sponsor is the manager who may have requested for a business requirements based training

The feedback is discussed with the manager to enable improvements File a copy of the feedback form in the feedback file fro the purpose of records

.

TRAINING EFFECTIVENESS AND EVALUATION AND ENHANCEMENT

The following approaches needs to be adopted at Aricent to evaluate & enhance Training

Effectiveness. These need to be conducted formally for respective categories as

mentioned below. The idea is to ascertain success of the training delivery in the

immediate timeframe. The steps followed will be evaluation of Training effectiveness in

a structured way and then working on enhancement based on the outcome of evaluation.

Training Effectiveness Evaluation

The training effectiveness evaluation will be till Level 3 as detailed in the subsequent

sections. Level is mandatory for all programmes irrespective of the nature of the

programme. A set of programmes will be identified in the beginning of the financial

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year with reason of selection, evaluation of effectiveness for which will be till Level

3. The set of programmes identified will be captured in the annual training plan.

Levels of effectiveness evaluation –

REACTION

Feedback (Mandatory for all programmes)

Reaction is the measure of the learners’ satisfaction with the training program. It

addresses the question: Did the participants find the training potentially useful and

worthwhile? This helps us in understanding that how the programs have been viewed and

received by participants.

TOOLS AND METHODS

Participants complete feedback forms (attached as Annexure) at the end of the training

program – offering their reactions to the training program. They provide their feedback

on how well they liked the instructor’s presentation techniques, how well the topics were

covered, how valuable they perceived each module of the program or relevance of the

topics to their job

Feedback acts as a pillar in the effectiveness process and gives most clear and objective

pointers to improve training at a reaction level. This acts as a tool for trainers to improve

presentation, content or delivery style etc. There is a constant dialogue between trainer

and HR training to review and improve the performance. External trainers can be

continues with or not based on this as well.

In addition to the above we can also map programs against the Aricent benchmark /

objective of the program to evaluate weather the program is delivering the desired results

or not on reaction level at least.

Level 2 – Learning

Increase in Knowledge

While the level 1 feedback, provided a good input for looking at the perceived usefulness

of the participants, the need was felt for evaluating effectiveness in a more detailed way

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for certain programs or clusters where the investment by the organization was high. In

2005, top 5-6 training’s wrt cost/ volumes at Gurgaon center were covered under a pilot

study including a cluster (NEO). 20% of participants in a 6 month period from aug 2004

to jan 2006 were covered. Feedback was taken immediately and then at various intervals

upto 60 days. Feedback was taken from peers and supervisors too. This was used while

making plans for FY 2005-06 and AOL was dropped as a NEO based on this.

Effectiveness of other chosen programmes as per the defined rationale will also be

evaluated at level 2 to gauge increase in knowledge.

TOOLS AND METHODS

The broad process of this study for programmes which are non-technical in nature will be

as follows:

Select minimum 20% sample employees (statistically representative) for each

Solicit feedback (interviews to fill questionnaires) after 15 Days based on

“key performance deliverables” of the training. These KPDs will be published

by the Corporate Training team in advance.

Feedback on training completion --> from employee & his supervisor (over

and above std. feedback form)

Technical programmes chosen for evaluation at level 2

Test to be conducted at the end of the session to gauge increase in knowledge. The pass

percentage to be freezed at 70 %. (Pass percentage may be reviewed/ vary for the type of

training subject to inputs from the Trainer / content expert and the Training Manager).

Test papers design, validation, & launch – process

Mulitple test papers to be designed for a type of training by different trainers.

Request initiated by the Training team, specifying the minimum number of

questions for the test should be 10. Questions should be objective type.

Test papers to be reviewed by the content expert and validated.

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.Pilot run of the test paper should be done to gauge the level of the test paper.

(Shouldn’t be too difficult or too easy)

Test Papers to be checked by the trainer (who took the session) and scores shared

by the respective training coordinator.

If more than 50 % of the participants score less than the defined pass percentage,

then the launched paper to be withdrawn and fresh one to be tested with the pilot

run.

The scores of the pilot run will not be included in the effectiveness study.

The complete process will be documented in

Level 3 – behaviour

Level 3 Effectiveness evaluation is the measure of the extent to which the trainees

applied the learning and changed their behavior and this can be immediate and several

months after the training, depending on the situation

TOOLS AND METHODS

Select 20 % of the sample participants (same as in level 2 in case of Non-Tech

programme) Solicit feedback (interviews to fill questionnaires) after atleast a

month (can vary with the nature of the programme or situation) in the same

questionnaire format. This should be with the employee and include 360 degree

feedback from supervisors and two peers and 1 sub-ordinate (if any).

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