Chp 5

Analysis and Interpretation

Training and development : Theoretical Perspective

William James of Harvard University estimated that employees could retain their jobs by
working a mere 20-30 percent of their potential. His research led him to believe that if
these same employees were property motivated they could work at 80-90 percent of
their capabilities. Behavioral sciences concepts like motivation and enhanced
productivity could well be used for such improvements in employee output. Training
could be one of the means to achieve such improvements through the effective and
efficient use of learning resources.

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

Performance = ability x motivation

Training can have an impact on both these factors. It can heighten the skills and abilities
of the employees and their motivation by increasing their sense of commitment and
encouraging them to develop and use new skills. It is a powerful tool that can have a
major impact on both employee productivity and morale, if property used.

Why is there a need for Training and why have we chosen to study this topic?

Organization viability and the transformation process

The primary concern of an organization is its viability and hence its efficiency. There is
continuous environmental pressure for efficiency, and if an organization does not
respond to this pressure, it may find itself rapidly losing whatever share of the market it
has. Employee training, therefore, imparts specific skills and knowledge to employees in
order that they contribute to the organization's efficiency, and be able to cope with the
pressures of the changing environment.

Technological advances

There has been tremendous development in industrial technology. Mechanization and

automation of the plant is necessary for the organization's survival; it has to train its
employees for more skilled positions. New skills are required to operate new machinery,
or familiarity with new processes and production techniques has to be introduced.

Organizational Complexity

With increasing mechanization, automation and development in technology, many

organizations have emerged as complex organizations that produce a wide range of
products or offer a wide range of services. This had led to complex problems of
coordination and integration of activities. Eventually the need for training and retraining
is felt at the all levels in such organizations, from shop floor to top executives.

Human Relations

The growing complexity of organizations has led to various human problems, like
alienation, inter-personal and inter-group problems. Hence, training in human relations is
becoming extremely important for tackling these problems.

Due to its great relevance in the current automated, mechanized and extremely
competitive business environment, where skills are becoming obsolete faster than ever,
we have chosen to study in detail the training and development needs of employees.

Planning and training activities

The effective functioning of any organization requires that employees learn to perform
their jobs at a satisfactory level of proficiency. An effective organization wishes to have
amongst its ranks individuals who are qualified to accept increasing responsibilities. So
much so that organizations need to provide opportunities for the continuous
development of employees not only in their present jobs, but also to develop their
capabilities for other jobs for which they might later be considered.

Training refers to the teaching/learning activities carried on for the primary purpose of
helping members of an organization to acquire and apply the knowledge, skills, abilities
and attitudes needed by that organization. Broadly speaking, training is the act of
increasing the knowledge and skill of employee for doing a particular job.

Though it is true that unplanned learning through job experience helps development, the
experience of most organizations is that it is advantageous to plan systematic training
programmes of various types as a regular part of an adequate personnel development
programme. Such programs are definite assets in helping managers to learn correct job
methods, to achieve a satisfactory level of job performance, and to acquire capabilities
that would be valuable in possible future jobs.

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

1. Determine the training needs and objectives.

2. Translate them into programs that meet the needs of the selected trainees.

3. Evaluate the results.

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

The primary purpose of training is to establish a sound relationship between the worker
and his job- the optimum man-task relationship. Such a relationship is at its best when
the worker's attitude to the job is right, when the worker's knowledge of the job is
adequate, and he has developed the necessary skills.

Training activities in an industrial organization are aimed at making desired modifications

in skills, attitudes and knowledge of employees so that they perform their jobs most
efficiently and effectively.

Skills

Training activities nowadays encompass activities ranging from the acquisitions of a

simple motor skill to a complex administrative one. Training an employee for a particular
skill is undertaken to enable him to be more effective on the job. For instance, new
workers can be trained to achieve levels of output attained by experienced older
workers. Similarly existing workers whose levels of output are below par can be
retrained.

Attitude

Through orientation (induction) programmes, organization develops attitudes in new

employees, which are favorable toward the achievement of organizational goals.
Training programmes in industry are aimed at moulding employee attitudes to achieve
support for company activities, and to obtain better cooperation and greater loyalty.

Knowledge

Training aimed at imparting knowledge to employees in the organizations provides for

understanding of all the problems of modern industry. This knowledge for a worker is
specific to his job, and related broadly to plant, machinery, material product, and quality
and standard of product, knowledge for managerial personnel may be related to
complexity of problems in organizing, planning, staffing, directing and controlling. In
general training initiated for imparting knowledge to employees should consider three
aspects :

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

2. Specific knowledge related to job-job content

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

Areas of training

Areas of training can be classified into the following categories:

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

2. Training in particular skills.

3. Training in human relations.

4. Managerial and supervisory training.

5. Apprentice training.
Training in company policies and procedures.

This is a part of the induction of a new employee. The objective is to orient new
employees with the set of rules, procedures, management, organization structure,
environment and products, which the firm has and/or deals with.

Orientation is a continuous process aimed at the adjustment of all employees to new and
changing situations. It aims to impart the facts of company rules and policy, to create
attitudes of confidence in the company, prides in the products, respect for company
personnel, and to provide information about needs and skills, development, quality of
production and work organization.

It also enables employees to get the first impression of the "culture" of the firm and the
kind of people he will have to deal with. At no time does it allow for questioning or
change of system. It, therefore, in no way contributes to the organization's growth, nor
does it enhance an employee's ability to contribute to the organization's growth.
Induction programs are also used for in-company promotes, who have to be oriented to
the demands of their requirements.

Induction programs are based on the philosophy that the process of initial adjustment
and entry to the organization is a difficult process. Unless a conducive and supportive
atmosphere facilitates it, it would leave the new entrant with several uncertainties in his
mind and make his assimilation in organizational life more complex and difficult. Many
organizations are conscious of this and devote considerable effort to make the initial
entry phase a pleasant and cordial one.

Training in Particular Skills

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

more effective on the job. It is a here-and-now proposition, somewhat like induction
training, which does not have a very significant development aspect to it, its aim is
narrow-to guarantee a certain contribution to the job, for instance sales training and
machine skills.

Human Relation Training

This is a broad category embracing many different aspects.

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

concerned with generally the same theme. It stresses a concern for individual
relationships, for feeling and treating people as "human beings", rather than as
machines. Not only is this concern and awareness in one's attitudes and behavior
conducive to better work-place relations, but also to enhanced productivity. This category
of training is oriented towards the development of the individual and consequently the
organization's efficiency in terms of better teamwork.
Problems Solving Training

Many in-company programs also revolve around organizational units, like divisions of
branches, which generally handle a product line. The practice is to hold together all
managerial personnel in a particular division/branch from the both the headquarter and
the field of offices and discuss common problems and solutions across the table. This
not only helps solve problems, but also serves as a forum for the exchange of ideas and
information, which could be utilized in other situations.

Managerial and Supervisory Training

The managerial job combines both techniques and conceptual knowledge. If it is that of
a specialist, it would emphasize some techniques and knowledge like operations,
research, finance, production, and personnel management. If on the other hand it is a
general management job, then the emphasis would be on the principles of scientific
management: organizing, planning, staffing, directing and controlling.

Apprentice Training

The Apprentice Act 1961 was based on the philosophy of providing some technical
training for unskilled people in order that their employment opportunity is enhanced, or
alternatively to help them be self-employed. Industrial organizations in specified
industries are required to train apprentice in proportion to their workforce in designated
trades. The duration of training is one to four years.

Learning and Training

Irrespective of the type or method of training, trainer has to keep in mind some of the
principles of learning or motivation, which would enhance internalization of what is
taught.

Motivation

A Trainee needs to have a desire to learn and benefit from the program. It he is not
interested, or is demotivated, then the learning outcomes is going to be insignificant and
the company will have spent its money badly. On the other hand, being too intense
about learning and outcome may result in setting over-ambitious goals for the individual.

Reinforcement

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

place and be internalized to the desired extent, a trainee is rewarded or given some
encouragement. This reinforcement, or the acknowledgement that what has been
acquired is desirable, can be either an extrinsic or intrinsic reward- external praise or
some tangible reward, or the individual's feeling of a sense of progress. Current stress is
on positive support and helpful behavior, even when mistakes are made.
Feedback

During the training process, it is useful for the trainee to be told how he is progressing.
The knowledge of results is, several researchers have confirmed, an effective motivator.
Constant and periodic feedback has positive effects on the trainee's learning. Unless the
trainee knows how close his performance comes to the desired standard, he will not
have an opportunity to improve. Feedback, therefore, provides a basis for correcting
oneself. Secondly, feedback helps to sustain the trainee's interest in the task, or in the
learning that is taking place, by bringing greater involvement with the learning process. If
feedback is to be meaningful, it should follow a learning segment as quickly as possible.

Transfer of Training

The maximum use of training can be made if the trainee is able to transfer his learning to
his actual work role. This is possible if elements are incorporated in the training situation
from the job role, either existing or proposed. The more similar the learning situation is to
the job situation, the higher the degree of transfer the trainee can expect, and hence the
greater the relevance of the training program.

Repetition

Repetition etches a pattern into our memory, e.g., when one studies for an examination,
it is necessary to repeatedly go over ideas so that they can be recalled later.

Relevance

Relevance relates to the meaningful use of material, which aids learning, e.g., trainers
usually explain in the overall purpose of a job to trainees before assigning them a
particular task.

TRAINING POLICY
A company's training policy represents the commitment of its top management to training
and is expressed in the rules and procedures that govern or influence the standard and
scope of training the organization. Training policies are necessary for the following
reasons.

1. To highlight the firm's approach to the training function, provide guidance for
design and execution, and to provide information regarding programs to all
employees.

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

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

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

employee's carrier development, and also gives the employee the opportunity to
better his prospects through training.
Positive outcomes of Training

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

dependent on the ability of its employees to produce at high levels of efficiency, and
keep abreast with their changing job-role demands. Training will provide for an output in
this direction. The several positive benefits of training are that:

 Training helps employees to learn their jobs and attain desired levels of
performance speedily thus cutting costs and contributing to better utilization of
machines and materials, for example in workers' categories.

 Training helps to reduce the cost of raw materials and products-reducing losses
due to waste, poor quality products and damage to machinery-which would result
if an untrained employee were to learn on his own.

 Employee motivation is enhanced when employees known that the firm would
provide them training opportunities to increase their skills and knowledge, thus
enabling them to develop and qualify for higher posts. Such practices create
favorable attitudes towards the organization, which could result in better
adjustment and commitment to one's work and the organization. Thus
cooperation could help reduce employee turnover, absenteeism, accidents,
dissatisfactions and grievances.

 Finally, training aids in the development of individual skills, better methods, new
equipment, and sometimes new work place relationships. Such a process would
also facilitate technological change by updating the versatility of employees.

TRAINING METHODS
Training methods are a means of attaining the desired objective in a learning situation.
Given background work such as identification of training needs, a program design and
its duration (based on these needs), it then becomes pertinent to analyze and select the
best method or combination of methods, given the several constraints, to attain the
program objective. The choice of a method several constraints, to attain the program
objective. The choice of a method would depend on a wide variety of factors, such as
competence of instructors, relevance to the participants, the program design, i.e., is a
particular method the best vehicle to put across the contents, and finally its cost
implications.

Numerous training methodologies and techniques have been developed over the years
to meet certain specific needs. Each method has structured procedures for conduct that
offer certain advantages in developing certain limited facets of a trainee, and suffer from
some limitations.

In using a particular method, one should know its strengths and weaknesses, given the
situation, and analyze its relevance, its purpose and if it is useful, how to get the most
out of it. This would provide the rationale of the various training methods. The trainer
should know the rationale of each of the methods before attempting to use any of them.

Objectives of Training Methods

Training methods have a number of overlapping objectives. As stated earlier, they have
to be chosen in relation to the program design requirements. The main objectives of
individual training methods could be: demonstration value, developing interest and
finally, appeal to senses. However, more than one, or even all three objectives may be
found in one method.

Demonstration value

Complete demonstration of job requirements is training of a kind that enables the trainee
to grasp the meaning of ideas, concepts, or procedures visually. Such a method can be
used effectively as aid to overcome the "breakdown of communication". People
remember things that they see and hear, much longer than they do information they
receive through talks or reading, alone.

Developing Interest

One of the factors to be kept in mind in choosing a method is its ability to hold and
arouse the interest of the trainee in the learning situation. Much research has been done
in the field to test the effectiveness of various methods. A trainer has to consider
alternative methods of presenting training material to participants in order to simulate
their interest and facilitate retention of the matter. For instance, if traditionally the matter
has been presented through lectures, perhaps audiovisual methods could be used, or
instead project work be assigned which would mean learning by doing or researching
the subject oneself.

Appeal to many senses

The statement that "to see a thing once is better than to hear it a hundred times
emphasizes the inadequacy of words as a means of communication. Experience
indicates that almost 75 per cent of what we imbibe is through the sense of sight and the
rest is through the sense of hearing, touch, smell and taste. From the trainer's point of
view it would be beneficial to utilize as many of the trainee's senses as possible, in order
to improve retention of learning.

Application of these basic objectives or guidelines alone would not be enough. For the
appropriate use of a method, problem analysis and needs identification are also
necessary.

The trainer has to understand and identify the problem area; what is wrong, and where is
the correction needed? He has to examine whether there is a problem with the manner
in which the task is done, i.e., an operational problem, or whether there is a problem with
an individual or individuals, i.e., a human-relations problem.
Secondly, selecting the appropriate method would be dependent on the level of the
trainee in an organizations'hierarchy-is he a shop floor worker, supervisor or a manager?

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

Classification of Methods

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

possible to categorize the various methods into several groups.

On-the-job-oriented training methods

In this cluster are included methods whose main objective is centered around the job,
more specifically, learning of the job itself by a variety of methods. They embrace
development through performance on the job, where organizational strength and
constrains, human behavior and technological systems have full and free play. Methods,
which fall into this category, are:

1. On-the-job training.

2. Job rotation.

3. Guidance and counseling.

4. Brainstorming sessions.

5. Syndicate method (working in small groups).

Simulation methods

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

1. Role-play.

2. Case method.

3. Management games.

4. In-basket exercise.

Role Play

The role-play method requires participants to enact roles on the basis of a written script
or an oral description of a particular situation. The enactment process provides an
insight and understanding of the demands and situations of the assigned role, thereby
facilitating empathy with another's (actual) role. The main emphasis in management
training is in facilitating better understanding of interpersonal problems, and attitude
change. If not handled well, however, it could degenerate a childish exercise, where,
instead of focusing on the problem to be understood, the situation might be over-
dramatized.
Case method

The case is an actual situation, which is written for discussion purposes, Analysis would
need problem identification, analysis of the situation and of its causes. There could be
several solutions to the problem and each of these alternatives and their implications
needs to be examined. In the real world, on many occasions, a manager may not have
all the relevant information with him before taking a decision. Similarly, the case method
approximates this reality and in many situations decisions are taken with limited data, or
what is termed decision-making under uncertainty. The managerial response in such a
situation is explored and understood and learning consists of developing problem-
solving skills.

Management games

The game is build around the model of a business situation and trainees are divided into
teams representing the management of competing companies. They simulate the real-
life process of taking operation decisions. Decisions taken are analyzed by a computer,
or manually, and a series of the implications of these decisions are fed back. The game
is played in several rounds to take the time dimensions into account.

In-basket exercise

This is a simulation training technique designed around the "incoming mail" of a

manager. A variety of situations are presented which would usually be dealt with by an
executive in his working day. His reactions and responses are taken down in writing and
then analyzed. Feedback on his decisions forces him to re-consider not only his
administrative actions but also his behavioral style.

Knowledge-based methods

In this method of training, an effort is made to expose participants to concepts and

theories, basic principles, and pure and applied knowledge in any subject area.
Basically, it is aimed at creating an awareness of the knowledge of fundamentals. The
focus is essentially transmission of knowledge which has to be imbibed by the
participants. The methods in this category are:

1. Lectures.

2. Seminars, workshops.

3. Educational training programs at academic institutes.

4. Programmed instruction in which knowledge is disseminated in book form to be

learnt at the individual's pace, and where feedback on the learning is a given
aspect of the method.

5. Films and TV.

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

assimilation and integration.
TRAINING ORGANIZATION
There are several administrative aspects that have to be taken into account before
launching in-house training program, or nominating participants to external programs.

In-Company/External Programs

The company needs to formulate its thinking regarding participation in programs offered
by external agencies like educational management institutes, government institutions
and consultant programs, vis-a-vis conducting its own in-house programs. Where
employee numbers are small, it may not be worthwhile to set up a training establishment
and conduct in-house programs, but as the numbers increase, this options may offer a
distinct possibility. There is the cost aspect to be considered: for the cost of sending a
participant to an external program, several employees could be trained within an
organization. Yet, the advantage of an external program would be a breath of fresh air
through discussions with other participants and a fresh approach could be brought into
the organization and its problems. The skills and techniques learnt might also be
different from those offered by one's own in-house programs.

Training Budgets

A training budget for each internal program has to be prepared, which would include cost
of facilities like training room, food, transport, quest faculty, if any, and cost of teaching
materials. In fact, the cost to the organization should also include the wages and salaries
of employee participants who would be temporarily pulled out of their regular jobs and
sent for training. Yet, organizational requirements would necessitate their jobs being
done by someone else. The reason for costing the trainee employee's salary would be
that they would not be making any contribution to the company during the training
period, and that this is an additional burden on the company's finances.

EVALUATION OF TRAINING
Evaluation of any activity is important, since in evaluating one tries to judge the "value or
worth of the activity, using the information available".

What is the purpose of evaluation? Evaluation, by bringing to the fore "weaknesses and
failures...strengths and successes," helps to improve training methods. Evaluation helps
management to answer the following questions

 The relevance of the programs to the organization's needs-what changes if any

should be made in existing programs to realign to the organization's needs.

 Feedback of the choice of areas of training will also need to be examined in the
context of its contributions to the organization's effectiveness.

 Should the money continue to be spent on this activity, or another more relevant
activity that will improve attainment of the organization's objectives?
Reactions from trainees about the training program can help identify its strengths and
weaknesses. These reactions can be used as a base for the improvement of programs,
but those evaluating must first be definite about the aspects they are interested in
investigating.

An evaluation of a training method or system must also take into account the suitability
of objectives. "If the objectives were inadequately formulated in the first place, even a
'good' training program has really no chance to be effective.

Objectives have to be clear-cut, must relate to needs, and make way for changes.
Objectives cannot be static and need to be re-appraised frequently so that training may
result in improved overall organizational efficiency. Evaluation of objectives helps to
bridge the gap between needs and objectives.

The Evaluation Process

The most useful means of evaluating training are observations, ratings, trainee surveys
and trainee interviews. Observation is concerned with observing the behavior of people
in a certain situation. To be useful, it must be specific, systematic, quantitative, recorded
and expert. needless to say, observers, must be trained and have specific ideas about
what they are looking for. This is the most direct method of "assessing the quality of
formal training and of identifying deficiencies".

The second method of evaluation is that of ratings. "Various elements of the training
system should be rated independently by several qualified raters. These elements
include trainees, instructors, equipment, materials, training aids and facilities". The use
of rating scales requires supervised practice, as it is easy to commit errors.

The third method is trainee surveys where opinions of the trainees are used for
evaluation. These opinions should not be used independently, since they cannot always
be relied on to be objective.

The fourth method is trainee interviews, whereby ideas and views that trainees might not
put down on paper can be determined by "skilful questioning". This method allows for
more precise information and details to be obtained and prevents ambiguity, especially
in interpretation.

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

instructors through surveys and interviews "to ensure that the system is consistent with
the needs of the implementers of the training". Interviews with instructors will bring to the
surface characteristics that instructors many feel reluctant to put down on paper.

IS TRAINING THE BEST MEDICINE?

Imagine this: A man is having chest pains. He rush as to his doctor, tells him he is having
a heart attack, and demands that he perform open-heart surgery. He obligingly agrees. It
is not until after a great deal of pain and expense that he discovers it was only in
digestion.

When it comes to training, a similar situation happens all the time. If scrap rates are too
high, productivity is too low, and employees neglect to follow standard quality
procedures, they must need more training. Before rushing into the pain and expense of
interrupting production to send them off to a seminar it is necessary to make sure that
training is the proper solution.

Just as a doctor must understand the cause of a patient's symptoms before he can
attempt a cure, one needs to know why employees are not meeting the company's
expectations before taking action. That's where a training-needs analysis will help. It tells
how well employees are doing their jobs, where they could use some improvement and
how that improvement can best he achieved. Done correctly, it can save the company
from wasting a lot of time and money on inappropriate training programs.

Gathering the information

To do a valid training-needs analysis, one needs to gather as much objective data about
employee performance as possible. There are many ways to collect this information,
including:
 Casual conversations
 Formal interviews
 Direct observation
 Work samples
 Written records
 Surveys
 Tests
 Focus groups

A professional trainer can be hired to perform an analysis but it's not just a technique for
trainers. Everybody should be trained in this simple process. It's a supervisor's or a
manager's job to make sure people can do their jobs. To do training needs analysis the
following steps should be followed:

Study current performance: Before tying to change anything, it's essential to know
what is already happening. What skills and knowledge do employees already have?
What tasks are they performing on their daily jobs?

Define ideal performance: what standard of performance is necessary for the business
and the employees to be a success? What tasks must they do? What level of accuracy
or productivity should they achieve? What skills and knowledge must they have?

Find the gap: What is the difference between the definition of ideal performance and
what the employees are currently doing? Are there any areas that aren't functioning as
well as they should? Where are there opportunities for improvement? This is the
"performance gap" that the company is trying to fill. One must look for problems or
opportunities that may occur in future as well as ones that already exist.

Identify the causes: Why are workers not working up to standard? Have they every
performed the job correctly. Where and when do the problems occur? Has anything
changed recently that might have instigated the problem? Compare best and worst
performers to find the differences in what they do.

When these steps have been completed one should be ready to make diagnosis, but it
must be remembered that training is not the only medicine for ailing performance.
Although it is often mistakenly applied as a cure- all, the only problem that training can
solve is a lack of skills and knowledge. Do employees know how to do the job? Could
they do it if their lives depended on it? If so, probably there is no training problem. There
are many reasons why a worker might not be doing his job correctly, including unclear
expectations, insufficient feedback, lack of incentive and adverse working conditions.
These are all management problems that can only be improved by management
changes.

Too often, people see the gap and they want to just leap right in and fix it. "The key is not
to jump to the solution, which is assumed to be training. Understanding the situation is
the first step. Then, once one understands the situation one can think about why (The
problem exists). Only if it's because (employees) lack skills and knowledge should
training be considered as a solution.

NEW TRENDS IN TRAINING

Self Directed Learning

Organizational support enhances self directed learning programs. The term "self-
directed learning* describes training in which the learners essentially guides himself
through the learning process using workbooks, manuals, or computer based training
programs. Many companies are switching to this type of training because it allows for
more flexible scheduling, as well as reduced training time and expenses. If we look at
the life cycle of classroom type training, 90% of that life cycle cost is in the delivery, not
in the development. Plus, as people get up there and start to talk, it takes longer than it
does to deliver the training in some other ways. Well-designed self-directed learning will
probably take half the time of classroom instruction. But even well-designed programs
won't achieve optimum results without proper support. "People [switch to self-directed
learning programs' for cost issues, and a lot of them don't recognize that there are
organizational issues that they have to deal with, "if they don't deal with them, the they're
not going to get as big a return on their training investment as they could. The following
are tips for supporting set directed learning in a company.

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

Unlike classroom training, which must have a scheduled time and place, self-
 directed learning is often just squeezed in here and there, or the employee may
be forced to take it home.

2. Keep sessions short: All days are much more fragmented than they used to be
"So when self directed modules are developed, there is no space for two hour or
three hour modules. The training needs to be made into shorter chunks, so that it
can fit into the shorter periods of time. "Training should be long enough to get a
concept across, but not so long that in involves too many once.

3. People need people: Many managers forget about the learners need for contact
with others. Seeing and being seen are very important in the political
environments of today's companies and the classroom is where that often went
on. If we take that away from the classroom we have to provide some other way
for it to happen, because they learn form each other as well as learning from the
class. Meetings, e-mail, and electronic forums are some ways to compensate for
the isolation that self-directed learners may feel.

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

is not the best choice for every situation. Self directed learning is much better for
knowledge based learning. It can work for some skill based learning, but there
are times when one wants to have hands on. A lot of your best programs are a
combination. For example, a well-rounded program might start with an
introductory session delivered by satellite. Self directed, computer based training
could than get everybody up to speed on the basic information. Classroom
sessions could then build on that knowledge by teaching hands on skills. the
most important thing is to plan ahead in the initial training needs analysis for
ways to support the unique needs of yourself directed learners. That is a very
important part of the needs analysis that is often neglected. We look at what are
the learning objectives, but we don't look at what has to be taken care of in the
organization and culture in order to achieve to those learning objectives.

TRAIN, DON'T TELL

Many companies' so-called training programs are little more than one-way information
dumps. Information is transmitted, but the trainees get little guidance on exactly what to
do with it or why. As a result, the words float by in isolation, seemingly detached from the
employees' real world of paperwork and production quotas. because the information is
never used, it is quickly forgotten.

This problem is compounded, because the human brain processes procedural

knowledge differently from the way it process declarative (telling) knowledge. The people
who are selected [to do training] are often people who have expertise in doing
something. They usually got that expertise through trial and error, but they try to teach
through telling. In other words, they use declarative methods to teach procedural
knowledge. Afterward, they except trainees to perform the task and they become
frustrated when it doesn't work that way.

Real training is a two way street. It helps the trainee process and practice new skills,
rather than simply dumping information on him. By actively engaging the trainee's
participation, real training converts lifeless information into meaningful knowledge. The
employee understands why the new knowledge is relevant and has a clear idea of how
to apply it. Transforming telling into training isn't hard, if one includes those six key
elements:

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

they do it this way? Demonstrate how the new knowledge or skill will solve a
problem or make them better, faster, and more effective in their jobs.

 Objectives: Make sure trainees understand what the companies wants from
them. One of the biggest inhibitors of employee performance is unclear
expectations.

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

relates to things they already know. Use analogies, examples, and mnemonics.
Don't confuse beginners with a lot of unnecessary details. Instead, focus on the
basic steps to gain performance.

 Participation: Encourage them to ask and answer questions. Get them to try the
skills or apply the knowledge for themselves rather than just memorizing what
you say or do. The more they participate, the more they will learn.

 Feedback: Let them know how they're doing. This allows them to correct
mistakes before they become habits. It also helps them gain confidence, which
will encourage them to feel comfortable applying new skills.

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

Even if there techniques are applied in small, informal ways, employees will understand
what the company wants a lot better, once one stops telling and starts training.

TRAINING: MANTRA OF THE NEW MILLENNIUM

In today's scenario, change is the order of the day and the only way to deal with it is to
learn and grow. Knowledge is the potent symbol of the new millennium and the only way
an organization can strive to excel is to realize that success today is not a function of
financial muscle or physical assets but of competent workforce. it is the workforce with
high caliber, knowledge and skills that is hard to duplicate. Employees have become
central to the success of failure of an organization; they are the comucopia of ideas.

Katz and Kahn (1978) have posited that organizations must have three behavioral
features.
People must be attracted not only to join the organization but also to remain in it.

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

People must go beyond this dependable role performance and engage in some form of
creative, spontaneous and innovative behavior at work.

The most important aspect that guides competitiveness in current turbulent markets in
how companies gather, analyze and use information to their advantage. Thus IT
capability that processes and manages information in a corporate will be the single most
effective weapon in the era of information technology. As organizations shift from being
product based to knowledge based there has been a shift, with accent on knowledge.
Employees today need to adopt skill sets with ease. The knowledge worker of today is in
a constant pressure to compete with redundancy, as knowledge and information is not
longer a prerogative of a few. IT is affecting the people, process, structure and strategy
of organizations. IT acts as an enabler to capture and disseminate information so that
individuals can become knowledge workers. Keeping this in mind, organizations need to
realign their thought process and give training a fresh look. Things will never be the
same in the e-era.

With the world becoming a global workforce, organizations today have to compete at the
international level. this has redefined job requirements in terms of skills, competencies
and qualifications. Today development of the employee is a prerequisite to make the
employees work for the company rather than in the company.

Today it is not the aptitude that guarantees success but the attitude. Employees are
being encouraged to learn that it is essential not to control one's emotions but to manage
them and channelize them for their effective use. Workshops on emotional intelligence
are quiet common in the corporate arena. One offshoot of EQ training is team building.
Teamwork is highlighted in most companies and various outdoor training programs are
conducted, even at the induction training stage, to nurture the team spirit. Other topics
on which training is being encouraged in the new millennium are communications,
computer skills, customer service, ethics and quality initiatives.

BENEFITS OF TRAINING ARE EXPANSIVE

Employees and organizations need to realize the importance of contribution and learning
for mutual growth and development. An organization with a myopic view cannot realize
the importance of training. Organizations that lack vision undergo stagnation, decline
and crisis after success. Training is the answer to deal with the stagnation stage by
constantly updating it in every field. Other benefits of training include.

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

 Assessing and addressing any performance deficiency.

 Increasing productivity.

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

sent to different countries for diverse projects and assignments. Cross-cultural
training is essential for them for better adjustment in the new environment.

 Increasing commitment: Training acts as a loyalty booster. Employee is also

enhanced when the employee knows that the organization would provide them
opportunities to increase their skills and knowledge. Business is not just about
transactions but is about relationships.

 It given the organization a competitive edge by keeping abreast of the latest

changes; it acts as a catalyst for change.

 Higher customer satisfaction and lower support cost result through improved
service, increased productivity and greater sufficiency.

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

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

growth available in an organization.

 In certain cases training can also act as a tool for reward and recognition.
Candidates showing high potential can be trained for advanced training in their
field. Thus one can trace the link of training with performance appraisal and
potential evaluation.

We have moved a long way from the Machine Age. Today what is required is strategic
acumen and cross-functional expertise. Today the workflow is milestone led. Command
and control have given way to facilitation. The employee relationship in the networked
age is a skill contract and the work is largely cerebral. The benefits resulting due to
training prove that it is time for organizations to discard their parochial view and work
towards developing their human assets. The people factor is the pivot for organizational
growth. Aligning organizational vision to the development of employee is only possible
way to become a success story in an environment which seems to be reverberating with
two words: 'perform or perish'.

DATA PRESENTATION
In this chapter, the data collected from the respondents has been tabulated. Each
question has been handled one-by-one in sequence.

TRAINERS
1. What are the rules and procedures that govern the standard and scope of
training in your organization?
i. PMI follows the ISO 9001 standards
 ii. a. Each individuals has to undergo at least 7 days of training in a year
b. Need based interventions (for gaps)
c. Planned interventions (for development)
iii. a. Yearly programs are mentioned with the duration in the training
calendar.
b. Excellent, experienced faculty is enlisted
c. Individual feedback is sought after each program
iv. a. Training needs analysis is done at corporate and project level
b. Training schedule is made on the basis of training needs analysis
(TNA)
c. The total training policy is guided by HR development rules
v. Training policy is clearly laid down by Corporate office, NTPC
2. What methods are used for training needs analysis?
i. By individuals in a form supplemented by their superiors. Need ranking is
done.
ii. a. Meeting the co-coordinator
b. Understanding the profile of the participants
c. Understanding the processes the participants are undergoing
iii. By taking feedback, discussing with participants, department heads and
project heads
iv. Identification through a mechanism of TNA between the employee and
supervisor at all levels
v. Through questionnaires and personal interactions with the heads of
departments
vi. a. Actual interview with GM, HOD and some participants
b. Feedback of programs
c. Performance appraisal form
d. Needs identified by management, PMI
vii. Organizational needs, customer feedback and practical experience
3. What are the various areas in which training is imparted?
i. Company policies and procedures
ii. Functional skills
iii. Human relations
iv. Problem solving
v. Managerial and supervisory training
 vi. Apprentice training
4. What are the various training methods employed?
On the Job:
i. Practical training on site/plant
ii. Theoretical as well as hands on training
On the job training is generally used at the induction level.
OFF THE JOB:
i. Lectures
ii. Seminars
iii. Case studies
iv. Simulations
v. Project work
vi. Exercises
vii. Management input and developing of managerial competencies through
classroom lectures
5. On what basis do you select the training methods to be used?
i. As per the need, experience and job requirements, also depending on
organizational and personal goals
ii. Availability of resources
iii. Based on participants' profile
iv. Depends on type of training to be imparted
v. On the basis of objectives set out for the training interventions and its
impact
vi. Survey and analysis
6. Training is conducted in-house and is also out-sourced depending on the nature
of the training input, although out-sourcing is rarely done. Programs like 'Training
the Trainers' and 'Memory Management' are outsourced.
7. If out-sourced, what agencies and consultants are involved?
i. XENSA
ii. NIIT
iii. APTECH
iv. STG
v. JETKING
vi. National Productivity Council
 vii. NIS Sparta
viii. IIT
ix. IIM
Thus, reputed and experienced consultants in their field are involved.
8. On what basis do you decide to conduct training externally?
i. If resource-faculty and facility, are not available at PMI
ii. Once in three years
iii. In case of new programs, where NTPC has no experience
iv. If workload at PMI is more
v. When in-house faculty for the subject is not available
9. On what basis do you select the external agencies?
i. Through their market reputation, past experiences and faculty profile
ii. Interaction with agencies
iii. References
iv. Charges
v. Based on feedback obtained regarding the agencies and any past
experience with the agency for similar type of programs
vi. Based on credentials, association with NTPC
10. What according to you are the advantages of external training?
i. It is a change for participants. Also, they interact with participants of other
organizations and can hence benchmark.
ii. In case of new programs, it gives a good idea for the development of
NTPC personnel in that field
iii. a. New ideas
b. Sharing of workload
iv. Broader perspectives
v. Some training requires a conditioned environment, which can be taken
care of.
vi. Some of the topics such as Wagon maintenance can only be seen and
understood in external training programs
vii. It is more systematic, as they have expertise in their field
11. What generally is the frequency of a training program?
Training programs are on at PMI all year round However frequency of the
program depends on the type of program. For example, computer sessions are
held weekly, executive trainee programs are held once in a year.
12. What normally is the duration of a training program?
Duration of the training program depends on the type of training program. For
example, training programs on computer basics are generally of 3-5 days
duration while those for executives are of one-year duration.
13. How do you decide on the training budget?
i. Yearly budget allocation is done to PMI by the head office
ii. Training program is made on the basis of
a. Training calendar of the institute
b. Projection of any training aids procurement
c. Normal administrative expenditure
iii. Past experience and bench marking with the current scenario
iv. Cost per participant x no. of participants to be trained
14. What methods to do you use to evaluate the effectiveness of a training
program?
i. Observation
ii. Ratings
iii. Trainee survey
iv. Tests before and after
v. Classroom presentation
vi. Reviewing the effectiveness after certain interval
vii. Through their reporting officer
15. What are the changing trends in T&D today? How is it different from what was
done five years ago?
i. More computer based presentations are used, internet support for
presentations and multimedia presentations
ii. Development need has shifted from skill to attitude
iii. More and more emphasis is being laid on T&D. Efforts are on at NTPC to
train each employee for at least 7 days in a year
iv. Focus is more on skills like presentation, communication and leadership
skills
v. Core values of NTPC are kept in mind
16. What according to you are the roles and responsibilities of trainer and
trainee in order to make a training program successful?
(A) Trainer:
i. Well experienced
 ii. Good leader
iii. Patient listener
iv. Conviction
v. Through knowledge
vi. Dedication
vii. Appropriate preparation
viii. Should evaluate effectiveness of the program
ix. Facilitator
x. Learner-centered
(B) Trainee:
i. Effective and attentive listener
ii. Seriousness and commitment
iii. Co-operation
iv. Proper feedback on the session
v. Positive attitude
Both should function in partnership and the trainer should be concerned about
the development of the learner.
17. What are the essential elements that go into making a training program
successful?
Ranks 1 2 3 4 5 6 7
Clear objectives |||| | | | ||
Good faculty || |||| | || |
Right training method | | |||| || | |
Physical arrangement |||| |||| ||
Duration of training program | || ||| | || ||
Contents of TP |||| || | || |
Rewards/incentives after the TP | || |||| ||

The tally bars represent the number of respondents who have given specific ranks to
each of the parameters. This would be further used to find out the final rankings.
18. What are the main problems you come across while training individuals?
i. For some people, training is merely a relief from regular monotony, so
they want to relax during the training days instead of taking it seriously
ii. Sometimes, participants are sent not on the basis of their needs, but to
satisfy the statistics
 iii. If the batch is not homogeneous, it is a problem to maintain the flow in a
training program
iv. Caliber of individuals is of different levels
v. Mindset
vi. Participants sometimes don't have the prerequisite background for
training
19. What methods are used to detect and overcome learning blockages that
may be present?
i. The program can be presented in a very attractive way, linking with
practical life, site problems, learning atmosphere can be made friendly to
have an open discussion
ii. Having a good ice-breaker at the beginning of the session
iii. By involving the participants, letting him express his views, listening to his
views and problems and by solving them to some extent
iv. Trainers should identify the level of understanding of each participant and
accordingly exercises should be given to make them comfortable
v. LSI and behavioral techniques
vi. Personal interaction
20. In future, what according to you would be the potential areas of training?
i. Techno-managerial capabilities
ii. Actualization of moral values
iii. Development of HR
iv. Value-based leadership
v. Team building
vi. Paradigm shift
vii. Benchmarking
viii. Computers/ technological advancements
ix. Human relations
x. BPR
xi. Core competencies, core value actualization, business in the changing
scenario
TRAINEES
1. What are the methods used for the analysis of your training needs?
i. Analysis by superiors or company, identification by individuals (TNA)
ii. Discussion with superiors
 iii. Identification by group head or depending on departmental functional
needs
iv. Feedback from persons to be trained about what training they need and
this is incorporated in PMI's program to the extent possible by
management
v. Planned interventions training
vi. Questionnaires filled by participants
vii. Training is identified from a list which has been proposed by the training
department, by the employee based on his needs and aptitude
viii. Self analysis
ix. Depending on the type and nature of job being handled
x. Discussions at departmental levels
xi. Keeping in mind the career map of an employee and also the functional
requirements
2. Are the employees involved in identifying their training needs/areas of
training?
Response No. of respondents saying
Yes 18
No 2

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

i. Company policies and procedures
ii. Functional skills
iii. Human relations
iv. Problem solving
v. Managerial and supervisory training
vi. Apprentice training
vii. Creativity
viii. Strategic planning
ix. Computers
x. Cross-functional skills
4. In future, what according to you would be the potential areas of training?
i. Computer programming
ii. Core technical areas
iii. Management related
iv. Work culture and discipline
v. Objectives of organization
vi. HRD/HRM
 vii. Strategic management
viii. Corporate governance
ix. Behavioral and emotional training
x. Interpersonal and interactive skills
xi. Adaptability to change in future
xii. Problem solving
xiii. Communication skills
5. What are the various training methods employed?
Of the job:
i. Different locations with the location in charge
ii. Practical work
Off the Job:
i. Lectures
ii. Audio-visual aids
iii. Simulations
iv. Discussions
v. Seminars
vi. Workshops
vii. Project work
6. Do you think the methods used are relevant and effective?
Response No. of respondents saying
Yes 17
No 3

7. What are your objectives in attending a training program?

i. Gain knowledge in your area
ii. To enjoy social get together
iii. Develop competencies
iv. Self development
v. Personal satisfaction as well as taking a break from continuous and
strenuous work
vi. Overcome mental blockage and eliminate complacency
8. Do you think your objective of attending the training program is normally
achieved?
Response No. of respondents saying
Yes 19
No 1
9. What according to you are the key areas in which training should be
imparted?
i. Technical skills
ii. Managerial skills
iii. Computers
iv. Functional areas
v. Interpersonal relations
vi. Self development
vii. Behavioral skills
viii. Handling workforce in the age group of 45-50 years
ix. Human relations
x. Communication skills
10. Are you provided with adequate continuing training to keep you abreast of
the changes in the environment?
Response No. of respondents saying
Yes 12
No 9

11. What are the methods used to evaluate the effectiveness of a training
program?
i. Feedback after training
ii. Improvement in performance
iii. Written test/exam
12. Does the management take into consideration your opinion on the training
program planning?
Response No. of respondents saying
Yes 11
No 9

13. Identify the shortcomings in the training programs, if any, regarding the
following:
1. Physical arrangements
2. Faculty:
3. Training methods:
4. Contents of the program:
 Any other, please specify: Participants not involved in training program planning
No other shortcomings were mentioned.
14. Have you communicated these problems to the management?
Response No. of respondents saying
Yes 6
No 3
Not applicable 11

15. In what way would you like to be involved in improving/planning the

training program in future?
R↓ Individual Commn. Survey Suggestion F/b on
meeting box PA
1 3 3
2 3
3 3
4 3 3
5 3 3 3
6 3 3 3 3 3
7 3 3
8 3
9 3
10 3
11 3
12 3
13 3
14 3
15 3
16 3
17 3 3 3
18 3 3
19 3
20 3
Total → 9 6 10 3 4
Responses
 R: Respondent
16. In your opinion what are the inputs that would make a training program
successful? (Rank the following in order of importance)
Ranks → 1 2 3 4 5 6 7
Clear objectives ||| |||| ||| || |||
Good faculty |||| |||| |||| |||| ||
Right training || |||| || |||| ||||
method
Physical |||| |||| |||| | |||
arrangement
Duration of training |||| || ||| |||| | |||
program
Contents of TP |||| | |||| |||| | ||
Rewards/incentives |||| |||| |||| |||
after the TP

DATA ANALYSIS
The tabulation of the data collected was done in the previous chapter.
Here, we will analyze and interpret the data and try to reach some final conclusion in the
next chapter.
We first begin with the analysis of the data collected from the T&D staff. We will analyze
the responses to each of the questions in sequence.
Q.2. Methods used for training needs analysis:
From the data gathered, we can observe the following:
 The training needs analysis is done generally by discussion with superiors and
departmental heads.
 However, the participants themselves also play a vital role in identifying their own
training needs.
 Also, performance appraisal sessions and customer feedback are two important
ways through which training needs can be analyzed.
Q.3. Areas in which training is imparted:
NTPC provides training in all the areas mentioned. However, the kind of training
imparted to the employees is also dependent on their level in the organization.
For example, training on company policies and procedures is provided at the
Executive trainee (entry) level. It may be provided at other levels as well, but only
when there are any changes in policies or procedures.
Q.4. Training Methods Employed:
From the data collected, we see that lectures/classroom sessions are the most
used methods for training. Again, the method used would be dependent on
various other factors as seen in the next question. Also, on the job training is
generally used at induction level.
Q.5. Basis on which training methods are selected:
 The choice of training methods at PMI is largely dictated by availability of
resources.
 Also, training methods are selected on the basis of depending on the type of
training to be imparted. For example, they generally use lectures for sessions
on company policies and procedures. Also, for training on problem solving,
more of case studies are used.
Q.8. Basis for conducting training externally:
Training is outsourced very rarely. The only times when it is outsourced is when
resources are not available or the workload at PMI is more. Also, in areas where
NTPC does not have the expertise (for e.g., computers), training is outsourced to
reputed organizations like NIIT, APTECH, etc.
Q.10. Advantages of conducting training externally:
 Most of the staff at PMI feels that conducting training externally has its
advantages. They think that by attending training sessions outside the
organization, the trainees acquire a broader perspective of looking at
situations, since they get an opportunity to interact with others outside the
closed walls of the organization.
Q.11. Frequency of the training program:
Training programs are conducted at NTPC throughout the year. However, the
frequency of training programs depends on the type of training being imparted
and also the level of employees to which it is being imparted.
For example, Capsule Course for managers is conducted around 9 times in a
year. Training sessions on computer basics are conducted weekly. Also,
Executive trainee programs are conducted once a year.
Q.12. Duration of a Training Program:
Again the duration of a training program would depend on the type of training
being imparted. Training sessions on Computer basics last for around 3-5 days.
Training of Executive trainees lasts for a year.
Q.13. Changing Trends in T&D Today:
 From the data, it is clearly seen that the focus of training today has the right
attitude. Even in a company like NTPC, where training was largely
concentrated on imparting technical knowledge the focus today is on overall
 development of the employee, so that he is ready to face challenges posed
by the fast changing environment.
 Also, sophistication of technology has made T&D easier, effective and also
faster than before. The aids used for training today are such that keep up the
interest of the trainees and involve them in the process by appealing to as
many senses as possible.
Q.14. Roles and responsibilities of trainer and trainee to make a training
successful:
The trainer and the trainee have to work in co-operation in order to make a
training program successful. A good trainer must understand the needs of his
trainees and listen to his problems and queries patiently. But, this can happen
only if the trainee takes interest in the program and wants to gain something
substantial from the program. He should look upon the trainer as somebody who
can guide him and help him with his problems and not as someone who is there
to lecture him on a subject.
Thus, the right attitude is required-both on the part of the trainer and the trainee.
Q.15. Elements that go into marking a training program successful
Ranks→ 1 2 3 4 5 6 7 Final
Ranks
Clear objectives |||| | | | || 1
Good faculty || |||| | || | 2
Right training | | |||| || | | 4
method
Physical |||| |||| || 6
arrangement
Duration of training | || ||| | || || 5
program
Contents of TP |||| || | || | 3
Rewards/incentives | || |||| || 7
after the TP

The tally bars represent the number of respondents who have given specific
ranks to each of the parameters.
The above table can be used to obtain rankings of the elements in the order of
importance.
 From the above table, we can clearly see that a clear objective is the most
important element that goes into making a training program successful.
 Also, the least important element, according to the T&D staff is
rewards/incentives after the training program.
 From the table, we can see that there is a tie between good faculty and
contents of the program for the second rank. However, as two respondents
have ranked 'good faculty' as the most important element, whereas, 'contents
 of the program' has not been ranked first by any respondent, we have
assigned second rank to 'good faculty' and third rank to 'contents of the
program'. Here, we have used the method of Moving Averages.
 The other rankings have also been obtained in a similar way.
Q.16. Main problems in training of individuals:
The main problem the trainers come across while training of individuals is that
many a time the trainees are sent for training not because they need it, but to
satisfy the statistics of 7 days of training each year for each employee. As a
result, most of the times, the trainees are not interested in the program and this
creates a major problem in getting the trainees involved in the process.
Q.17. Methods used to overcome learning blockages:
One of the ways to overcome learning blockages is to have a good icebreaker at
the beginning of the session. Also, most trainers think that it is necessary that the
trainer understand the level and capacity of each trainee, and deal with each
accordingly. This would help the trainee open up to the trainer convey his
problems and difficulties without any hesitation.
Q.18. Potential areas of training in future:
It is clearly seen from the data gathered that in future the emphasis would not be
on developing functional skills. Instead the emphasis would be on human
relations. Also, with most of the processes at NTPC being automated and
computerized, the knowledge of computers would be extremely essential. Thus,
this would be a main area of training in future.

TRAINEES
Q.1. Methods used for training needs analysis:
Training needs analysis is generally done by discussions with superiors and
departmental heads. The participants are also involved in the analysis of their
own training needs. Thus, the decision on what type of training is required by an
individual is not taken by his superiors alone, but by the trainee and his superior
together. The superior analyzes what kind of training is required by the individual
and the trainee gets an opportunity to assess his strengths and weaknesses and
weaknesses and decide in which areas he requires additional expertise.
Q.2.
Identification of training needs
90% of the respondents said that they were involved in the identification of their
training needs, whereas only 10% respondents said that they were not involved.

Q.3. Potential areas of training in future:

According to the trainees, the stress in future would be definitely on people skills and
communication skills. Also, training in coping with change in this fast changing
environment would be a key training area. And of course, the focus would also be on
computers, since survival without computer skills would be difficult in this highly
automated environment.
Q.4.
Effectiveness of training methods used

85% of the respondents said that the training methods used were relevant and
effective.
Q.5. Objectives in attending a training program:
Majority of the respondents had gaining knowledge as the main objective in
attending a training program.
Achievement of training objectives

Q.6. 95% of the respondents felt that their main objective in attending a training
program was satisfied, i.e., they gained what they expected to gain from the
training program.
Q.7.
Continuing training
Almost 40% of the respondents felt that they were not being provided adequate
training to keep them abreast of the changing environment. Although they agreed
that they benefited from training programs, they thought that emphasis should be
on training individuals to prepare them for future uncertainties, for example,
managing change.
45% of the respondents said that the management does not take into
consideration their opinion on the training program planning. They are involved in
TNA, but not in the program planning.
Q.9.
Out of the 9 respondents who said that they were not involved in the TP planning,
only 6 (30%) have communicated their dissatisfaction to the management.

Q.10. Ways in which the trainees would like to be involved in improving/planning

the training program in future:
The table is reproduced here for convenience :
R Individual Commn. Survey Suggestion F/b on PA
↓ views meeting box
1 3 3
2 3
3 3
4 3 3
5 3 3 3
6 3 3 3 3 3
7 3 3
8 3
9 3
10 3
11 3
12 3
13 3
14 3
15 3
16 3
17 3 3 3
18 3 3
19 3
20 3
Total Responses 9 6 10 3 4
Rankings || ||| | v iv
R: Respondent
Depending upon the number of responses obtained by each parameter, we will obtain a
final ranking for the various parameters. From the table, we see that conducting a survey
of the participants for planning a training program has got the most responses. Hence, it
has been ranked first. The other rankings have obtained in a similar manner.
Q.11. Elements that make a training program successful:
The table from the earlier chapter is reproduced here for convenience.
Ranks→ 1 2 3 4 5 6 7 Final
Ranks
Clear objectives ||| |||| || || 1
||||
Good faculty |||| |||| ||| || 2
Right training ||| || ||| || ||| |||| | 3
method
Physical ||| |||| |||| | ||| 5
arrangement
Duration of training |||| || ||| || ||| 6
program
Contents of TP ||| | ||| ||| | || 4
Rewards/incentives ||| |||| |||| ||| 7
after the TP

 From the above table, we can obtain the rankings for each of the elements.
For example, we can clearly see that clear objectives has been ranked first
by most of the respondents, hence we place it at the first positions, as the
most important element in making as training program successful.
 'Rewards and incentives' has been ranked 7 by most respondents, hence we
assign it rank seven.
 Good faculty is ranked 2.
 By using the method of Moving Averages, we can see that contents will be
assigned rank 3 and right training method will be ranked fourth.
 Other rankings can be obtained similarly.

CONCLUSIONS
From the analysis done in the previous chapter, we can arrive at the following
conclusions:
 Training needs analysis is done taking into consideration the views of not
only the superiors, but also the trainees themselves. This was confirmed from
the responses of both the trainees and the trainers. The trainees felt good
that they were involved in the analysis of their own needs and also said that
the management was very co-operative and tried to incorporate their views
and suggestions to the extent possible. Thus, as far as this aspect is
concerned, the trainees were satisfied with the procedures followed.
 Both the trainers and the trainees felt that the thrust in future should be on
developing people skills and not only functional skills. They also said that IT
would be a focus area.
 Most of the times trainees were not involved in the training program planning.
 Both the trainees and the trainers were in agreement on the most essential
elements that go into making a training program successful. The final ranking
obtained is the same in both the cases. This only goes to show that NTPC is
aware of the needs of the participants and also understand what elements
are most important for a trainee. For both, clear objective is the most
important element that makes a training program successful.
 We can conclude that NTPC's efforts towards training and development have
been quite successful. The employees are satisfied with the training activities,
but they only feel that they should be involved in the planning of the Training
Program. According to them, their views should be taken on all issues instead
of just informing them that they have to attend a training program. They
should have a say in deciding on the contents, physical arrangements, etc.
 This would involve them further in the exercise and they would be more open
to learning.

RECOMMENDATIONS
 Training should be imparted on current issues like change management,
because although the employees are quite satisfied with the training
programs as a whole, they still feel that training should be imparted on issues
that are relevant in the current business scenario.
 Training sessions should not be too long, long sessions should be split up
into modules.
 Self-directed learning in some should be encouraged. This would save the
company's time and also reduce costs.

LIMITATIONS
The main limitation faced while conducing the research was the availability of the faculty
members at the training institute of NTPC i.e., PMI. It was very difficult to be able to
meet them personality, since most of them were busy with the hectic training schedule.

QUESTIONNAIRE FOR TRAINEES

1. What are the methods used for the analysis of your training needs?
2. Are the employees involved in identifying their training needs/areas of training?
□ Yes
□ No
3. What are the various areas in which training is imparted?
□ Company policies and procedures
□ Functional skills
□ Human relations
□ Problem solving
□ Managerial and supervisory training
□ Apprentice training
Any other, please specify _________
4. In future, what according to you would be the potential areas of training?
5. What are the various training methods employed?
On the job:
Off the job:
6. Do you think the methods used are relevant and effective?
□ Yes
□ No
7. If no. which methods do you think should be selected? Give reasons.
8. What are your objectives in attending a training program?
□ Gain knowledge in your area
□ Get free holiday
□ To enjoy social get together
□ Any other, please specify _________
9. Do you think your objective of attending the training program is normally
achieved?
□ Yes
□ No
10. What according to you are the key areas in which training should be imparted?
11. Are you provided with adequate continuing training to keep you abreast of the
changes in the environment?
□ Yes
□ No
12. If no, in what areas do you think the company should impart continuing training?
13. What are the methods used to evaluate the effectiveness of a training program?
□ Feedback after training
□ Improvement in performance
□ Promotion/increment
□ Written test/exam
Any other, please specify _________
14. Does the management take into consideration your opinion on the training
program planning?
□ Yes
□ No
15. Identify the shortcomings in the training programs, if any, regarding the following:
1. Physical arrangements:
2. Faculty:
3. Training methods:
4. Contents of the program:
 Any other, please specify __________
16. Have you communicated these problems to the management?
□ Yes
□ No
17. In what way would you like to be involved in improving/planning the training program
in future?
□ Take our views individually
□ Hold a communication meeting
□ Conduct a survey
□ Suggestion box
□ Feedback session on performance appraisal
Any other, Please specify _________________
18. In your opinion what are the inputs that would make a training program
successful? (Rank the following in order of importance)
□ Clear objectives (gain knowledge/skills)
□ Good faculty
□ Right training method
□ Physical arrangements
□ Duration of training program
□ Content of the training program
□ Reward/incentive after the training program.

QUESTIONNAIRE FOR T&D STAFF

1. What are the rules and procedures that govern the standard and scope of
training in your organization?
2. What methods are used for training needs analysis?
3. What are the various areas in which training is imparted?
□ Company policies and procedures
□ Functional skills
□ Human relations
□ Problem solving
□ Managerial and supervisory training
□ Apprentice training
4. What are the various training methods employed?
 On the job:
Off the job:
5. On what basis do you select the training methods to be used?
6. Training is conducted
□ In house
□ Out-sourced
7. If out-sourced, what agencies and consultants are involved?
8. On what basis do you decide to conduct training externally?
9. On what basis do you select the external agencies?
10. What according to you are the advantages of external training?
11. What generally is the frequency of a training program?
□ Quarterly
□ Half yearly
□ Yearly
12. What normally is the duration of a training program?
13. How do you decide on the training budget?
14. What methods to do you use to evaluate the effectiveness of a training
program?
□ Observation
□ Ratings
□ Trainee survey
□ Trainee interview
□ Tests before and after
□ Comparative study between trained and non-trained groups
□ Classroom presentation
Any other, please specify _______________
15. What are the changing trends in T&D today? How is it different from what was
done five years ago?
16. What according to you are the roles and responsibilities of trainer and trainee in
order to make a training program successful?
a) Trainer:
b) Trainee:
17. What are the essential elements that go into making a training program
successful? (Rank them in the order of importance)
 □ Clear objectives
□ Good faculty
□ Right training method
□ Physical arrangement
□ Duration of training program
□ Contents of the training program
□ Reward/incentive after the training program
18. What are the main problems you come across while training individuals?
19. What methods are used to detect and overcome learning blockages that may be
persent?
20. How important is training as a tool for employee retention?
21. In future, what according to you would be the potential areas of training?