SUMMER TRAINING REPORT

On

“TRAINING AND DEVELOPMENT”

IN
BST TEXTILE

(Submitted in partial fulfillment for BBA, C.C.S University, Meerut)

Institute of Management Studies, Noida

Submitted To:- Submitted BY:

MS. REENU BANSAL NEHA TYAGI
Roll No. - 9192636
 DECLARATION

I, NEHA TYAGI declare that the project entitled “TRAINING

TRAINING AND
DEVELOPMENT IN BST TEXTILE PVT. LTD” submitted for the BBA
Degree is my original work and the project has not formed the basis for the
award of any degree associateship, fellowship or any other similar titles.

Place: Noida Signature of the student

Date: 28/08/10

3
CERTIFICATE

4
 Table of Contents

CHAPTER NO. TITLE PAGE

1. ACKNOWLEDGEMENT 6

2. PREFACE 7

3. COMPANY PROFILE 8

4. INTRODUCTION 19
5. THEORETICAL CONCEPT 24

6. IMPORTANCE OF DEVELOPING

A ROLE IN TRAINING 28

7. BEYOND TRAINING: TRAINING AND

DEVELOPMENT 32

8. TRAINING & EVALUATION 36

9. THE TRAINING ROLE 43

10. ORGANIZATIONAL CHANGE 57

11. TOPICS OF EMPLOYEE TRAINING 63

12. TRAINING IN VARIOUS INDUSTRIES 74

13. CONCLUSION 84

14. REFRENCES 88

15. BIBLIOGRAPHY 90

5
 ACKNOWLEDGEMENT

Progress in life, business or any projects comes through taking initiatives &
continuing to progress on new concepts & ideas. The original momentum is
not enough to keep you moving forward. Your progress will grit to halt unless
you refill your engine for inspiration with fuel of fresh ideas with enthusiasm
& proper guidance. I take this opportunity to acknowledge my utmost
gratitude & been linked in some way or the other with the project

I am thankful to MR.VIPIN TYAGI for their valuable tips prior to the start of
the project.

I would like to thank my guide MS. REENU BANSAL for her kind support.

NEHA TYAGI
(B.B.A IVTHSEM)

6
 PREFACE

The subject matter of personnel policies is varied as the personnel department

and any itemization would serve merely as and with its management.
Structure, the economic and social conditions prevailing in it at a particular
time, the attitude ideas of the top management. They also change with public
opinion, area and regional traditions, custom and practices, the information of
training.

7
COMPANY
PROFILE

8
INTRODUCTION

9
 BST TEXTILE MILLS PVT. LTD.

A PROFILE
BST Textile Mills Pvt. Ltd is a 100% Cotton-Spinning Unit promoted by chief
promoters Mr. Mukesh Tyagi and Mr. Pawan Tyagi, both textile technocrats
with specialization in spinning. Having worked at shop floor in various
departments of spinning such as Production, Machine Maintenance and
Sales/Marketing, it is their all round experience in textiles which gives us an
edge over our competitors. The company is emerging fast on the global textile
horizon and has significant growth plans for the future.

The promoter's TOTAL PROFESSIONAL APPROACH towards all the key

areas such as day-to-day production process controls, maintenance,
manpower, sales and marketing makes a big contribution towards achieving
the most cost efficient quality product. The project also benefits from
promoter's vast experience of domestic and international marketing. Mr.
Mukesh Tyagi has been involved in domestic and international marketing of
cotton, poly cotton, poly viscose and 100 per cent polyester ring spun yarns
for over two decades. The company also has an office in Europe located at
Leicester (United Kingdom) which is managed by Mr. Pawan Tyagi. This
places us in a very close proximity of our EU customers and gives them a
COMPLETE PEACE OF MIND in all vital areas such as fast and effective
communication, personal after sales support and quick technical assistance.

The company's workforce is an ideal mix of youth and experience where

each individual is groomed to work as a professional with total commitment to
achieve a common goal - A QUALITY PRODUCT DELIVERED IN TIME
TO OUR CUSTOMER'S SATISFACTION. The management ensures a work
friendly environment in all areas to get each individual work as a team and
offers excellent opportunities and a progressive career to young and dynamic
professionals.

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 Profile and Location:

The company has a total capacity of 30,000 ring spindles with an annual
capacity to produce 8400 MT of 100% Cotton yarn in Carded & Combed.
There are 10 latest state of art TFOs also to produce folded yarns. The unit has
modern & most innovative of the spinning technology with machines sourced
from India as well as abroad.

The manufacturing site is located at SIDCUL, Pantnagar (Uttarakhand),

about 230 kilometers northeast of Delhi, in a state-of-the-art industrial estate
developed by the local Uttrakhand government with excellent road, rail and air
links to major cities and ports with in India. SIDICUL is a fast emerging and
rapidly growing industrial hub in the north east region of India with excellent
infrastructure & benefits from most favorable business policies of the regional
administration to help industrial growth.

The Head Office is located at Mumbai (Bombay) which also manages sales
and marketing operations.

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 PRODUCTS

PRODUCTS INCLUDES:

• 100 % Cotton Ring Spun Raw White Yarns, carded and combed, in Count
Range Ne 10's - 34's for Hosiery and Weaving applications.

• 100 % Cotton Ring Spun Raw White Yarns, carded and combed, in Count
Range Ne 10's - 34's for Hosiery and Weaving applications.

• TFO Doubled and Multifold Yarns such 3 ply, 4 ply etc., in both Carded
and Combed.

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 MACHINERY

PRE-SPINNING
Department Machinery

Blow room : LMW LATEST BLOW ROOM LINE WITH VETAL SCAN
HAVING POLYSENSOR
Carding : LMW LC 300V3 CARDS
Breaker
: LMW LDO/6
Drawing

Lap Former : LMW LH1O

Comber : LMW COMBERS (MODEL LK54)

Drawing : LMW LRSB 851
RING
: LMW LR 6/S
FRAME

Pppppppppp POST-SPINNINGpp ppppppppppppp

Department Machinery

Cone winding : SCHLAFHORST 338

USTER QUANTUM -2 WITH FOREIGN FIBER
Yarn Clearers :
DETECTOR.
Cheese
: PEASS SCHLAFHORST PPW- A
Winding
T.F.O : VEEJAY LAKSHMI - VJ150M

R&D : PREMIER EVOLVICS

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 Sales & Marketing

At BST, we believe in " A HONEST & FAIR BUSINESS PRACTICE " which
perhaps reflects the core values & image of the organization. The company has a
dynamic & motivated team of sales personnel committed to carry out business
with all HONESTY, INTEGRITY & FAIRNESS.

The company promoters personally involve themselves in sales & marketing

activities of the company to ensure a fast and efficient sales service to our
customers. We constantly listen & learn from our customers which helps us
understand the ever changing needs of their business and inspire us to give them a
cost-effective tailor-made quality product.

This is why the company has managed to create a niche for itself in very short
span of time & today has a long list of highly satisfied reputable clients at home
and abroad. We are regularity exporting our products to highly quality conscious
markets of USA, EUROPE, FAR EAST & ASIA..

The company also has a strong presence in the domestic market and deals with
some of the country's leading exporters of knitted & woven apparels.

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 Quality Assurance

Our Yarns are second to none when it comes to Quality. We carefully select finest
of cotton crops and spin it under strict process controls to deliver a consistent
quality end product suitable for most critical of end applications. Our highly
skilled production team constantly monitors key quality check points of the
production process to ensure our yarns conform to international 5% USTER
standards.

The company is constantly investing in latest generation quality control

technology in pursuit of product excellence and has installed latest quality control
innovations such as VETAL SCAN WITH POLYSENSOR at the blow room
stage & USTER QUANTUM-II yarn clearer on autoconers with FOREIGN
FIBRE DETECTOR.

Vetal Scan helps detection of all types of foreign particles such as colored cloth
bits, feather, polypropylene, yellow cotton & plastic etc. and plays a vital role in
producing a CONTAMINATION FREE YARN.

VETAL SCAN Removes foreign particles like feather, color

cloth bits, discolored threads, cotton, yellow cotton, yellow
fabric pieces by line scan cameras and high density impurities
like white / transparent polypropylene, plastic, colored polythene

bag fragments using sonic sensors.

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USTER QUANTUM-II WITH FOREIGH FIBRE DETECTOR

Detects white and colored polypropylene defects using the capacitive sensor, in
addition to the detection of regular foreign fiber defects at the final stages of yarn
production.

OBJECTIVES

1. To structure the Recruitment policy of BST TEXTILE MILLS PVT.LTD

for different categories of employees.

2. To analyze the recruitment policy of the organization.

3. To compare the Recruitment policy with general policy.

4. To provide a systematic recruitment process.

SCOPE OF RECRUITMENT

It extends to the whole Organization. It covers corporate office, sites and

works appointments all over India.
It covers workers, Clerical Staff, Officers, Jr. Management, Middle
Management and Senior Management cadres.

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CATEGORICALLY CLASSIFICATION OF EMPLOYEES OF
BST TEXTILE MILLS PVT.LTD

CATEGORY I All workmen, All Assistants (Accounts, Stores, Field),

clerk, Typist, Steno-Typist, Stenographer, Computer
Operator.

CATEGORY II Accountant, Store keeper, Supervisor up to the level of

Officers, Designer, Jr. Engineer, P.A, Sr. P.A, EDP
Programmer up to officer, Admin./ personnel / HRD
officer, Inspector.

CATEGORY III Secretary, Executive Secretary, Management Trainee,

Asst. Engineer, Engineer, Sr. Engineer, Sr.
Programmer, Sr. Officer, Asst. Manager, Dy. Manager,
Manager, Sr. Manager, Works Superintendent.

CATEGORY IV AGM, DGM, GM, SR. G.M.

CATEGORY V VP & ABOVE.

ORGANIZATION STRUCTURE OF BST TEXTILE MILLS

A brief introduction to Divisional / Departmental heads.

CHAIRMAN AND MANAGING DIRECTOR:

CMD holds to most position in the organization. He is the owner of the
Company. He guides the functional heads to smoothen their activities. It is
the key position in the organization.

DIRECTOR OPERATIONS:
He is the overall in charge of P&A, HRD, Systems, TQM and Critical Issues.

GM-PRODUCTION:
He is the overall in charge of works. He is directly involved in production
planning. He formulates various policies for betterment of the product. He

17
issues guidelines to Production Department and Quality Control Department
for implementation of the policies.

VP-FINANCE:
He is directly involved in finance matters and finance policy. He is also
involved with personnel department for wages compensation, salaries and
other financial benefits.

AGM- PERSONNEL & ADMINISTRATION:

He is the overall in charge of personnel, Administration and Industrial
Relations of the group and also oversees the HRD activities.

SR.MANAGER-CORPORATE HRD:
HRD Department is responsible for better utilization of manpower through
Recruitment’s, Selections, Training, Development, Retention and Welfare of
the group. It is involved in policy formation and its implementation.

VP-MHD:
He is the profit center head of the Material Handling Division. He is
responsible for Design and Projects Execution.

VP-BUSINESS DEVELOPMENT:
He is the main source of Business Procurement to MHD.

SR.GENERAL MANAGER
He is responsible for marketing, Design, Estimation and Projects
Management.

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INTRODUCTION

19
 INTRODUCTION

Since the beginning of the twentieth century and especially after World War
II, training programs have become widespread among organizations in the
United States, involving more and more employees and also expanding in
content. In the 1910s, only a few large companies such as Westinghouse,
General Electric, and International Harvester had factory schools that focused
on training technical skills for entry-level workers. By the 1990s, forty percent
of the Fortune 500 firms have had a corporate university or learning center. In
recent decades, as the U.S. companies are confronted with technological
changes, domestic social problems and global economic competition, training
programs in organizations have received even more attention, touted as almost
a panacea for organizational problem.

The enormous expansion in the content of training programs over time has
now largely been taken for granted. Now people would rarely question the
necessity of training in conversational skills. However, back to the 1920s, the
idea that organizations should devote resources to training employees in such
skills would have been regarded as absurd. Such skills clearly were not part of
the exact knowledge and methods that the employee will use on his particular
job or the job just ahead of him. Nevertheless, seventy years later, eleven
percent of U.S. organizations deem communications skills as the most
important on their priority lists of training, and many more regard it as highly
important. More than three hundred training organizations specialize in
communications training (Training and Development Organizations Directory,
1994).

Previous studies on training have largely focused on the incidence of formal

training and the total amount of training offered. This study, however, draws
attention to the enormous expansion in the content of training with an
emphasis on the rise of personal development training (or popularly known as
the "soft skills" training, such as leadership, teamwork, creativity,
conversational skills and time management training). Personal development
training can be defined as training programs that aim at improving one's

20
cognitive and behavioral skills in dealing with one self and others. It is
intended to develop one's personal potential and is not immediately related to
the technical aspects of one's job tasks. Monahan, Meyer and Scott (1994)
describe the spread of personal development training programs based on their
survey of and interviews with more than one hundred organizations in
Northern California. "Training programs became more elaborate; they
incorporated, in addition to technical training for workers and human relations
training for supervisors and managers, a widening array of developmental,
personal growth, and self-management courses. Courses of this nature include
office professionalism, time management, individual contributor programs,
entrepreneur, transacting with people, and applying intelligence in the
workplace, career management, and structured problem solving. Courses are
also offered on health and personal well-being, including safe diets, exercise,
mental health, injury prevention, holiday health, stress and nutrition."

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 Training Excuses
Training is one element many corporations consider when looking to advance
people and offer promotions. Although many employees recognize the high
value those in management place on training and development, some
employees are still reluctant to be trained. It is not uncommon to hear excuses
regarding why someone has not received training.

Some people are just comfortable in what they are doing. Some fail to see the
value of training because they really believe that they already know it all. And
while that might be true, the knowledge value of training and development is
not the only perk.

Training and development offers more than just increased knowledge. It offers
the added advantage of networking and drawing from others’ experiences.
When you attend a seminar or event with others who have jobs that are much
like yours, you have the added benefit of sharing from life experience. The
seminar notes or the conference leader might not give you the key nugget you
take back and implement in the workplace. Your best piece of advice for the
day might come from the peer sitting beside you.

Another common excuse is that there is not enough money budgeted to pay for
training. Who said that training always carries a heavy enrollment fee?
Training can be free. You can set up meetings with peers who are in similar
positions and ask how they are doing their jobs. Follow someone for a day to
see how he organizes or manages his work and time. The cost to you is a day
out of your normal routine, so the only drawback may be working a little
harder on an assignment to catch up from a day out of the office. You usually
don’t think twice about taking a day of vacation, so why should a day of
training be any different?

Time is another often-heard excuse when training and development is

mentioned. Have you considered that training and development might actually
give you more time? Often the procedures, ideas, short cuts, and timesaving
hints learned in training and development sessions equal more time in the long

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run. Have you heard the old saying that you have to spend money to make
money? Well, in a sense, the same is true for training and development. You
have to devote some time to training and development to make you more
productive in the long run.

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THEORETICAL
CONCEPT

24
What is Training in terms of organization?
“Transferring information and knowledge to employers and equipping
employers to translate that information and knowledge into practice with
a view to enhancing
organization effectiveness and productivity, and the quality of the
management of people.” It also means that in organizational development,
the related field of training and development (T & D) deals with the design
and delivery of workplace learning to improve performance.

Difference between Training and Learning

There is a big difference:

 'Training' implies putting skills into people, when actually we

should be developing people from the inside out, beyond skills,
i.e., facilitating learning.

 So focus on facilitating learning, not imposing training.

 Emotional maturity, integrity, and compassion are more

important than skills and processes. If you are in any doubt,
analyze the root causes of your organization's successes and your
failures - they will never be skills and processes.

 Enable and encourage the development of the person - in any

way that you can.

 Give people choice - we all learn in different ways, and we all

have our own strengths and potential, waiting to be fulfilled.

Talk about learning, not training. Focus on the person, from the inside out,
not the outside in; and offer opportunities for people to develop as people in
as many ways you can.

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A Brief Critique of Previous Approaches to Employee Training

It is a classic question in the training field, first raised by human capital

theorists, that why firms train their employees. Many attempts have been made
to address this question, but the question of why firms provide general-skill
training has not been fully understood. There have been two main theoretical
approaches towards employee training, namely, the human capital approach
and the technology-based approach. The human capital approach regards
training as investment in human capital. Training is provided only when the
benefit from productivity gains is greater than the cost of training. The
technology-based approach regards training as a skill formation process.
According to this approach, the expanded training in the contemporary period
is driven by the rapidly changing technologies and work reorganization. These
two approaches are popular in academic and policy discussions. What they
have in common is that they assume an instrumental logic and technical
rationality behind training decisions. Training is provided because it satisfies
the functional needs of an organization. Studies with these approaches have
largely overlooked the content of employee training, as if all kinds of training
programs equally contribute to human capital accumulation or skill formation.
Moreover, personal development training becomes a puzzle if viewed from
these approaches, because it does not seem to follow from an instrumental
logic or technical rationality.

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The Puzzle about Personal Development Training

The puzzle about personal development training comes in the following four
ways. First, it is not innately or immediately related to the technical
aspects of specific job tasks. Second, prior need analysis is rarely
conducted for such training, despite suggestions to do so in many training
handbooks. Third, organizations and trainers seldom conduct evaluations
of behavior or outcome changes brought out by such training. Evaluation,
when there is one, is often about how one feels about the training or what one
has learned. The evaluation questionnaire is often called a "smile sheet," as
trainees often respond happily to the questions. But the impact of the training
remains uncertain. Fourth, the rapid expansion of personal development
training has taken place in the absence of scientific evidence of any link
between such training and improvement in organizational bottom lines.

Core Argument

So, why have organizations increasingly engaged in personal development

training? It is because that the rise of the participatory citizenship model of
organization over time has driven the expansion of personal development
training in organizations. This argument is based on an institutional
perspective towards organizations. It is distinct from previous approaches to
training in two ways. First, it recognizes that training is not only provided to
satisfy functional needs of firms, but is also shaped by the shared
understanding about individuals and organizations, which is called
"organizational model" in this study and is independent of the functional
needs. Second, training decisions are not only affected by the internal
conditions of an organization, but are also affected by the dominant ideologies
and practices in the organizational field.

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Importance of Developing a Role in Training

Developing a national role in training is important for an employers'

organization for several reasons.

First, it enables the organization to contribute to the development of a

country's human capital, through its influence on education policies and
systems and training by public training institutions, to better serve business
needs. It also enables it to influence employers in regard to the need for them
to invest more in training and employee development - which employers
should recognize as one key to their competitiveness in the future.

Second, it provides an important service to members, especially in industrial

relations in respect of which sources of training for employers in developing
countries are few. Third, it is an important source of income provided the
organization can deliver relevant quality training. Fourth, it compels its own
staff to improve their knowledge without which they cannot offer training to
enterprises through their own staff. Fifth, the knowledge required for training
increases the quality of other services provided by the organization - policy
lobbying, advisory and representation services. Sixth, it contributes to better
human relations at the enterprise level and therefore to better enterprise
performance, by matching corporate goals and people management policies.
Finally, it improves the overall image of the organization and invests it with a
degree of professionalism, which can lead to increased membership and
influence. Many entrepreneurs seem to view employee training and
development as more optional than essential...a viewpoint that can be costly to
both short-term profits and long-term progress. The primary reason training is
considered optional by so many business owners is because it's viewed more
as an expense than an investment. This is completely understandable when
you realize that in many companies, training and development aren't focused
on producing a targeted result for the business. As a result, business owners
frequently send their people to training courses that seem right and sound good

28
without knowing what to expect in return. But without measurable results, it's
almost impossible to view training as anything more than an expense.

Now contrast that approach to one where training's viewed as a capital

investment with thoughtful consideration as to how you're going to obtain an
acceptable rate of return on your investment. And a good place to start your
"thoughtful consideration" is with a needs analysis. As it relates to training
and development, needs analysis is really an outcome analysis--what do you
want out of this training? Ask yourself, "What's going to change in my
business or in the behavior or performance of my employees as a result of this
training that's going to help my company?" Be forewarned: This exercise
requires you to take time to think it through and focus more on your processes
than your products.

As you go through this analysis, consider the strengths and weaknesses in your
company and try to identify the deficiencies that, when corrected, represent a
potential for upside gain in your business. Common areas for improvement in
many companies is helping supervisors better manage for performance. Many
people are promoted into managerial positions because they're technically
good at their jobs, but they aren't trained as managers to help their
subordinates achieve peak performance. Determining your training and
development needs based on targeted results is only the beginning. The next
step is to establish a learning dynamic for your company. In today's economy,
if your business isn't learning, then you're going to fall behind. And a business
learns as its people learn. Your employees are the ones that produce, refine,
protect, deliver and manage your products or services every day, year in, year
out. With the rapid pace and international reach of the 21st century
marketplace, continual learning is critical to your business's continued success.

To create a learning culture in your business, begin by clearly communicating

your expectation that employees should take the steps necessary to hone their
skills to stay on top of their professions or fields of work. Make sure you
support their efforts in this area by supplying the resources they need to
accomplish this goal. Second, communicate to your employees the specific

29
training needs and targeted results you've established as a result of your needs
analysis.

Third, provide a sound introduction and orientation to your company's culture,

including your learning culture, to any new employees you hire. This
orientation should introduce employees to your company, and provide them
with proper training in the successful procedures your company's developed
and learned over time.

Every successful training and development program also includes a

component that addresses your current and future leadership needs. At its core,
this component must provide for the systematic identification and
development of your managers in terms of the leadership style that drives your
business and makes it unique and profitable. Have you spent time thoughtfully
examining the style of leadership that's most successful in your environment
and that you want to promote? What steps are you taking to develop those
important leadership traits in your people?

Financial considerations related to training can be perplexing, but in most

cases, the true budgetary impact depends on how well you manage the first
three components (needs analysis, learning and leadership). If your training is
targeted to specific business results, then you're more likely to be happy with
what you spend on training. But if the training budget isn't related to specific
outcomes, then money is more likely to be spent on courses that have no
positive impact on the company.

In many organizations, training budgets are solely a function of whether the

company is enjoying an economic upswing or enduring a downturn. In good
times, companies tend to spend money on training that's not significant to the
organization, and in bad times, the pendulum swings to the other extreme and
training is eliminated altogether. In any economic environment, the training
expense should be determined by the targeted business results you want, not
other budget-related factors.

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To help counter this tendency, sit down and assess your training and
development needs once or twice a year to identify your needs and brainstorm
how to achieve your desired results effectively and efficiently.

Your employees are your principle business asset. Invest in them thoughtfully
and strategically, and you'll reap rewards that pay off now and for years to
come.

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Beyond Training: Training and Development

Training is generally defined as "change in behavior" - yet, how many trainers

and managers forget that, using the term training only as applicable to "skills
training"? What about the human element? What about those very same
people we want to "train"? What about their individual beliefs, backgrounds,
ideas, needs and aspirations?

In order to achieve long-term results through training, we must broaden our

vision to include people development as part of our strategic planning.
Although training covers a broad range of subjects under the three main
categories (skills, attitude, knowledge), using the term "training" without
linking it to "development" narrows our concept of the training function and
leads us to failure.

When we limit our thinking, we fall into the trap of:

a. Classifying people into lots and categories

b. Thinking of "trainees" as robots expected to perform a job function

c. Dismissing the individual characteristics of people and the roles they

play

d. Focusing only on "what needs to be done" without adequately

preparing the trainees involved to accept and internalize what is being
taught.

We are dealing with human thoughts, feelings and reactions which must be
given equal attention than to the skill itself. We thus create a double-focus:
people development and skills training. These two simultaneous objectives
will give us the right balance and guide our actions to reach our goal.

To clarify our training and development objectives, and identify our criteria
for success, we must ask ourselves a few questions:

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 • Do we expect an automatic, faultless job performance?

• Does attitude count?

• Does goodwill count?

• Do loyalty and dedication count?

• Does goal-sharing count?

• Does motivation count?

• Do general knowledge and know-how count?

• Do people-skills count?

• Does an inquisitive mind count?

• Does initiative count?

• Does a learning attitude count?

• Does a sense of responsibility count?

• Do team efforts count?

• Do good work relations count?

• Does creative input count?

• Do we want employees to feel proud of their role and contribution?

How can we expect such qualities and behavior if we consider and treat our
personnel as "skills performers"? However, we could achieve the desired
results if we address the personal development needs of the employees
involved.

When we plan for both "training" and "development", we achieve a proper

balance between the needs of the company and those of the trainees. The
synergy created takes us to new levels, to a continuing trend of company
growth.

33
Our consideration of the people involved results in work motivation, goal-
sharing, and a sense of partnership. Not only do the employee-trainees
perform at the desired levels, but they offer to the company and its customers
their hidden individual gifts and talents, and this reflects itself in the quality of
service. Customers feel and recognize efficient performance, motivation and
team-work. They become loyal customers.

We can learn from the case of a small restaurant operator who had become
desperate at the negligent attitude of his servers, resulting in customer
complaints. He decided to seek professional expertise to help him replace his
employees with "motivated, trained" people fresh out of a waiter's training
school.

Following some probing questions it came to light that, besides hourly pay, he
did not offer much to attract and retain loyal and dedicated employees.
Through professional consultation, he came to realize that even if he paid
higher wages to new "trained" employees, the problem would persist because
employees want more than wages from their work place. They want:

• Organization and professional management

• Information regarding the business and its customers

• Recognition for their role in the company's success

• Acknowledgement of their individual capacities and contributions

• Positive discipline / fairness

• A say in the way the business is run.

The restaurant operator realized that until then he had treated his employees as
"plate carriers" and this is exactly how they had behaved and performed. He
was ready to change his mode of operation: he diverted his focus to the needs
of his employees, re-structured his organisation, planned new operational
strategies, a human resources strategy, training and development guidelines,
disciplinary rules and regulations.

34
He communicated and shared these in a meeting with his employees and
handed out the employee handbook prepared for that purpose. He also
reminded them of their responsibilities towards the business, the customers,
and themselves (taking charge of their own training, development, and work
performance). They were more than pleased when he asked them to express
their opinions, make comments and suggestions.

He was surprised at the immediate transformation that took place. He began

receiving excellent reviews from his customers, the employees worked as a
team, their motivation sky-rocketed and he never had to replace them! All this
was accomplished by extending the previous concept of training to that of
training and people development.

Training and Development represents a complete whole that triggers the mind,
emotions and employees' best work performance. It is not only business
managers and owners who must do this shift in thinking, but Human
Resources Directors and Training Managers (whose title should be "Training
and Development" Managers). By their actions, they should offer a personal
example, coaching and guiding all the people in an organisation to think
"beyond training" and invest efforts in people:

• Professional development

• Personal development.

Contrary to what some manager’s think, people do not quit a place of work as
soon as they have grown personally and professionally through training and
development programs - at least they do not do so for a long while. They
become loyal to their employer and help him/her grows business-wise, which
offers them more opportunities. They chart their own course for career
advancement within the broader framework of organizational growth.

Do we not call employees our "human resources asset"? Whatever their

positions, each expect to be treated as such; when they are, they give more
than their physical presence at work.

35
 TRAINING
&
EVALUATION

36
 TRAINING & EVALUATION

Training

Improving business performance is a journey, not a destination. Business

performance rises and falls with the ebb and flow of human performances. HR
professionals lead the search for ways to enhance the effectiveness of
employees in their jobs today and prepare them for tomorrow. Over the years,
training programmes have grown into corporate with these goals in mind.
Training programmes should enhance performance and enrich the
contributions of the workforce. The ultimate goal of training is to develop
appropriate talent in the workforce internally.

In India, training as an activity has been going on as a distinct field with its
own roles, structures and budgets, but it is still young. This field is however;
expanding fast but controversy seems to envelop any attempts to find benefits
commensurate with the escalating costs of training.

Training has made significant contributions to development of all kinds.

Training is essential; doubts arise over its contribution in practice. Complaints
are growing over its ineffectiveness and waste. The training apparatus and
costs have multiplied but not its benefits. Dissatisfaction persists and is
growing at the working level where the benefits of training should show up
most clearly. This disillusionment shows in many ways – reluctance to send
the most promising people for training, inadequate use of personnel after
training etc. With disillusionment mounting in the midst of expansion, training
has entered a dangerous phase in its development.

Training is neither a panacea for all ills nor is it a waste of time. What is
required is an insight into what training can or cannot do and skill in designing
and carrying out training effectively and economically.

37
The searchlight of inquiry may make the task and challenges stand out too
starkly, too simply. Using experience with training in India and other rapidly
developing countries has this advantage at similar risk. The contribution that
training can make to development is needed acutely and obviously. At the
same time, the limited resources available in these countries make this
contribution hard to come by. These lines are sharply drawn; on the one hand,
no promise can be ignored; on the other, no waste is permissible.

Much of the training provided today proceeds as if knowledge and action were
directly related. This assumption is itself a striking illustration of the wide gulf
that separates the two. On a continuum with personal maturation and growth at
one end and improvement in performance of predetermined tasks at the other,
education lies near the former, and training near the later. Focusing training on
skill in action makes the task wide and complex. Training embraces an
understanding of the complex processes by which various factors that make up
a situation interact.

For every training strategy, no matter which, the proper focus right from the
very outset is on one or more people – on-the-job-in-the-organization – this
whole amalgam. Wherever the focus moves during the training programme,
the starting point becomes the focus again at the end. The difference lies in
what people have learned that they now apply. That difference, in terms of
more effective behavior is the measure of the efficacy of training.

The training process is made up of three phases:

Phase 1: Pre-training. This may also be called the preparation phase. The
process starts with an understanding of the situation requiring more effective
behavior. An organization’s concerns before training lie mainly in four areas:
Clarifying the precise objectives of training and the use the organization
expects to make of the participants after training; selection of suitable
participants; building favorable expectations and motivation in the participants
prior to the training; and planning for any changes that improved task
performance will require in addition to training.

38
Phase 2: Training. During the course of the training, participants focus their
attention on the new impressions that seem useful, stimulating and engaging.
There is no guarantee that the participants will in fact learn what they have
chosen. But the main purpose remains: participants explore in a training
situation what interests them, and a training institution’s basic task is to
provide the necessary opportunities.

Having explored, participants try out some new behavior. If they find the new
behavior useful, they try it again, check it for effectiveness and satisfaction,
try it repeatedly and improve it. Finally, they incorporate this new facet into
their habitual behavior in the training situation. If they do not find it useful,
they discard it, try some variant, or discontinue learning in this direction. The
intricate process of selection and testing is continuous and more or less
conscious. It is important that work organizations meanwhile prepare the
conditions for improved performance by their participants upon their return.

Phase 3: Post-training. This may be called the "follow up" phase. When
training per se concludes, the situation changes. When the participants return
back to work from the training, a process of adjustment begins for everyone
involved. The newly learned skills undergo modification to fit the work
situation. Participants may find their organizations offering encouragement to
use the training and also support for continuing contact with the training
institution. On the other hand, they may step into a quagmire of negativity.

More effective behavior of people on the job in the organization is the primary
objective of the training process as a whole. In the simplest training process,
improvement is a dependent variable, and participants and organizations
independent variables.

The training process has the following major objectives:

1) Improvement in Performance

Training will be an important aid to managers for developing themselves as

well as their subordinates. It is not a substitute for development on the job,
which comes from doing, experiencing, observing, giving and receiving

39
feedback and coaching. Research has shown that 80% of a person’s
development takes place on the job. However, training can contribute the vital
20% that makes the difference. Training can bring about an improvement in a
person’s:

 Knowledge

 Skills

 Attitude

 Thereby raising his potential to perform better on the job.

2) Growth

Training is also directed towards developing people for higher levels of

responsibility thereby reducing the need for recruiting people from outside.
This would have the effect of improving the morale of the existing employees.

3) Organizational Effectiveness

In company training provides a means for bringing about organizational

development. It can be used for strengthening values, building teams,
improving inter-group relations and quality of work life. The ultimate
objective of training in the long run is to improve the company’s performance
through people performing better.

Benefits of Training Evaluation

Evaluation has three main purposes:

Feedback to help trainers understand the extent to which objectives are being
met and the effectiveness of particular learning activities – as an aid to
continuous improvement

Control to make sure training policy and practice are aligned with
organizational goals and delivering cost-effective solutions to organizational
issues

40
Intervention to raise awareness of key issues such as pre-course and post-
course briefing and the selection of delegates Evaluation is itself a learning
process. Training which has been planned and delivered is reflected on. Views
on how to do it better are formulated and tested .The outcome may be to:

 Abandon the training

 Redesign the training – new sequence, new methods, new content,

new trainer

 Redesign the preparation/pre-work – new briefing material, new

pre-course work

 Rethink the timing of the training – earlier or later in people’s

career, earlier or later in the training programme, earlier or later in
the company calendar

 Leave well alone

The following are the clear benefits of evaluation:

 Improved quality of training activities

 Improved ability of the trainers to relate inputs to output

 Better discrimination of training activities between those that are

worthy of support and those that should be dropped

 Better integration of training offered and on the job development

 Better co-operation between trainers and line-managers in the

development of staff

 Evidence of the contribution that training and development

activities are making to the organization

 Closer integration of training aims and organizational objectives

41
The Way Ahead

The development of learning organizations, working to harness the

brainpower, knowledge and experience of their people, reflects the
fundamental importance of training and learning for those organizations that
hope to prosper in the new millennium. The rend towards a more
"empowering" style of management and an increasing emphasis on self-
development have combined to bring about a move away from didactic
instruction towards coaching and facilitation and away from "trainer" towards
"performance improvement consultant".

In the coming future, the following trends are likely to be seen:

Increased use of virtual reality, the internet and multi-media training

Emphasis on cross-cultural development

Remote learning to reflect changing patterns of work

42
 The Training Role
Internal Training

The role of an employers' organization in training has to be viewed from

different perspectives. First and foremost it must be viewed from an "internal"
point of view i.e. the training and development of its own staff. This is
essential to the effectiveness of the organization's training services as well as
to the other services it provides members, all of which fall within the
following:

• Influencing the legal and policy environment needed for business

growth and development

• Direct services to members

This requires that the staff be trained in the areas of the organization's services
and core competencies which may include areas such as:

• Industrial relations

• Human resource management

• Occupational safety and health

• Information analysis and research for:

 Influencing the policy environment

 Transferring knowledge to members

 Undertaking wage and other surveys

43
Training Services

This objective of training (i.e. to make its other services more effective)
involves mostly the acquisition of knowledge needed for staff to perform their
functions. This is an important pre-requisite to staff undertaking the second
role of an employers' organization in training, which is to provide training to
members (and sometimes to nonmembers) in areas in which they expect
services. But unlike in the case of the first objective of training earlier referred
to, this second role or objective requires not only knowledge in the areas of
training, but also training skills i.e. in training techniques or methodologies. If
staff do not develop training skills

• They will be able to transfer knowledge

• But not the skills to apply the knowledge to particular situations which
arise in enterprises (productivity is increasingly the application of
knowledge).

Examples include negotiation, workplace mechanisms to improve workplace

relations and human resource management policies and practices such as:

• Recruitment, selection, induction

• Performance appraisal

• Leadership and motivation

• Employee retention

• Wage and salary determination

The main objectives of this second training role (to provide training to
members) are:

44
 • To provide members with the means to address labour - related
problems and issues

• To instill in enterprise managers the skills needed to improve their

management of people

• Where enterprises have a training department, to train their personnel.

It follows that the staff of employers' organizations are not themselves

practitioners in people management. They are trainers of those engaged in
managing people and, occasionally of other trainers.

Influencing National Policies and Programmes

The third role is one to be discharged at the national level, and involves
influencing national educational and skills training policies and schemes. This
could be affected in a variety of ways:

• Through representation on the policy boards of national training

institutions.

• Identifying employers' education and skills needs and providing feed

back from employers. Employers' organizations could form executive
training committees within the organization such as the Education
Committee in the Japan Federation of Employers' Associations, the
Industrial Education and Training Committee in the Korean
Employers' Federation and the Committee on Manpower and
Development in the Singapore National Employers' Federation. At the
initiative of the New Zealand Employers' Federation the School-
Industry Links Development Board was established in 1990 to
strengthen the relationship between secondary schools and business.
Unique pilot programmes were commenced in 1992 on "Teacher
Placement in Industry" and "Management Course for Secondary
School Principals".

• Influencing government, education and training authorities to correct

inappropriate policies and to commence preparing for the future
education and training needs if HRD policies are to have impact.

45
 • Initiating or promoting teacher education programmes to impart to
them knowledge about the role of business in society, the environment
needed for business development etc.

• Promoting closer links between employers and educational and

training institutions.

• Influencing course content e.g. management course contents to include

more human relations management subjects, and even basic
management in occupational safety and health and environmental
management.

Other Roles
A fourth role is for an employers' organization to raise awareness among
employers of the need for increased investment in the development of human
capital as an essential condition for achieving competiveness.

A fifth role is in the training of personnel or human resource managers, given

the fact that their role still tends to be downgraded relative to other
management functions such as finance, marketing and production. This role
could also be undertaken through training support given to professional bodies
like an institute of personnel management.

A sixth role for an employers' organization is the provision of advisory

services to member companies by

• Assisting trainers in enterprises to develop or improve their in-house

training programmes, especially in the areas of the employers'
organization's expertise

• Upgrading the knowledge of company trainers

• Maintaining a directory of relevant training programmes/courses

Seventh, an employers' organization should be able to influence the provision

of training incentives to be offered to employers, through the tax system or
training levies. Numerous examples in countries abound which can provide
useful ideas to employers' organizations.

46
Eight, an employers' organization could develop training material to be used
by enterprises for in-house training.

Understanding Employee Drives and Motivations - The First

Step towards Motivation at Work

However large or small a company or business is, it is employees at all levels

that can make or break it. This holds true not only for the people we hire on a
regular basis, but also for temporary and contracted workers. It is as important
to research and study the needs, drives, and expectations of people we hire or
employ, and aim at responding to and satisfying those, as it is with regard to
customers.

In actual fact, considering the role each "employee" plays in a company's

success, analyzing and planning an adequate response to employees'
motivations deserves first place in the order of business.

Before going any further, let us shift our approach from grouping people under
the generic category of "employee" to individual human beings and term them
as "hired workers" or "working partners". This is what they are. We must
acknowledge them as human beings with individual needs, drives,
characteristics, personalities, and acknowledge their contribution to the
business success.

Though each person has specific needs, drives, aspirations, and capabilities, at
varying degrees of intensity, people's basic needs are the same, as illustrated
by Abraham Maslow in the following model:

47
 Self-Actualization

Ego

Social Needs

Safety Needs

Physiological Needs

MASLOW'S HIERARCHY OF NEEDS

Maslow explains the Hierarchy of Needs as applied to workers roughly as

follows:

Physiological Needs

Basic physical needs: the ability to acquire food, shelter, clothing and other
basics to survive

Safety Needs: a safe and non-threatening work environment, job security,

safe equipment and installations

Social Needs: contact and friendship with fellow-workers, social activities

and opportunities

Ego: recognition, acknowledgment, rewards

Self-Actualization: realizing one's dreams and potential, reaching the heights

of one's gifts and talents.

It is only when these needs are met that workers are morally, emotionally, and
even physically ready to satisfy the needs of the employer and the customers.

48
Worker motivation must also be viewed from two perspectives:

1. Inner drives

2. Outer (external) motivators.

A person's inner drives push and propel him/her towards an employer, a

particular job, career, line of study, or other activity (such as travel or
recreation). It is these drives that Maslow delineates in his hierarchy of needs,
and which we must understand and internalize, use as guidelines in our efforts
to help employees feel motivated.

The outer (external) motivators are the mirror image the employer or outside
world offers in response to the inner drives. In order to attract the "cream of
the crop" of available workers, same as in his/her dealings with customers, the
employer not only tries to satisfy these basic needs, but to exceed them -
taking into consideration additional extraordinary needs individual workers
have.

Most workers need to:

1. Earn wages that will enable them to pay for basic necessities and
additional luxuries such as the purchase of a home, or travel

2. Save for and enjoy old age security benefits

3. Have medical and other insurance coverage

4. Acquire friends at work

5. Win recognition

6. Be acknowledged and rewarded for special efforts and contributions

7. Be able to advance in life and career-wise

8. Have opportunities for self-development

9. Improve their skills, knowledge, and know-how

10. Demonstrate and use special gifts and abilities

49
 11. Realize their ideals.

The employer responds to those needs by offering and providing:

1. Employment

2. Adequate pay

3. Assistance to workers for their special needs (such as child care

arrangements, transportation, flexible work schedules)

4. Job security (to the degree possible)

5. Clear company policies

6. Clear and organized work procedures

7. A stable, just and fair work environment

8. A safe work environment

9. Medical coverage and other benefits

10. An atmosphere of teamwork and cooperation

11. Social activities

12. Reward and recognition programs

13. Incentive programs

14. Open lines of communication (formal and informal)

15. Systematic feedback

16. Training and development programs

17. Opportunities for promotion

18. Company/ business information

19. Information on customer feedback

20. Sharing of company goals and objectives a

50
 21. Information on the market situation and industry

22. Future expectations

23. Plans for the future

24. Guidance and mentoring.

It is important that the employer discover other extraordinary needs applicants

have before hiring them and know beforehand whether he/she can satisfy
those needs or not. An employee may have:

• Family responsibilities and be unable to work shifts, overtime, or

weekends

• Heavy financial responsibilities which he/she can meet only by

working at two jobs, leading to exhaustion, "sick leave", and deficient
work performance

• A desperate financial need for additional overtime and weekend

remuneration

• Premature expectations of swift promotions.

Some other needs the employer can expect, for which company policies
should be planned accordingly:

• If the company is in a remote location, all employees will have a need

for more social activities

• Many single people look for dates and spouses at work

• Some women may not be ready to work late shifts unless the employer
provides transportation back home

• Some workers may have a problem with drug or alcohol abuse.

In addition to needs and drives, adult workers have expectations from their
employer - they expect:

• A knowledgeable, experienced, expert employer

51
 • Clear and fair policies, procedures, and employment practices

• Business integrity

• Clear job descriptions

• Two-way communications

• Effective management and supervision

• Positive discipline

• Good company repute

• Good customer relations

• Company survival

• Opportunities for personal growth

• Company growth

• A share in the company's success.

Business owners and managers are under constant scrutiny by the people they
hire. Adult workers care beyond the salary - they care to know to whom they
entrust their fate, reputation, and security. They consider their work as a
major factor that shapes their lives and the lives of those dear to them. Once
they feel confident that the employer and their place of work is what they
wished for and expected, they are ready to contribute above and beyond "the
call of duty".

Most of these needs, expectations and aspirations are unexpressed - it is up to

the employer to develop a good system of company communications,
employee relations, training and development that will lead to an environment
of openness, cooperation, teamwork, and motivation that will benefit all the
parties involved.

52
Cross-Training as a motivational and problem-solving Technique

Many managers, including human resources directors, mistakenly believe that

employee motivation can be won through monetary rewards or other perks.
They learn soon enough that such perks are taken for granted and that money
is not the key to employee motivation. A professional and unified
management, in a good work environment, is the basis on which to build
employee motivation.

While high employee turnover reflects on low morale and lack of motivation,
when seen from another angle, the absence of turnover quickly results in de-
motivation since the possibility of motion and forward-motion is taken away
from employees. It is against human nature to remain static, performing the
same duties day in, day out, without expectations of change in routine or
opportunities for advancement.

Following a reading or lecture on the subject, managers sometimes implement

"job enrichment" in a misguided manner, adding unrewarded responsibilities
on the shoulders of their supervisors and employees. This results in a feeling
of exploitation and has the reverse of the intended effect.

An effective training technique which results in motivation is cross-training,

when implemented horizontally, upward and downward. Department heads,
assistants and employees can cross-train in different departments or within the
department itself. With background support, employees can have one day
training in the role of department head ("King for the Day"). When a General
Manager is away, department heads can take roles replacing him, which is a
form of cross-training.

Cross-training should be carefully planned and presented as a learning

opportunity. It should be incorporated in a hotel's master yearly training plan,
covering all positions and departments. It should begin with supervisory level
and filter down to entry-level positions. Housekeeping should cross-train in
Front Office and vice-versa; Front Office in Marketing, Sales, Public
Relations, Food & Beverage, Banquets, Security; Marketing & Sales in Front

53
Office, Food & Beverage, Purchasing; Food & Beverage Service in the
Culinary department and vice versa; Human Resources in different
departments and vice versa.

This technique achieves the following objectives:

• Prevents stagnation

• Offers a learning and professional development opportunity

• Rejuvenates all departments

• Improves understanding of the different departments and the hotel as a

whole

• Leads to better coordination and teamwork

• Erases differences, enmity and unhealthy competition

• Increases knowledge, know-how, skills and work performance

• Improves overall motivation

• Leads to the sharing of organizational goals and objectives.

Sending people to work in another department at a moment's notice is not

what cross-training is about. This has to be an effective planned process.
Employees must "buy" into the idea, be encouraged to give feedback and
make suggestions for improvement. They become "partners". Departmental
communications meetings can be used to share lessons learned. When
employees think "the grass is greener on the other side of the lawn" they soon
realize their mistake after exposure to other departments. They return to their
job with a better attitude.

Cross-training can also be used to "shake up" supervisors or employees who

have lapsed into poor performance. Upon being moved to a different position
or department, albeit temporarily, they hear "warning bells", shape up and
usually return to their positions as exemplary performers.

54
Depending on the budget at hand and the objectives to be achieved, the time
for cross-training can vary from one day to a week or more. Details must be
coordinated with the "receiving" department head. The trainee is incorporated
within the department's activities for the duration of the cross-training
(briefings, meetings, or obligations).

A more sophisticated form of cross-training is job rotation, which usually

involves extended periods (from one month to six months). With job rotation,
the employee's role is of a different nature. He is not considered as trainee,
but is responsible over certain job functions, for which he has to prove
himself.

Both cross-training and job rotation create a team of workers who are more
knowledgeable, can easily replace each other when needed and who gain new
confidence regarding their professional expertise. These two techniques lead
to great motivation throughout the company.

Unionized properties face some difficulty in implementing such techniques

due to the rigidity of Union policies and labor agreements. It is up to
management to win over Unions on this concept and convince them of the
benefits to employees' careers. Union representatives can be made to
understand that company-wide cross-training involves substantial investment
in time, effort and payroll. The benefits, however, are enjoyed by the three
main stakeholders: employees, management and guests. Employees enjoy the
rewards of added know-how, skills, career opportunities and future security
due to business success.

55
Problems for Employers' Organizations Developing
Training Role

Several reasons account for the problems faced by employers' organizations in

training their own staff, and in providing training to members. They include
the following:

• Unlike enterprises which can have their staff trained in management

and other training institutions, there are no courses and training
institutions which are geared to the needs of employers' organizations.
This places a heavy responsibility on senior staff to train new recruits
and on staff to develop themselves. Therefore organizations often rely
on the ILO to conduct training programmes designed to serve the
needs of employers' organizations, and to provide staff with study tours
to other employers' organizations.

• Most organizations do not have skilled trainers i.e. persons who have
been trained as trainers.

• Inadequate training material

• Inadequate information/knowledge relating to labor-related subjects

needed to attract enterprises to the organization's training programmes.

• The economic viability of having full time training staff. Due to

financial constraints, an employers' organization would generally have
to keep full time training staff to a minimum. Therefore staff with
special skills providing advisory and representation services should be
trained as trainers to enable them to undertake some training in their
areas of expertise.

56
Organizational Change

Conventional organizational change, which typically encompasses training

and development, and 'motivation', mostly fails.

Why? Are the people stupid? Can they not see the need for change? Do they
not realise that if the organization cannot make these changes then we will
become uncompetitive. We will lose market share. There will be job cuts. We
will eventually go out of business. Can they not see it? Actually probably not.
Or more precisely, people look at things in a different way.

Bosses and organizations still tend to think that people whom are managed and
employed and paid to do a job should do what they're told to do. We are
conditioned from an early age to believe that the way to teach and train, and to
motivate people towards changing what they do, is to tell them, or persuade
them. From the experiences at school the people are conditioned to believe
that skills, knowledge, and expectations are imposed on or 'put into' people by
teachers, and later, by managers and bosses in the workplace. But just because
the boss says so, doesn't make it so. People today have a different perspective.
And when they think about it, they're bound to.

Imposing new skills and change on people doesn't work because:

• It assumes that people's personal aims and wishes and needs are
completely aligned with those of the organization, or that there is no
need for such alignment, and

• It assumes that people want, and can assimilate into their lives, given
all their other priorities, the type of development or change that the
organization deems appropriate for them.

Instead, organizations, managers, bosses and business owners would do better

to think first about exploring ways to align the aims of the business with the
needs - total life needs - of their people. Most people who go to work are
under no illusion that their main purpose is to do what their manager says, so
that the organization can at the end of the year pay outrageously high rewards
to greedy directors, and a big fat dividend to the shareholders. The workers

57
work so that other more gifted or fortunate or aggressive people can profit
because of our efforts.

And god help those if they are running a management buyout company, intent
on floating or selling out in the next two-to-five years, making the MBO
equity-holders millionaires, and leaving the employees, on whose backs these
scandalous gains have been made, up the creek without a paddle, at the mercy
of the new owners.

How the bloody hell do you expect decent hardworking people to align with
those aims?

It's time for a radical re-think, before they all disappear up their own
backsides...

Fact one:

People will never align with bad aims. Executive greed, exploitation,
environmental damage, inequality, betrayal, false promises are transparent for
all decent folk to see:

"Oh you want me to do this training, and adjust to your changes, so I can make
more money for you and the parasites who feed off this corporation? I've got
my own life to lead thanks very much."

And that's if bosses are lucky. Most staff will simply nod and smile demurely
as if in servile acceptance. If they still wore caps they'd doff them.

The bosses should re-assess and re-align their organization's aims, beliefs, and
integrity - all of it - with their workers. Then they might begin to be interested
in helping with new skills and change, etc.

Fact two:

People can't just drop everything and 'change', or learn new skills, just because
boss says so. Even if they want to change and learn new skills, they have a
whole range of issues that keep them fully occupied for most of their waking

58
hours. The need for consulting with people is rather a good idea is that it saves
boss from his own wrong assumptions. Consulting with people does not mean
that organization is in the workers hand they wouldn't want the corporation if
they are paid well. So if the company is thinking in this then it is wrong
because consulting with people gives boss and them a chance to understand
the implications and feasibility of what boss think needs doing. And aside
from this, consulting with people, and helping them to see things from both
sides generally throws up some very good ideas for doing things better than
boss could have dreamt of by himself. It helps boss to see from both sides too.

Fact three:

Organizations commonly say they don't have time to re-assess and re-align
their aims and values, etc., or don't have time to consult with people properly,
because the organization is on the edge of a crisis.

Well whose fault is that? Organizations get into crisis because they ignore
facts one and two. Ignoring these facts again will only deepen the crisis.

Crisis is no excuse for compromising integrity. Crisis is the best reason to re-
align aims and consult with workers. Crisis is wake-up and change the
organization and its purpose - not change the people. When an organization is
in crisis, the people are almost always okay - it'll be the organizational purpose
and aims that stink.

The company should start by looking at their organization's aims and values
and purposes. What does organization actually seek to do? Whom does their
organization benefit? And whom does it exploit? Who are the winners, and
who are the losers? Does the organization have real integrity? Are they proud
of the consequences and implications of what their organization does? Will the
organization be remembered for the good that it did? And what do workers say
to themselves about the way their boss is managing change?

Some of the areas in which an employers' organization can undertake

training are:

59
a. Industrial Relations and Labour Law. This should be a priority as it is
the labour relations role which, more than any other, distinguishes an
employers' organization from other employer bodies.

b. Personnel and Human Resource Management. Training in this area

helps to strengthen personal departments and human resource
management functions. Since one of the main objectives of HRM is to
integrate it with the functions of line managers, HRM training should
be made available to all enterprise managers. However, training in this
field may require linking up with institutions which are qualified in
this regard, as it is difficult to build a comparative advantage without
external assistance.

c. Negotiation and negotiation skills. This is important not only for the
conduct of collective bargaining but also for enterprise managers in
their frequent interactions with their employees and other enterprises.

d. Safety and health. An employers' organization could develop a limited

role, such as interpreting relevant laws and training safety committees
in enterprises.

e. Productivity. Here a limited role is possible, largely through training to

achieve sound industrial relations and in HRM practices which
promote productivity improvement. Productivity bargaining and
performance and skills based pay systems are a part of an employers'
organization's mandate directly linked to productivity.

f. Supervisory training. This often neglected area of training is an

important means of improving workplace labour relations and
productivity. The ILO has developed a supervisory training module
which has been found useful by enterprises.

g. Cross-cultural management training. In the context of increasing

investment in countries from both within and outside the region and
the apparent proliferation of disputes flowing from cross-cultural
"mismanagement", there is scope for the development of training

60
 programmes for foreign personnel designed to acquaint them with
local practices and cultural factors relevant to managing local
employees. Increasingly, local employees also need to adjust to the
management requirements and styles of foreign companies. Strangely,
this has been a much neglected area of training. However, it requires
quite a mastery of local systems, practices and culture.

Training should not take the form of only collective training programmes i.e.
for personnel from several different enterprises. Considerable impact can be
achieved through the design and conduct of training programmes for particular
enterprises at plant level as it facilitates addressing a particular enterprise's
needs. The latter type of programme also has a reasonable chance of attracting
senior managers who are in a position to influence the company's policies.

Equipping the Organization for Training

The organization should equip itself to perform a training role. Among other
things, this involves the followings:

• Analyzing the organization's strengths and weaknesses in training in

the light of the needs assessment surveys and identification of the areas
of training.

• Training the staff in training skills

• Where relevant, studying the management of the training function of

employers' organizations which have developed an excellence in
training

• Improving the organization's information/research/knowledge base

• Developing training courses and materials

• Where necessary entering into arrangements with outside individuals

or institutions to design and/or conduct training programmes

• Appointing a training manager, or at least a person to plan and

coordinate the training

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 • Acquisition of the training equipment needed.

As a brief review of terms, training involves an expert working with learners

to transfer to them certain areas of knowledge or skills to improve in their
current jobs. Development is a broad, ongoing multi-faceted set of activities
(training activities among them) to bring someone or an organization up to
another threshold of performance, often to perform some job or new role in the
future.

62
Topics of Employee Training

1) Corporate ethics: This covers the value of good manners,

courtesy, consideration, personal décor and good rapport. It also
shows why and how to discourage gossip, controversies, personal
work at office, rush jobs etc.

2) Communications: The increasing diversity of today's workforce

brings a wide variety of languages and customs. Right from the
way the receptionist handles a call to how the CEO deals with a
customer gives a glimpse of the image of an organization. Such
training encompasses oral, written and presentation skills. It
stresses the importance of communication being clear, concise,
concrete and colorful.

3) Career and life planning: A primarily employee-oriented

training objective u undertaken to help employees plan for their
lives, career, retirement, redundancy etc. Such training imparts the
values of life skills that employees need under different and
difficult circumstances.

4) Computer skills: Computer skills are becoming a necessity for

conducting administrative and office tasks.

5) Customer service: Increased competition in today's global

marketplace makes it critical that employees understand and meet
the needs of customers.

6) Diversity: Diversity training usually includes explanation about

how people have different perspectives and views, and includes
techniques to value diversity

63
7) Staff management and team building: Such training shows the
importance and benefits of good management and how everyone
can achieve more through teamwork.

8) Stress management: Stress is an individual’s response to threats

and challenges in the environment. Manifested physiologically and
physically, it may occur due to role conflict, role ambiguity, role
incompatibility, role overload or role under load. Stress
management techniques are covered under this objective.

9) Time management: Time management skills covered here

showcase the importance of being specific, delegation and
prioritization. They also show how to set measurable, attainable,
relevant and time-bound goals.

10) Human relations: The increased stresses of today's workplace

can include misunderstandings and conflict. Training can people to
get along in the workplace. It also includes interpersonal
relationship skills Communication is a two-way exercise and this
objective covers the importance of listening, concentrating,
showing empathy and self-awareness.

11) Quality initiatives: Initiatives such as Total Quality

Management, Quality Circles, benchmarking, etc., require basic
training about quality concepts, guidelines and standards for
quality, etc.

12) Safety: Safety training is critical where working with heavy

equipment , hazardous chemicals, repetitive activities, etc., but can
also be useful with practical advice for avoiding assaults, etc.

64
13) Sexual harassment: Sexual harassment training usually
includes careful description of the organization's policies about
sexual harassment, especially about what are inappropriate
behaviors.

14) Memory skills: This objective highlights techniques for better

reception, retention and recall through audio and visual learning
techniques. It helps to improve skills by employing all senses,
associating and following systematic review plans.

15) Special skills: Besides the above, organizations also impart

special job-related skills. These may include technology training,
report writing, technical training, quality assessments etc.

An organization may choose to impart training in any or many of

the objectives mentioned above. But before one invests it is
important to choose a trainer who is good and capable of making a
positive difference with his or her training methodologies. Also
organizational training needs to be undertaken keeping the mission
and the vision statement of the organization in view.

65
Benefits from Employee Training and Development
Regardless of the size or type of an industry or business, training can have
a measurable impact on performance and the bottom line.

Research shows that productivity increases while training takes place. A

staff who receives formal training can be 230 per cent more productive
than untrained colleagues who are working in the same role. Staying
competitive is the key to sustainability. Training your staff, keeping them
motivated and up-to-date with industry trends and new technologies is
essential to achieving that goal.

Staff benefit too, learning new skills and becoming a valued asset in any
organization. Training brings direct benefits to business and can be
calculated as a return on investment.

High labor productivity increases business output and can open a greater
share of the market or expand it by improving products, services and
reputations.

Successful training is focused on supporting your business objectives.

 Staff retention
Training increases staff retention which is a significant cost saving, as the
loss of one competent person can be the equivalent of one year's pay and
benefits.

In some companies, training programs have reduced staff turnover by 70

per cent and led to a return on investment of 7,000 per cent.

 Improved quality and productivity

Training that meets both staff and employer needs can increase the quality
and flexibility of a business’s services by fostering:

• Accuracy and efficiency

• Good work safety practices
• Better customer service.
Most businesses provide on-the-job training, particularly during induction.
Ongoing training almost always shows a positive return on investment.

66
 The flow-on effect
The benefits of training in one area can flow through to all levels of an
organisation. Over time, training will boost the bottom line and reduce
costs by decreasing:

• Wasted time and materials

• Maintenance costs of machinery and equipment
• Workplace accidents, leading to lower insurance premiums
• Recruitment costs through the internal promotion of skilled staff
• Absenteeism.
• Staying competitive
Businesses must continually change their work practices and infrastructure
to stay competitive in a global market. Training staff to manage the
implementation of new technology, work practices and business strategies
can also act as a benchmark for future recruitment and quality assurance
practices.

As well as impacting on business profit margins, training can improve:

• Staff morale and satisfaction

• 'Soft skills' such as inter-staff communication and leadership
• Time management
• Customer satisfaction

There are numerous sources of on-line information about training and

development. Several of these sites (they're listed later on in this library)
suggest reasons for supervisors to conduct training among employees. These
reasons include:

1. Increased job satisfaction and morale among employees

2. Increased employee motivation

3. Increased efficiencies in processes, resulting in financial gain

4. Increased capacity to adopt new technologies and methods

5. Increased innovation in strategies and products

67
6. Reduced employee turnover

7. Enhanced company image, e.g., conducting ethics training (not a good

reason for ethics training!)

8. Risk management, e.g., training about sexual harassment, diversity training

Companies that have a healthy training culture report the following benefits:

• Improved quality

• Increased productivity

• Greater flexibility and responsiveness to change

• Reduced insurance premiums

• Less wastage

• Reduced maintenance and repair costs

• Greater commitment from staff

• Higher staff retention rate

• Improved morale.

Perhaps the most important benefit of a healthy training culture is that the
skills of your staff are formally recognised and that your employees feel that
their contribution to the company is valued.

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Renewed focus on Corporate Training
Upcoming technologies are aimed at making organizational processes more
efficient, but this effort is incomplete without proficient employees who are in
touch with forthcoming innovations in their companies. Today, human capital
has replaced physical capital as a source of competitive advantage for all
organisations, big and small; hence there is a renewed focus on corporate
training to create a better, faster and smarter workforce that will impact
business results.

The training industry in India has evolved as a business effectiveness tool. The
arena of training has moved on from employee retention programmes to issues
like sales training, leadership, relationship building and increasing production.
Sanjeev Duggal, CEO and MD, NIS of Sparta says that, “Training has become
a critical business enabler and is being linked to business outcome. Due to
ever-changing market scenarios and stiff competition, every organisation
wants to make optimum use of the most critical resource-people-efficiently
and effectively to impact business results.”

In-house vs. outsource

The kind of training requirement an organization has determines whether the

training is conducted in-house or is outsourced to a third party. Duggal notes,
“Training programmes that involve volume and are done on a consistent basis
(like the voice-and-accent training imparted at BPOs) is generally done in-
house. But an organization usually involves a third party when there is need
for a specialized training programme like a management development
programme, role-based skill development programme or outbound
programme.”

Corporate preference is generally towards organizations that have good

experience in training corporate personnel. Training students and training
professionals are different in terms of approach, methodology and delivery.
Trainers have to be highly experienced with a track record of successful
delivery.

69
Nair explains, “Training programmes are usually in-house where the client
utilizes his own environment and facilities, thereby giving him traveling and
economic benefits. But some organizations outsource their entire training
programmes to qualified and reputed training organizations after due diligence
on their credentials, faculties, client references and experience in the
business.”

According to Katyal, the choice between outsourcing and in-house training

depends on the nature and need of the organization. IT and BPO companies
undertake a lot of in-house training, and depending on the kind of specialized
training required, they outsource. Government sector companies mostly
choose to outsource. Outsourcing offers the advantage of sourcing scarce
talent and the ability to ramp up quickly, whereas in-house training offers
greater control.

Matching schedules and providing customized courseware for customized

content is another operational challenge in this segment.

Katyal points out that the challenges which companies face while undertaking
training programmes includes finding locations for training in remote areas
and an experienced faculty.

Multiple gains

Training makes an organization well-equipped to keep pace with the changing

dynamics of business. Employees frequently develop a greater sense of self-
worth, dignity and well-being as they become more valuable to the firm and to
society. Generally, they receive a greater share of the material gains due to
their increased productivity. These factors give them a sense of satisfaction
through the achievement of personal and company goals.

Nair points out that IT-based training programme enable participants to use
software to its fullest potential, thereby cutting down time requirements and
getting the best RoI on the company’s technology deployments. “Training as a
culture also helps corporate HR retain their people. On the technology side,
participants aspire for knowledge initiatives. Constant updating on

70
technologies is at most times a good reason for people to stay longer in an
organization.”

He adds, “From a training company perspective, it’s a relationship-based

marketing model and leads to a constant revenue model. It’s an effective B2B
model for mature IT training companies, and in the process adds value to their
clients and their own business. Even for their technical staff, it’s a new scale
that they always aspire to reach as a technocrat.”

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The State of Training and Development: More Spending, More
Scrutiny

As investment in training continues to rise, with resources migrating away

from in-house programs, employers are demanding better accounting to ensure
that their development dollars go toward furthering strategic goals and
bolstering the bottom line.
Technology and global competition, the two driving forces of economic
change in today’s business world, haven’t bypassed the once-staid world of
training and development. Companies seeking to gain advantage through
better-trained and better-developed workers are employing everything from e-
learning delivery systems to multicultural and polyglot training solutions.
They are hiring chief learning officers to deal with the increasingly complex
field. And they are demanding better accounting of results.

Jack Kramer, vice president of global alliances for Sum Total Systems of
Mountain View, California, says that every training effort--from the most
sophisticated leadership course to the most basic regulatory compliance
training module--is being rigorously vetted for more than just content.

"They want to know, ‘What is the financial impact?’ “Kramer says.” ‘Have
you cut costs? Have you solved compliance issues? Have you assimilated
learning into company operations?’ "

Yet despite the focus on efficiency and cost control, overall spending on
training and development continues to raise, a reflection of the fact that
companies are ratcheting up the amount of training they require of their
workers in the ceaseless drive for a competitive edge. Companies clearly
subscribe to the belief that smarter, better-trained workers increase chances for
success.

"We are seeing spending continue to rise," says Pat Galagan, vice president
of content for the American Society for Training & Development. "The thing
we are noticing is that companies are working to get more efficiency, more

72
effectiveness and better alignment out of training. It means they are doing an
enterprise accounting of learning expenditures."

Still, the amount of training that can be outsourced has yet to peak, thanks
in part to the ever-changing and rising need to meet mandates for training in
subjects like worker safety or financial reporting. Vendors predict that their
businesses will enjoy years of continued growth.

According to the ASTD report, in-house training and development is still by

far the place where the most dollars are spent. But it commands a shrinking
share. In-house spending declined from 66.8 percent of total spending in 2000
to a projected 57.4 percent for 2005. At the same time, outsourcing rose from
22.2 percent of total spending in 2000 to a projected 29.1 percent in 2005.
(Tuition reimbursement, the other major use of training and development
money, rose modestly, from 11 percent in 2000 to 13.5 percent in 2005.)

73
Training In Various Industries

1)Training in News Center

The news industry, traditionally untroubled about staff development, is taking

a new look. In today’s multimedia world, industry leaders feel heightened
competition for the best and brightest employees. Economists predict an acute
shortage of “knowledge workers.” Starting salaries for journalists, stagnant
for decades, have begun to creep upward. Industry attrition also is climbing,
and an increasingly professional journalism workforce wants – and is starting
to get – more training and mid-career education.

The same information revolution that draws away journalistic talent also
siphons off the attention of audiences. But a growing body of research, as
well as the experience of many news leaders, shows that improving staff
development and training can help news organizations improve the quality of
their journalism to keep and even expand audiences.

Benefits include:

1. Journalists with learning and development opportunities stay with

organizations longer. Higher employee retention both saves money and
strengthens readership.

2. News organizations with strong training and education programs enjoy

a greater chance of success in creating newsroom diversity and
reaching wider audiences.

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 3. A learning newsroom is more likely to have a constructive culture,
increasing performance.

4. Skill, topic and value training all help journalists provide greater
editorial quality.

1. Journalists with learning and development opportunities stay with

organizations longer. Higher employee retention both saves money and
strengthens readership.

Average turnover across America’s newsrooms, historically low compared to

other non-manufacturing industries, climbed in the 1990s as Internet and
other opportunities lured many journalists away from traditional media. By
2000, newsroom turnover in the newspaper industry averaged 15 percent,
about the same average found across industry nationally.

“Newspapers feel they are dealing with a mounting crisis in getting and
keeping good people,” the Media Management Center’s Readership Institute
reported in 2000. “In countless conversations with newspaper executives, two
themes recur: ‘We’ve got candidates for jobs, but we don’t seem to be getting
the cream of the crop any more,’ and ‘we keep losing the people we can’t
afford to lose.’”

Recruiting and retention challenges are likely to increase. The middle-aged

baby boomers who make up the largest portion of the news industry will
retire in the first quarter of the 21st century. The worker group that follows is
smaller and less likely to be loyal to any organization that does not provide
challenges and development opportunities.

“We are about to face a demographically driven shortfall in labor that will
make the late 1990s seem like a minor irritation,” Anthony Carnevale, former
chairman of the National Commission for Employment Policy, told Business
2.0 magazine in September 2003.

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This will worsen what the Readership Institute calls the”hidden” business
cost of turnover, the relationship between high-turnover staffs and high-
turnover readership.

“Difficulties in recruiting and keeping talented workers come at a time when

levels of readership and share of advertising continue to slowly but steadily
erode. New research shows these issues are linked – that high turnover can
depress reader satisfaction, readership and how people perceive the
newspaper’s brand,” the Readership Institute said after its Impact Study of
100 newspapers.

“That alone is a compelling opportunity for newspapers to focus on getting

and keeping the best.”

The Readership Institute identifies development and learning activities as

critical to retaining staff and building a dynamic workforce.

Newsrooms do not typically track or report their turnover rates or link them
to staff development activities. In those that do, however, there appear clear
relationships between staff development and turnover.

The 2002 study “Newsroom Training: Where’s the Investment?” underscored

that improved opportunities for training and development will be critical to
the retention of journalists in all media as the economy opens up. Though
three in 10 journalists told researchers they received regular training, an even
greater number – a full third of those surveyed – expressed dissatisfaction
with training opportunities. The lack of training outranked even compensation
and lack of opportunities for promotion among the journalists surveyed.

The survey, co-sponsored by the Council of National Journalism

Organizations and the Knight Foundation, estimated that the news industry
spends .07 percent of payroll annually on training and staff development,
when industries generally spend three times that amount and some high-
performing corporations spend 10 to 20 times that amount.

76
2. News organizations with strong training and education programs
enjoy a greater chance of success in creating newsroom diversity and
reaching wider audiences.

The news industry hopes to keep and expand its audience in an increasingly
diverse nation, yet it struggles to keep and expand the number of women and
journalists of color in its newsrooms.

Journalists of color who leave the profession generally cite a lack of

professional challenge and a lack of opportunities for advancement.

Improved training and professional development has been an important factor

at the relatively few dailies that have achieved racial parity with their
communities.

Past surveys show journalists of color joined by both women and young
journalists as being statistically more likely to want to leave a job if it does
not offer a chance to learn and grow. News industry efforts to reach younger
news consumers as well as female consumers also can be hampered by a lack
of training and staff development.

3. A learning newsroom is more likely to have a constructive culture,

increasing performance.

Staff development – investments that enhance an individual’s skills,

knowledge and behavior – strengthens companies by doing more than
reducing turnover.

Organizations with constructive, learning workplace cultures tend to do better

in the marketplace. In the news industry, Readership Institute research has
stressed that the “defensive” cultures of most newsrooms are a primary
obstacle to growing audience.

The Southern Newspaper Publishers Association recently faced both of these

factors – a constructive need to add training and defensive budget cuts during
the recent recession – and fashioned a creative solution to increase staff

77
development opportunities for its member newspapers, many of which are the
small newsrooms most in need of training.

Inspired by the “Cox Academy,” which provides newsroom training for

regional clusters of Cox newspapers, SNPA developed a “traveling campus”
program to offer weekend training at 20 sites per year, reachable by car by
any member.

In 2002, more than 7,600 newspaper employees attended the traveling

seminars, nearly as many people in one year as the SNPA foundation had
trained in the previous 32 years. By the end of 2003, the organization’s
members had pledged $8 million of a $10 million endowment needed to
permanently fund the training.

4. Skill, topic and value training all help journalists provide greater
editorial quality.

News industry leaders say they can compete only with relevant, credible
content. These key elements of editorial quality – and of any quality news
brand – rely increasingly on the skill, knowledge and ethics of the staff.

The Readership Institute points to newspaper craft skills such as writing,

photography, graphics and page design as keys to increasing reader
satisfaction. Recommending improved technique is one thing, putting it into
place is another. That’s where increased and improved training and
development comes in.

Similarly, news organizations struggle to provide content that is relevant

across a wider audience that includes young people and people of color.
Updating knowledge and expertise – whether it is community knowledge or
specialized knowledge in business, science, health, and law – is essential to
this process. Newsrooms with a high commitment to training already know
and practice this. The challenge is to find practical ways to increase the
capacity of newsrooms of all sizes to know and practice it.

Recent events have shown that credibility is a vital yet fragile force in any
news organization. Ongoing training and staff development around values

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and ethics is needed as market forces increase pressure on standards. Indeed,
when journalists say they want training, they refer to all three types – skills,
knowledge and ethics.

In newsrooms, journalists consistently say they need more training to do their

jobs. The national training survey found surprising harmony -- eight in 10
journalists believe they need more training to keep up with changing
demands, and nine in 10 news executives agreed.

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2 Training in Call Centers

Top Four blunders in Training

This is big questions that will the Outsourcing Trend continue to survive with falling training
standards?

What's the bottom line? Call Center Employers will regret slashing their
training budgets to save a few dollars. For a small investment, employers can
protect themselves and save hundreds of thousands of dollars in costs. Below
are the top four training blunders that many employers make and later regret.

Blunder #1: They distribute training policies and that's all they need to
do.
Distributing a company/induction/training policy is not sufficient to show
workforce that a company has met its legal obligation to train its workforce
and create an educated work-environment. Also, line managers - the people in
the trenches and making their daily employment decisions - are the best hope
of creating a energetic & learning workplace. Therefore, it is very important to
train the management staff so they can "spot the issue," recognize a situation
involving a issue and seek help from HR.

Blunder #2: They fine since they had training six months ago.
In order to use training as a defense tool, companies must verify that each and
every worker received training. All companies experience turnover and
absenteeism problems, which undermine training effectiveness. Therefore,
companies should receive written or electronic training verifications and audit
those verifications ANNUALLY to ensure legally defensible training.

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Compliance training loses significant value if the company is not able to
present tracking information and documentation showing that each of their
workers received annual training. Also, many employers experience the all too
common scenario where they know they provided training, they know the
employee likely attended the training - but they cannot prove it for lack of
documentation. The company shouldn’t make such mistake.

Blunder #3: the company has an HR assistant conduct training

workshops.
A company needs to rely on the quality and effectiveness of its training.
Otherwise, why do it? Using an in-house trainer can be difficult if the person
lacks expertise or credibility within the organization. The trainer must be a
senior executive or an outside professional to gain the respect and attention of
the training participants. Also, companies should have a qualified expert
conduct the training - a person who can also provide training testimony in the
event the training is ever legally challenged.

Blunder #4: the company always want in-person training rather than
Web-based and they can't afford it this year.

A blended learning solution (combining in-person and Web-based) is the most

comprehensive and effective training solution. However, some Web-based
programs can also be an effective stand-alone solution. For example, in-person
training costs about 4000 to 5000 per person just for the training. That does
not account for ancillary expenses such as travel costs, staff costs or lost
productivity/opportunity costs. In contrast, Web-based training can cost as
little as 3000 per person, without any hidden costs.

The call center employers need to devote energy and resources to their
employees more than ever before in order to maintain a productively
workplace amidst this recession and the poor morale pervading the
marketplace.

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 TRAINING
AND
DEVELOPMENT
IN
BST TEXTILE

82
TRAINING AND DEVELOPMENT IN BST TEXTILE
Human resource is a most valuable asset in the Organization. Profitability of
the Organization depends on its utilization. If their utilization is done properly
Organization will make profit otherwise it will make loss. If a good dancer
appointed as a Chief Executive Officer of a Company, he may not run the
business. So right man should be procured at right place in right time,
otherwise their proper utilization may not be done. To procure right man at
right place in right time, some information regarding job and job doer is
highly essential. These information are obtained through Job Analysis, Job
Descriptions, Job Specifications. BST TEXTILE procure manpower in a very
scientific manner . It gets information by use of these important documents
like Job Analysis, Job Descriptions and Job Specifications. Without these
recruitment may be unsuccessful. Before recruit a person all information
regarding job, working conditions, duties and responsibilities of job doer,
Skills experiences qualifications of an employee to do the particular job is
highly essential. To obtain the pertinent information regarding job, duties,
responsibilities, working conditions, skill efficiency, education and experience
of the employee, BST TEXTILE , gets the help of Job analysis, job
description and job specifications.

83
CONCLUSION

84
 Conclusion
Studying the Training and Development at BST TEXTILE MILLS PVT.
LTD. LTD, analyzing the respondents answers, opinion survey and date
analysis the researcher came to a conclusion that BST TEXTILE is a growing
Company. It has a separate personnel department which is entrusted with the
task of carrying out the various policies, program like recruitment selection,
training etc. effectively and efficiently. The business of BST TEXTILE is
carried on in a very scientific manner. In the saturation point of business it
need not waste the time to diversify into the another business. Management
understands the business game very well. At the time of difficulty it takes
necessary action to solve the problem. Now the personnel department of BST
TEXTILE is in infancy stage. It always try to modernize the department. It
strongly believes in manpower position of the organization because it knows
in the absence of ‘M’ for man all ‘Ms’ like money, material, machines,
methods and motivation are failure. It always tries to develop the human
resources. In the absence of right man, material, money, machines all things
will not be properly utilized. So it always recruits manpower in a scientific
manner.

85
The employers should keep in mind these four rules of thumb when designing
the company’s strategy and solution:

Rule #1: Internet technology is the key to a profound revolution in

learning.
The effects of Internet technology on employee training are indeed profound;
however, technology - any technology - should be seen as a tool, not a strategy
or final goal. Just because they have good word processing software doesn't
mean you write well. Likewise, the Internet cannot, in and of itself, improve
the quality of the learning and the content they put on it. The employers need
to use Internet technology combined with high quality, effective learning to
maximize learning and retention levels.

Rule #2: There is an enduring and important role for traditional

classroom instruction.
People who believe technology will totally replace great teachers in front of
classrooms of highly motivated learners are as misguided as those who believe
the Internet is a passing fad. The blended learning solution, i.e., a mixture of
classroom and Web-based training is the most effective and comprehensive
learning strategy.

Rule #3: Learning is a continuous, cultural process - not simply a series of

workshops.
Employees retain about 50% to 60% of what they learn in a formal training
workshop. Often, employees forget what they have learned within two months
of the workshop. Therefore, access and opportunities to learn should be
available to anyone, anywhere, and at any time within an organization.
Organizational learning is as much about what happens outside formal
learning programs as it is about the programs themselves.

Rule #4: Strategy development and implementation are never really

finished.
Employers change as their business changes. They adjust it as their people
become more skilled and knowledgeable. The employers redefine it as new
technology options become available. And, they constantly test it against the

86
mission and vision of their business, making sure they are always in
alignment.

Due to training there is greater stability, flexibility and capacity for growth in
an organization. Accidents, scrap and damage to machinery and equipment
can be avoided or minimized through training. Even dissatisfaction,
complaints, absenteeism, and turnover can be reduced if employees are trained
well. Future needs of employees will be met through training and development
programmes. Organizational take fresh diploma holders or graduates as
apprentices or management trainees. They are absorbed after course
completion. Training serves as an effective source of recruitment. Training is
an investment in HR with a promise of better returns in future. Though no
single training programme yields all the benefits the organization which
devotes itself to training and development enhances its HR capabilities and
strengthens its competitive edge. At the same time, the employee’s personal
goals are furthered, generally adding to his or her abilities and value to the
employer. Ultimately, the objectives of the HR department and also of the
organization are also furthered.

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REFERENCES

88
 REFERENCES

1. K Ashwathappa, (1997) Human Resource and Personnel

Management, Tata McGraw- Hill 131-176

2. Chris Dukes, (2001) Recruiting the Right Staff

3. John M. Ivancevich, Human Resource Management, Tata

McGraw- Hill, 2004

4. Steve Kneeland, (1999) Hiring People, discover an effective

interviewing system; avoid hiring the wrong person, recruit
outstanding performers

5. Stone, Harold C and Kendell, W.E Effective Personnel

Selection Procedures, 1956

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