A SUMMER TRAINING PROJECT

ON
“TRAINING AND DEVLOPMENT”

Project Report Submitted By:-

Raman Kant

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE AWARD OF THE DEGREE OF
MBA
MASTER OF BUSINESS ADMINISTRATE

SHRI GURU TEG BAHADUR KHALSA COLLEGE ANANDPUR SAHIB

(ROPAR)
 DECLARATION

I the undersign hereby declare that the project report entitled “Training and
Development” written and submitted by me to SHRI GURU TEG BAHADUR
KHALSA COLLEGE ANANDPUR, n partial fulfillment of the requirement for
the award of MBA under the guidance of Mr. A.C Verma Mr. Ajay Shina, and
Mr. Davinder Kumar and the conclusion drawn there in are based on the
material collected by myself. I hereby declare also this study has not been
permitted by me to publish anywhere.

Raman Kant
Place: Ropar

Date:
 ACKNOWLEDGEMENT

I take the opportunity to express our gratitude to all the concerned people who have
directly or indirectly contributed towards completion of this project. I extend my
sincere gratitude towards Ambuja Cement Ltd providing the opportunity and
resources to work on this project.
I am extremely grateful to Mr. AC Verma and Mr. Ajay Shina, my mentor in Ambuja
for her guidance and invaluable advice during the projects. Also to my guide,
Mr. Davinder Kumar whose insight encouraged me to go beyond the scope of the
project and this broadened me learning on this project.
I also want to show my gratitude to All the employees of Ambuja Cement Ltd.
whose insight helped me to complete this project.

Raman Kant
 PREFACE

The global economy of the day has endangered the survival of every organization and
in particular those who want to have a competitive edge over the others. The
competitive edge may be a distant dream in the absence of Superior Quality Products
which otherwise is the function of well-trained employees. Today resources are scarce
and have to be used carefully and trainers of all kinds are required to justify their
position and account for their activities. Training activities, which are ill directed and
inadequately focused, do not serve the purpose of the trainers. The trainees or the
organization hence identification of training needs becomes the top priority of every
progressive organization. Identification of training needs, if done properly, provides
the basis on which all other training activities can be considered and will lead to
multiskilling, fitting people to take extra responsibilities increasing all round
competence and preparing people to take on higher level responsibility in future.
CONTENTS
TOPIC
CHAPTER 1: (i)Introduction
(ii)Scope and Objectives
(iii)Executive Summary

CHAPTER 2: (i)Introduction to Ambuja Cement Ltd.

(ii)About the project
(iii)Training and Development
(iv)Importance of Training
(v)Objectives of Training
CHAPTER 3: (i)Learning and Training
(ii)Training inputs
(iii) Benefits of training
(iv) Methods of training
(v) Training Design
(vi) Training method used in Reliance
CHAPTER 4: (i)Methodology of the project
(ii)Data interpretation and analysis
(iii)Findings
(iv)Questionnaire

CHAPTER 5: (i) Limitations

(ii) Suggestions
(iii) Conclusion
CHAPTER 6: (i)Bibliography
 CHAPTER-1
INTRODUCTION

Employee training tries to improve skills, or add to the existing level of knowledge so that
employee is better equipped to do his present job, or to prepare him for a higher position with
increased responsibilities. However individual growth is not and ends in itself. Organizational
growth need to be measured along with individual growth.
Training refers to the teaching /learning activities done for the primary purpose of
helping members of an organization to acquire and apply the knowledge skills, abilities, and
attitude needed by that organization to acquire and apply the same. Broadly speaking
training is the act of increasing the knowledge and skill of an employee for doing a particular
job.
In today’s scenario change is the order of the day and the only way to deal with it is to
learn and grow. Employees have become central to success or failure of an organization
they are the cornucopia of ideas. So it high time the organization realize that “train and retain
is the mantra of new millennium.”

SCOPE OF THE STUDY

The scope of the study covers in depth, the various Safety Programs, Modes, formats
being followed and is limited to the company Ambuja Cement Ltd. and its employees. The
different safety programs incorporated/facilitated in Ambuja Cement Ltd through its faculties,
outside agencies or professional groups. It also judges the enhancement of the knowledge of
employees regarding safety and health and its effectiveness.
OBJECTIVE OF THE STUDY

The broad objective of the study in Ambuja Cement Ltd is to study the safety programs
and satisfaction of workers regarding the safety program and safety facility provided during
the work . The specific objectives of the study are:
1) To examine the effectiveness of training in overall development of skills of workforce.
2) To examine the impact of training on the workers.
3) To study the changes in behavioral pattern due to training.

EXECUTIVE SUMMARY
Every organization needs to have well trained and experienced people to perform the
activities that have to be done. If current or potential job occupants can meet this
requirement, training is not important. When this not the case, it is necessary to raise the skill
levels and increase the versatility and adaptability of employees.
It is being increasing common for individual to change careers several times during
their working lives. The probability of any young person learning a job to day and having
those skills go basically unchanged during the forty or so years if his career is extremely
unlikely, may be even impossible. In a rapid changing society employee training is not only
an activity that is desirable but also an activity that an organization must commit resources to
if it is to maintain a viable and knowledgeable work force.
The entire project talks about the training and development in theoretical as well as
new concepts, which are in trend now.
Here we have discussed what would be the input of training if we ever go for and how
can it be good to any organization in reaping the benefits from the money invested in terms
like (ROI) i.e. return on investment. What are the ways we can identify the training need of
any employee and how to know what kind of training he can go for? Training being covered
in different aspect likes integrating it with organizational culture. The best and latest available
trends in training method, the benefits which we can derive out of it. How the evaluation
should be done and how effective is the training all together.
 Some of the companies practicing training in unique manner a lesson for other to
follow as to how to train and retain the best resource in the world to reap the best out of it.
Development is integral part of training if some body is trained properly and efficiently the
developments of that individual and the company for whom he is working. Here we discussed
about development of employee, how to identify the needs, and after developing how to
develop executive skill to sharpen there knowledge. Learning should be the continuous
process and one should not hesitate to learn any stage. Learning and developing is fast and
easy at Ambuja Cement Ltd.
 CHAPTER-2
Ambuja Cement Ltd Profile

Introduction to Cement Industry

The cement industry is one of the main beneficiaries of the infrastructure boom. With
robust demand and adequate supply, the industry has bright future. The Indian Cement
Industry with total capacity of 165 million tones is the second largest after China.
Cement consumption in India has increased by over 22% in 2009-10 from 2007-
08.Among the states, Maharashtra has the highest share in consumption at 12.18%,followed
by Uttar Pradesh, In production terms, Andhra Pradesh is leading with 14.72% of total
production followed by Rajasthan.
Cement industry has contributed around 8% to the economic development of India.
Cement industry has a long way to go as Indian economy is poised to grow because of being
on verge of development.
The company continues to emphasize on reduction of costs through enhanced
productivity, reduction in energy costs and logistics expenses.
As per the Working Group report on Cement Industry for the formulation of the 11th
Plan, the cement demand is likely to grow at 11.5 per cent per annum during the 11th Plan
and cement production and capacity by the end of the 11th Plan are estimated to be 269
million tones and 298 million tones, respectively, with capacity utilization of 90 per cent.
Foreign cement companies are also picking up stakes in large Indian cement
companies. Swiss cement major Holmic has picked up 14.8 per cent of the promoters' stake
in Gujarat Ambuja Cements (GACL). Holism’s acquisition has led to the emergence of two
major groups in the Indian cement industry, the Holmic-ACC-Gujarat Ambuja Cements
combine and the Aditya Birla group through Grasim Industries and Ultratech Cement.
Introduction to Ambuja Cement

Ambuja Cements was set up in 1986. In the last decade the company has grown
tenfold. The total cement capacity of the company is 18.5 million tones. Its plants are some of
the most efficient in the world. With environment protection measures that are on par with the
finest in the developed world.

Ambuja Cements Limited, formerly known as Gujarat Ambuja Limited is a

major Cement producing company in India. The Group's principal activity is to manufacture
and market cement and clinker for both domestic and export markets.
The Company also operates a hotel through its subsidiary GGL Hotel and Resort
Company. It has shown innovation in utilizing measures like sea transport, captive power
plants, and imported coal and availing of govt. sops and subsidies to constantly check the
costs.
The company's most distinctive attribute, however, is its approach to the business.
Ambuja follows a unique homegrown philosophy of giving people the authority to set their
own targets, and the freedom to achieve their goals. This simple vision has created an
environment where there are no limits to excellence, no limits to efficiency. And has proved
to be a powerful engine of growth for the company.
As a result, Ambuja is the most profitable cement company in India, and one of the
lowest cost producers of cement in the world.
Its focus:-
 Best quality cement
 Good packaging
 Logistic management - strong distribution network
 Customer service
Capacity built up from 0.7 Mn tones in 1986 to 18.0 Mn tones as of today at CAGR of
18% Organic growth and growth through acquisitions
2001 - Private equity investors (American International Group & Government of Singapore)
invested in ACIL
2005 - ACIL restructured as a joint venture with Holmic
2006 - Founder promoters sold part of their holding in ACL in favor of Holmic
ACL is a Holmic Group company since May 2006
Capacity built up from 0.7 mn. Tones in 1986 to 16.0 mn. Tones today.
Sea transportation of bulk cement from Gujarat to 3 terminal ports at Surat, Mumbai & Sri
Lanka.
A captive port at Muldwarka (Gujarat) for inward / outward movement of goods.
Plant Location:
Goals and Objectives
MISSION:
Delighted customers,
Inspired employees,
Empowered partners,
Energized society
VISION:
To be India’s most admired company

OBJECTIVE OF COMPANY:
The management of Gujarat Ambuja decided some objectives to become topper in the
market. And the objectives are:
• Better quality then other company.
• Fair returns to share holders.
• A higher productivity to cover maximum market.
• Maximum customer satisfaction.
• Clean & healthy Environment for employee’s growth.
• Try to lower pollution to fulfillment of social responsibilities
Broad Strategies Applied by the Management in Functional Areas
COMPANY’S STRATEGY:
Captive Infrastructure: Ports & Power Plants
⇒ Presence in the growing markets of North & West

⇒ Retail Focus – Premium pricing

⇒ Largest Exporter of cement

⇒ 35% Cement transport by sea - Cheapest Mode

⇒ One of the Lowest Cost Cement Producer

MARKETING STRATEGY:
⇒ Emphasis was on Quality
⇒ High Advertisement for BRANDING-3 times than ACC at one time
⇒ Improvement in Packaging by information provided by suppliers
⇒ Extensive & primarily exclusive distribution network-Over 6,000 dealers and 20,000
retailers
⇒ Promotion through seminar, workshops for masons, architects, contractors etc by
providing info on use of AMBUJA CEMENT
⇒ Advertising and Publicity campaign

HUMAN RESOURCE POLICY:

⇒ Unlocking Potential of Employees
⇒ Employed Experienced people from other companies
⇒ More stress was on enthusiasm not on experience
⇒ Motivating factor was empowerment to perform than monetary factor
 ⇒ Free access to senior official including VP
⇒ Communication Meetings on regular basis to discuss and sort out grievances
⇒ Preference to existing employees for higher position

Corporate Level Strategy

UNRELATED DIVERSIFICATION:

Ambuja Cements Limited, formerly known as Gujrat Ambuja Limited is a major

Cement producing company in India. The Group's principal activity is to manufacture and
market cement and clinker for both domestic and export markets.

The Company also operates a hotel through its subsidiary GGL Hotel and Resort
Company. It has shown innovation in utilizing measures like sea transport, captive power
plants, and imported coal and availing of govt. sops and subsidies to constantly check the
costs.
Business Level Strategy
A) BCG Matrix

Ambuja Cement enjoys the position of STAR in the BCG Matrix i.e. high market share
& high market growth.
Compared to others, Ambuja has highest Net Profit having market share of 18.12% in
the cement industry. Overall it has 3rd largest sales turnover.
Secondly, if we look at the overall cement industry it is having high market growth as
cement industry depends on infrastructure, housing, roads, irrigation, etc which are currently
in the booming stage.
So the strategy to be followed is to HOLD the position of STAR by reinvesting their
profits and using this profits to increase their turnover and gain the highest market share.
B) Porter’s Five Forces
C) SWOT Analysis
Strength
• Growth at approx CAGR of 9% in last 5 years
• Growing Domestic cement consumption at approx CAGR of 8% in last 3 years
• Highly Capital Incentive so difficult for small entrant
• Not much restriction by govt.
• Market consolidation taking place

Weakness
• High Oil Prices, Cost of Power increase production cost
• Supply exceeds Production lead to competition in price
• Low Quality as compared to international standard but improving.

Opportunity
• High Mortgage Penetration - Low Interest Rates
• Easy loan availability for housing finance
• Increased investments in Infrastructure
• Increased govt. outlay on BHARAT NIRMAN, GOLDEN QUADRILATERAL, BRTS etc.

Threat
• Further Hike in Oil Prices
• Use of plastic engineering in construction
• Sub prime market loss may affect
 Competitors

Market Share of Major Players of Cement Industry (April 2009)

Market
Last Sales Total
Particulars Cap. Net Profit % Market share
Price Assets
(Rs. cr.) Turnover
ACC 792.75 14,880.42 7,474.15 1,212.78 5,409.76 21.57
Ambuja
92.4 14,070.76 6,281.71 1,402.27 5,961.54 18.12
Cements
UltraTechCement839.6 10,451.83 6,436.96 977.02 5,743.73 18.57

Shree Cements 1,598.50 5,568.73 2,740.57 577.97 2,644.31 7.91

India Cements 124.75 3,524.81 3,470.78 432.18 5,619.41 10.01

Madras Cements 114.8 2,731.89 2,538.50 363.52 3,723.65 7.32

Birla Corp 304.65 2,345.97 1,809.70 323.51 1,515.48 5.22
Prism Cement 49.95 1,489.76 629.86 96.23 661.65 1.82

Dalmia Cement 179.7 1,454.48 1,778.68 158.63 3,606.48 5.13

Binani Cement 67.3 1,366.87 1,497.32 108.66 1,254.73 4.32

 Competitive Advantage
COMPETITIVE ADVANTAGE: Low Cost Producer
Ambuja Cement is the lowest cost producer of cement in the world due to following factors:

o Freight: The most successful of GACL’s innovative strategies of cost cutting

was idea of Sea Transportation.

o Fuel: Fuel strategy was also cost cutting factor

o Power: They have established their own captive power plant of 178 Megawatts

Partnership
The company has entered into a strategic partnership with Holmic, the second largest
cement manufacturer in the world. Holcim had, in January, bought a 14.8 per cent
promoters` stake in the GACL for INR 21.4 billion.
Currently Holmic holds about 38% of shares in Ambuja Cements Limited.
Codes The shares of the company are traded publicly on the Bombay Stock Exchange
(BSE) and the National Stock Exchange (NSE). Following are the codes assigned to Ambuja
Cement Limited
BSE: 500425
NSE: AMBUJACEM
Bloomberg: ACEM:IN
Reuters: GACM.BO
References
 Holmic augments stake in Gujarat Ambuja Source: IRIS NEWS DIGEST

Our Achievements
 ACL has established bench marks for the cement industry in various aspects of
energy, productivity and quality etc.

 Apart from being Environment conscious various awards particularly National award
for outstanding Pollution Control& Rajiv Ghandi National Quality Award from Prime
minister of India,
 Best Energy Performance Award from NCBM, Productivity Award from Gujarat State
Pollution Control Board, Special shields consecutively for 3 year from Indian BUREAU
OF Mines stand testimony regarding its

 Valuable performance. A detailed list of award won by GACL is as under

 ACL gets Awards from different Govt. agencies

1989-90 The Economic Times – Harvard Business school Associates of

India for the best corporate performance Award
1989-90 CRISIL granted “F-AAA” rating to GACL , a destination achieved by
only 12 other corporate undertaking in the country
1990-90 Most prestigious National Award for special Recognition in the area
of prevention and control of pollution from the Ministry of
Environment &Forests, Govt. of India
1991 Special Award for Environment Management from Gujarat pollution
control Board.
1991-92 Top Award for productivity in the cement industry award by
National productivity council.
1991-92 Government of India “Rajiv Gandhi National Quality Award “ in the
recognition of the total quality management . The parameters
adopted by the Govt. for this award are on the lines of the most
prestigious international Award such as the Malcolm Baldrige
National quality Award of the USA, the Demning prize of Japan and
the European quality Award.

1993 Ambuja cements is the fist company in the country to have been
conferred quality Systems certificate License per as ISO 9002.
1994 Bala Tondon Award – For Environment Management of Mines in
Gujarat by Mining Engineers Association of India (MEAI)
1990-96 First prize in Environment Protection & Mines area during yearly
Mining safety , Environment &Mineral conservation Week
celebration in Gujarat & Himachal
1996-97 Special shield for achieving excellence in Mining conservation
environment management and mining practices in Gujarat
1999 Environment Management systems (ISO-14001) for in Gujarat unit .
2000 Abheyraj baldota Award for Excellence in environmental
management in mining area by FIMI, ISO 14001 for H.P. unit

2000 TERI Gold star Eco rating for H.P. unit

2001 Indo- German Greentech Environment Excellence Award for

outstanding achievement in fly ash utilization for roper unit.
2003 Special Export Award by CAPEXIL, an Export Promotion council
sponsored by Ministry of commerce and industry .
2003 One of the “India’s best Managed Company a recognition by
Business Today , the leading business magazine, the survey was
conducted by word’s largest high value management consulting
firms.
2003 Second Runner up of “Corporate Social Responsibility (CSR) Award
conferred by business world- FICCI for recognizing the impact of
business on environment and society.
2003 Rajiv Gandhi National Award for clean Technology for Ropar unit.

2004 Asian institute of Management CSR Award for “ Poverty

alleviation”.
2004 Indo- German Greentech Environment Excellence award for
outstanding achievement in fly ash utilization for Bathinda unit.
2005 Asian Institute of Management Award for “Environment
Excellence”.
2005 Punjab State Best Environment Management Practices Award.
LIST OF HODs OF ROPAR UNIT
UNIT Head SH. CHANCHAL KUMAR
Account & Costing SH P.K.MAHESHWARI
Personnel SH.A.C. VERMA
Commercial SH .LT.COL.SARANDEEP SINGH
Store + Raw Material SH.S.K.MATHUR
CPP SH.S.R.SAINI
Electrical SH.ALOK KUMAR
Mechanical SH.SANDEEP SEHRA
Packing SH.RAJGARIA
Environment & Safety SH.RAJIV BHANDARI
Security SH.T.R.S .GULAERIA
Internal Auditor SH. SAMEER ARORA
Mining SH.DADHEECH
Civil SH.AJAY VASHIST
S&D SH.MOHAN SRIVASATVA
Production & QC SH.A.K.VERMA
Automation & Control SH.G.L.SUTHAR

MANPOWER STATUS OF ROPAR PLANT

TOTAL STAFF 167

TOTAL WORKER 74

TOTAL CONTRACT 552

WORKMEN

ENVIRONMENT ,HELTH & SAFETY POLICY

 We at Ambuja Cements Limited ,Unit : Ropar (Pb.) engaged in the manufacturing of
Cement &Generation of thermal Power ,are committed to:
1. Make continual improvements in our environmental ,health & safety (EHS)
performance by:

 reducing dust & other emissions from our operations,

 Efficient use of natural resources ,and

 Reducing workplace accidents, injuries & ill –health effects.

2. Comply with all applicable legal & other requirements related to our environmental
aspects and occupational health & safety hazards,

3. Prevent pollution and accidents through modified process.

This policy is used for setting & reviewing our EHS objectives & targets in various
areas of operation. This policy is communicated to all concerned for awareness &
implementation and is available to public.
 About The Project

The duration of my project was of two months during these two months I did many
things regarding my project as I was also the part of operations I also understands how the
operations department works at Ambuja Cement Ltd. How the shares of the client are kept in
electronic form in the client’s account and how it is dematerialized by operations department
at Ambuja Cement Ltd.

Learning

Learning is acquiring new knowledge, behaviors, skills, values, preferences or

understanding, and may involve synthesizing different types of information. The ability to
learn is possessed by humans, animals and some machines. Progress over time tends to
follow learning curves.

Human learning may occur as part of education, personal development, or training. It

may be goal-oriented and may be aided by motivation. The study of how learning occurs is
part of neurophysiology, educational psychology, learning theory, and pedagogy.

Learning may occur as a result of habituation or classical conditioning, seen in many

animal species, or as a result of more complex activities such as play, seen only in relatively
intelligent animals. Learning may occur consciously or without conscious awareness. There
is evidence for human behavioral learning parentally, in which habituation has been
observed as early as 32 weeks into gestation, indicating that the central nervous system is
sufficiently developed and primed for learning and memory to occur very early on in
development.

Play has been approached by several theorists as the first form of learning. Children
play, experiment with the world, learn the rules, and learn to interact. Vygotsky agrees that
play is pivotal for children's development, since they make meaning of their environment
through play.
TRAINING AND DEVELOPMENT

It is a subsystem of an organization. It ensures that randomness is reduced and

learning or behavioral change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND

DEVLOPMENT

Traditional Approach – Most of the organizations before never used to believe in training.
They were holding the traditional view that managers are born and not made. There were
also some views that training is a very costly affair and not worth. Organizations used to
believe more in executive pinching. But now the scenario seems to be changing.

The modern approach of training and development is that Indian Organizations have
realized the importance of corporate training. Training is now considered as more of retention
tool than a cost. The training system in Indian Industry has been changed to create a smarter
workforce and yield the best results.

TRAINING DEFINED
It is a learning process that involves the acquisition of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviors to enhance the performance of
employees. Training is activity leading to skilled behavior
• It’s not what you want in life, but it’s knowing how to reach it
• It’s not where you want to go, but it’s knowing how to get there
• It’s not how high you want to rise, but it’s knowing how to take off
• It may not be quite the outcome you were aiming for, but it will be an outcome
• It’s not what you dream of doing, but it’s having the knowledge to do it
• It's not a set of goals, but it’s more like a vision
 • It’s not the goal you set, but it’s what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current situation
looks) at present, and where you will be after some point of time.Training is about the
acquisition of knowledge, skills, and abilities (KSA) through professional development.

Importance of Training and Development

• Optimum Utilization of Human Resources – Training and Development helps in
optimizing the utilization of human resource that further helps the employee to achieve
the organizational goals as well as their individual goals.
• Development of Human Resources – Training and Development helps to provide an
opportunity and broad structure for the development of human resources’ technical
and behavioral skills in an organization. It also helps the employees in attaining
personal growth.
• Development of skills of employees – Training and Development helps in increasing
the job knowledge and skills of employees at each level. It helps to expand the
horizons of human intellect and an overall personality of the employees Productivity –
Training and Development helps in increasing the productivity of the employees that
helps the organization further to achieve its long-term goal
• Team spirit – Training and Development helps in inculcating the sense of team work,
team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within
the employees
• Organization Culture – Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture
within the organization.
• Organization Climate – Training and Development helps building the positive
perception and feeling about the organization. The employees get these feelings from
leaders, subordinates, and peers.
• Quality – Training and Development helps in improving upon the quality of work and
work-life.
 • Healthy work-environment – Training and Development helps in creating the healthy
working environment. It helps to build good employee, relationship so that individual
goals aligns with organizational goal.
• Health and Safety – Training and Development helps in improving the health and
safety of the organization thus preventing obsolescence.
• Morale – Training and Development helps in improving the morale of the work force.
• Image – Training and Development helps in creating a better corporate image.
• Profitability – Training and Development leads to improved profitability and more
positive attitudes towards profit orientation.
• Training and Development aids in organizational development i.e. Organization gets
more effective decision making and problem solving. It helps in understanding and
carrying out organizational policies.
• Training and Development helps in developing leadership skills, motivation, loyalty,
better attitudes, and other aspects that successful workers and managers usually
display.

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the availability of
a skilled and willing workforce to an organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Societal. Individual Objectives – help
employees in achieving their personal goals, which in turn, enhances the individual
contribution to an organization.
Organizational Objectives – assist the organization with its primary objective by bringing
individual effectiveness.
Functional Objectives – maintain the department’s contribution at a level suitable to the
organization’s needs.
Societal Objectives – ensure that an organization is ethically and socially responsible to the
needs and challenges of the society.
Importance of Training Objectives
Training objective is one of the most important parts of training program. While some
people think of training objective as a waste of valuable time. The counterargument here is
that resources are always limited and the training objectives actually lead the design of
training. It provides the clear guidelines and develops the training program in less time
because objectives focus specifically on needs. It helps in adhering to a plan. Training
objectives tell the trainee that what is expected out of him at the end of the training program.
Training objectives are of great significance from a number of stakeholder perspectives.
1.Trainer
2. Trainee
3. Designer
4. Evaluator
Trainer – The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments. Also, trainer comes in
a position to establish a relationship between objectives and particular segments of training.

Trainee – The training objective is beneficial to the trainee because it helps in reducing the
anxiety of the trainee up to some extent. Not knowing anything or going to a place which is
unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep
the participants aware of the happenings, rather than keeping it surprise. Secondly, it helps
in increase in concentration, which is the crucial factor to make the training successful. The
objectives create an image of the training program in trainee’s mind that actually helps in
gaining attention. Thirdly, if the goal is set to be challenging and motivating, then the
likelihood of achieving those goals is much higher than the situation in which no goal is Set.
Therefore, training objectives helps in increasing the probability that the participants will be
successful in training.
Designer – The training objective is beneficial to the training designer because if the
designer is aware what is to be achieved in the end then he’ll buy the training package
according to that only. The training designer would then look for the training methods,
training equipments, and training content accordingly to achieve those objectives.
Furthermore, planning always helps in dealing effectively in an unexpected situation.
Consider an example; the objective of one training program is to deal effectively with
customers to increase the sales. Since the objective is known, the designer will design a
training program that will include ways to improve the interpersonal skills, such as verbal and
non verbal language, dealing in unexpected situation i.e. when there is a defect in a product
or when a customer is angry. Therefore, without any guidance, the training may not be
designed appropriately.

Evaluator – It becomes easy for the training evaluator to measure the progress of the
trainees because the objectives define the expected performance of trainees. Training
objective is an important to tool to judge the performance of participants.

Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship
between the training function and other management activity is also changing. The training
and development activities are now equally important with that of other HR functions. Gone
are the days, when training was considered to be futile, waste of time, resources, and
money. Now-a-days, training is an investment because the departments such as, marketing
& sales, HR, production, finance, etc depends on training for its survival. If training is not
considered as a priority or not seen as a vital part in the organization, then it is difficult to
accept that such a company has effectively carried out HRM. Training actually provides the
opportunity to raise the profile development activities in the organization
To increase the commitment level of employees and growth in quality movement
(concepts of HRM), senior management team is now increasing the role of training. Such
concepts of HRM require careful planning as well as greater emphasis on employee
development and long term education.
 Training is now the important tool of Human Resource Management to control the
attrition rate because it helps in motivating employees, achieving their professional and
personal goals, increasing the level of job satisfaction, etc. As a result training is given on a
variety of skill development and covers a multitude of courses.

Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role
of HR professionals in training has been widened. HR role now is:
1. Active involvement in employee education
2. Rewards for improvement in performance
3. Rewards to be associated with self esteem and self worth
4. Providing pre-employment market oriented skill development education and post
employment support for advanced education and training
5. Flexible access i.e. anytime, anywhere training.

Models of Training
Training is a sub-system of the organization because the departments such as,
marketing & sales, HR, production, finance, etc depends on training for its survival. Training
is a transforming process that requires some input and in turn it produces output in the form
of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a
particular function. An organization is a system and training is a sub system of the
organization. The System Approach views training as a sub system of an organization.
System Approach can be used to examine broad issues like objectives, functions, and aim. It
establishes a logical relationship between the sequential stages in the process of training
need analysis (TNA), formulating, delivering, and evaluating. There are 4 necessary inputs
i.e. technology, man, material, time required in every system to produce products or services.
And every system must have some output from these inputs in order to survive. The output
can be tangible or intangible depending upon the organization’s requirement. A system
approach to training is planned creation of training program. This approach uses step-by-
step procedures to solve the problems. Under systematic approach, training is undertaken on
planned basis. Out of this planned effort, one such basic model of five steps is system model
that is explained below. Organization are working in open environment i.e. there are some
internal and external forces, that poses threats and opportunities, therefore, trainers need to
be aware of these forces which may impact on the content, form, and conduct of the training
efforts. The internal forces are the various demands of the organization for a better learning
environment; need to be up to date with the latest technologies.

The three model of training are:

1. System Model
2. Instructional System Development Model
3. Transitional model

System Model Training

The system model consists of five phases and should be repeated on a regular basis
to make further improvements. The training should achieve the purpose of helping employee
to perform their work to required standards.
The steps involved in System Model of training are as follows:
1. Analyze and identify the training needs i.e. to analyze the department, job,
2. employees requirement, who needs training, what do they need to learn, estimating
training cost, etc The next step is to develop a performance measure on the basis of
which actual performance would be evaluated.
3. Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents.
4. Develop- This phase requires listing the activities in the training program that will
assist the participants to learn, selecting delivery method, examining the training
material, validating information to be imparted to make sure it accomplishes all the
goals & objectives.
 5. Implementing is the hardest part of the system because one wrong step can lead to
the failure of whole training program.
6. Evaluating each phase so as to make sure it has achieved its aim in terms of
subsequent work performance. Making necessary amendments to any of the previous
stage in order to remedy or improve failure practices

Instructional System Development Model(ISD)Model

Instructional System Development model was made to answer the training problems.
This model is widely used now-a-days in the organization because it is concerned with the
training need on the job performance.
Training objectives are defined on the basis of job responsibilities and job description
and on the basis of the defined objectives individual progress is measured. This model also
helps in determining and developing the favorable strategies, sequencing the content, and
delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job analysis, and target
audience analysis.
2. PLANNING – This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training
material, media selection, methods of evaluating the trainee, trainer and the training
program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc.

3. DEVELOPMENT – This phase translates design decisions into training material. It

consists of developing course material for the trainer including handouts, workbooks, visual
aids, demonstration props, etc, course material for the trainee including handouts of
summary.

4. EXECUTION – This phase focuses on logistical arrangements, such as arranging

speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other
training accessories.

5. EVALUATION – The purpose of this phase is to make sure that the training program has
achieved its aim in terms of subsequent work performance. This phase consists of identifying
strengths and weaknesses and making necessary amendments to any of the previous stage
in order to remedy or improve failure practices.
 The ISD model is a continuous process that lasts throughout the training program. It
also highlights that feedback is an important phase throughout the entire training program. In
this model, the output of one phase is an input to the next phase.
Transitional model
Transitional model focuses on the organization as a whole. The outer loop describes
the vision, mission and values of the organization on the basis of which training model i.e.
inner loop is executed.
Vision – focuses on the milestones that the organization would like to achieve after the
defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role mode, or bringing some internal
transformation, or may be promising to meet some other deadlines
Mission – explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and inform
the employees regarding the organization. The mission statement tells about the identity that
how the organization would like to be viewed by the customers, employees, and all other
stakeholders.
Values – is the translation of vision and mission into communicable ideals. It reflects the
deeply held values of the organization and is independent of current industry environment.
For example, values may include social responsibility, excellent customer service, etc.
The mission, vision, and values precede the objective in the inner loop. This model considers
the organization as a whole. The objective is formulated keeping these three things in mind
and then the training model is further implemented.
TRAIN AND RETAIN TO STOP THE DRAIN
In today’s competitive world, where margins are constantly under pressure, training
budgets are the first to axed. So it becomes imperative that the training model that is evolved
should be less capital intensive and not dependent upon profit margins and profitability.
Although training needs are identified much before training programmed actually
commence but still some crucial points are left some un-addressed.
For example very little is done to know the opinion of the employee about training
need identified for him as to what he feels about the same .99% cases employee is
nominated by higher authorities instead of chance being given to volunteer program under
the notion that boss is always right and he knows the best off. Taking this in context there are
many organization where some employee who are earmarked are regularly nominated to
attend training program. “He is stressed out, why don’t pack him up for a training program”
approach.
 CHAPTER-3

LEARNING AND TRAINING

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

Motivation

A trainee needs to have a desire to learn and benefit from the programme. If the is not
interested, or is de-motivated, the learning outcome is going to be insignificant and the
company will have spent its money badly. On the other hand, being too intense about
learning and outcome may result in setting over ambitious goals for the individual.

Reinforcement

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

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

Feedback
During the training process, it is useful for the trainee to be told how he is progressing.
Several researchers have confirmed that knowledge of results is an effective motivator.
Constant and periodic feedback has positive effects on the trainee’s learning. Unless the
trainee knows how close his performance comes to the desired standard, he will not have an
opportunity to improve. Feedback therefore provides a basis for correcting oneself.
Secondly, feedback helps to sustain the trainee’s interest in the task, or in each learning that
is taking place, by bringing greater involvement with the learning process. If feedback is to be
meaningful, it should follow a learning segment as quickly as possible.
Transfer of Learning
The maximum use of training can be made if the trainee is able to transfer his learning
to his actual work role. This is possible if identical elements are incorporated in the training
situation from the job role, either existing or proposed. The more similar the learning situation
is to the job situation, the higher the degree of transfer the trainee can expect, and hence the
grater the relevance of the training programme.

Repetition

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

Relevance

Relevance relates to the meaningful fuse of material, which aids learning, e.g., trainers
usually explain in the overall purpose of a job to trainees before assigning them a particular
task
BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY

These have a requirement for induction into the company as a whole in terms of its
business activities and personnel policies and provisions, the terms, conditions and benefits
appropriate to the particular employee, and the career and advancement opportunities
available.

2. TRANSFEREES WITHIN THE COMPANY

These are people who are moved from one job to another, either within the same work
area, i.e. the same department or function, or to dissimilar work under a different
management. Under this heading we are excluding promotions, which take people into
entirely new levels of responsibility.

3. PROMOTIONS

Although similar to the transferee in that there is a new job to be learned in new
surroundings, he is dissimilar in that the promotion has brought him to a new level of
supervisory or management responsibility. The change is usually too important and difficult
to make successfully to permit one to assume that the promotes will pick it up as he goes
along and attention has to be paid to training in the tasks and the responsibilities and
personal skills necessary for effective performance.

4. NEW PLANT OR EQUIPMENT

Even the most experienced operator has everything to learn when a computer and
electronic controls replace the previous manual and electro-mechanical system on the
process plant on which he works. There is no less a training requirement for the supervisors
and process management, as well as for technical service production control and others.

5. NEW PROCEDURES

Mainly for those who work in offices in commercial and administrative functions but
also for those who we workplace is on the shop floor or on process plant on any occasion on
which there is a modification to existing paperwork or procedure for, say the withdrawal of
materials from stores, the control of customer credit the approval of expense claims, there
needs to be instruction on the change in the way of working in many instances, a note
bringing the attention of all concerned the change is assume to be sufficient, but there are
cases, such as when total new systems in corporating IT up dates are installed, when more
thorough training is needed.

6. NEW STANDARDS, RULES AND PRACTICES

Changes in any one these are likely to be conveyed by printed note or by word of
mouth by the manager to his subordinates, and this can be the most satisfaction way of
dealing with the change from the point of view of getting those affected to understand their
new responsibility. However not all changes under this heading can be left to this sort of
handling. Even the simplest looking instruction may be regarded as undesirable or
impracticable by whoever has to perform it he may not understand the purpose behind the
change and lose confidence in a management which he now believes to be ‘messing about’,
or he may understand the purpose and have a better alternative to offer if it is not too late.

7. NEW RELATIONSHIP AND AUTHORITIES

These can arise, as a result of management decisions, in a number of ways. In

examples, the recognition of the accounts department can result in a realization of
responsibilities between the section leaders of credit control, invoicing and customer records,
although there is no movement of staff between the sections (i.e. no transfers). Although the
change in work content for each clerk and supervisor is defined clearly for each person in the
new procedures, there is nevertheless a need for each person to know where he stands in
the new set up, which is responsible for what, and where to direct problems and enquiries as
they arise in the future.

8. MAINTENANCE OF STANDARDS

We are here concerned with maintenance of standards through training, for it must be
remembered that supervision and inspection and qualify control are continuously responsible
for standards and exercise their own authorities to this end. Although it is generally agreed
that some retraining from time to time, taking varied forms even for the on group of
employees, does act as both a reminder and a stimulus, there is not much agreement on the
next frequency and form that such retraining should take, of there is as yet little scientific
knowledge on this subject which is of much use in industrial situations.
9. THE MAINTENANCE OF ADAPTABILITY
Again, whilst there is little scientific study of the loss of ability to learn new skills in
those cases where people spend a long time without change, and without the need to learn,
there is increasing evidence in current experience to suggest that this is the case in industrial
employment. Add, of course, there is the inference arising from the laboratory experiments of
psychologists.

10. THE MAINTENANCE OF MANAGEMENT SKILLS & STANDARDS

Skills in supervising, employee appraisal, communications, leadership etc are

important in all companies. Some of these skills are seen to be critical to major developments
in company organization, culture, employee empowerment and so on. Initial training in these
skills is not uncommon in the largest companies on appointment into management and
supervision. But continuous training and performance monitoring is rare, despite the common
knowledge that standards are as varied as human nature.

11. RETIREMENT AND REDUNDANCY

Employees of any position in the company who are heading towards retirement will
benefit from learning about health, social life, work opportunities money management
etc. Internal or external courses are best attended a year or two before retirement date, in a
few companies a member of Personnel will act as a counselor as required.
A TRAINING TOOL: INSPIRING OTHERS
In the new era new era, challenges for the trainer are to create learning environment.
Trainer needs to innovate new ways design and deliver the training inputs. Wide range of
technique like interactive methods like teaching, experiential learning cases inventories
games, including humor. Where as we have the ancient way of story telling as a powerful tool
to create learning for adult managers of industry. Sharing ones own perception, experience
and ideas learning value can be increased exponentially.

Methods of Training
There are various methods of training, which can be divided in to cognitive and
behavioral methods. Trainers need to understand the pros and cons of each method, also its
impact on trainees keeping their background and skills in mind before giving training.
Cognitive methods are more of giving theoretical training to the trainees. The various
methods under Cognitive approach provide the rules for how to do something, written or
verbal information, demonstrate relationships among concepts, etc. These methods are
associated with changes in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

LECTURES – A Method of Training

It is one of the oldest methods of training. This method is used to create
understanding of a topic or to influence behavior, attitudes through lecture. A lecture can be
in printed or oral form. Lecture is telling someone about something. Lecture is given to
enhance the knowledge of listener or to give him the theoretical aspect of a topic. Training is
basically incomplete without lecture. When the trainer begins the training session by telling
the aim, goal, agenda, processes, or methods that will be used in training that means the
trainer is using the lecture method. It is difficult to imagine training without lecture format.
There are some variations in Lecture method. The variation here means that some forms of
lectures are interactive while some are not. Straight Lecture: Straight lecture method consists
of presenting information, which the trainee attempts to absorb. In this method, the trainer
speaks to a group about a topic. However, it does not involve any kind of interaction between
the trainer and the trainees.
A lecture may also take the form of printed text, such as books, notes, etc. The
difference between the straight lecture and the printed material is the trainer’s intonation,
control of speed, body language, and visual image of the trainer. The trainer in case of
straight lecture can decide to vary from the training script, based on the signals from the
trainees, whereas same material in print is restricted to what is printed. A good lecture
consists of introduction of the topic, purpose of the lecture, and priorities and preferences of
the order in which the topic will be covered.

Main Features of Lecture Method

Some of the main features of lecture method are:

• Inability to identify and correct misunderstandings

• Less expensive

• Can be reached large number of people at once

• Knowledge building exercise

• Less effective because lectures require long periods of trainee inactivity

Demonstration Training Method
This method is a visual display of how something works or how to do something. As
an example, trainer shows the trainees how to perform or how to do the tasks of the job. In
order to be more effective, demonstration method should be should be accompanied by the
discussion or lecture method. To carry out an effective demonstration, a trainer first prepares
the lesson plan by breaking the task to be performed into smaller modules, easily learned
parts. Then, the trainer sequentially organizes those modules and prepares an explanation
for why that part is required.

While performing the demonstration, trainer:

Demonstrates the task by describing how to do, while doing

• Helps the focusing their attention on critical aspects of the task

• Tells the trainees what you will be doing so they understand what you will be showing
them

• Explains why it should be carried out in that way

The difference between the lecture method and the demonstration method is the level of
involvement of the trainee. In the lecture method, the more the trainee is involved.

The financial costs that occur in the demonstration method are as follows:

• Cost of training facility for the program

• Cost of materials that facilitate training

• Food, travel, lodging for the trainees and the trainers

• Compensation of time spent in training to trainers and trainees

• Cost related to creating content, material

• Cost related to the organization of the training

After completing the demonstration the trainer provide feedback, both positive and or
negative, give the trainee the opportunity to do the task and describe what he is doing and
why.

Discussion Training Method

This method uses a lecturer to provide the learners with context that is supported,
elaborated, explains, or expanded on through interactions both among the trainees and
between the trainer and the trainees. The interaction and the communication between these
two make it much more effective and powerful than the lecture method. If the Discussion
method is used with proper sequence i.e. lectures, followed by discussion and questioning,
can achieve higher level knowledge objectives, such as problem solving and principle
learning. The Discussion method consists a two-way flow of communication i.e. knowledge in
the form of lecture is communicated to trainees, and then understanding is conveyed back by
trainees to trainer. Understanding is conveyed in the form of verbal and non-verbal feedback
that enables the trainer to determine whether the material is understood. If yes, then
definitely it would help out the trainees to implement it at their workplaces and if not, the
trainer may need to spend more time on that particular area by presenting the information
again in a different manner.
Questioning can be done by both ways i.e. the trainees and the trainer. When the
trainees ask questions, they explain their thinking about the content of the lecture. A trainer
who asks questions stimulates thinking about the content of the lecture. Asking and
responding questions are beneficial to trainees because it enhance understanding and keep
the trainees focused on the content. Besides that, discussions, and interactions allow the
trainee to be actively engaged in the material of the trainer. This activity helps in improving
recall.
Computer-Based Training (CBT)
With the world-wide expansion of companies and changing technologies, the
demands for knowledge and skilled employees have increased more than ever, which in
turn, is putting pressure on HR department to provide training at lower costs. Many
organizations are now implementing CBT as an alternative to classroom based training to
accomplish those goals
Some of the benefits of Computer-Based Training are:

According to a recent survey, about 75% of the organizations are providing training to
employees through Intranet or Internet. Internet is not the method of training, but has
become the technique of delivering training. The growth of electronic technology has created
alternative training delivery systems. CBT does not require face-to-face interaction with a
human trainer. This method is so varied in its applications that it is difficult to describe in
concise terms.
The various methods that come under Cognitive approach are :

o INTELLEGENT TUTORIAL SYSTEM(ITS)

o PROGRAMMED INSTRUCTION (PI)

o VIRTUAL REALITY

Behavioral methods are more of giving practical training to the trainees. The various
methods under Behavioral approach allow the trainee to behavior in a real fashion. These
methods are best used for skill development.

The various methods that come under Behavioral approach are:

 GAMES AND SIMULATIONS

o BEHAVIOR-MODELING

o BUSINESS GAMES

o CASE STUDIES

o EQUIPMENT STIMULATORS

o IN-BASKET TECHNIQUE

o ROLE PLAYS

Both the methods can be used effectively to change attitudes, but through different means.
Another Method is MANAGEMENT DEVELOPMENT METHOD –

COACHING

Coaching is one of the training methods, which is considered as a corrective method

for inadequate performance. According to a survey conducted by International Coach
Federation (ICF), more than 4,000 companies are using coach for their executives. These
coaches are experts most of the time outside consultants.

A coach is the best training plan for the CEO’s because

 It is one-to-one interaction

 It can be done at the convenience of CEO

 It can be done on phone, meetings, through e-mails, chat

 It provides an opportunity to receive feedback from an expert

 It helps in identifying weaknesses and focus on the area that needs improvement This
method best suits for the people at the top because if we see on emotional front, when a
person reaches the top, he gets lonely and it becomes difficult to find someone to talk to. It
helps in finding out the executive’s specific developmental needs. The needs can be
identified through 60 degree performance review.

PROCEDURE OF THE COACHING

The procedure of the coaching is mutually determined by the executive and coach.
The procedure is followed by successive counseling and meetings at the executive’s
convenience by the coach.

1. Understand the participant’s job, the knowledge, skills, and attitudes, and resources
required to meet the desired expectation
 2. Meet the participant and mutually agree on the objective that has to be achieved

3. Mutually arrive at a plan and schedule

4. At the job, show the participant how to achieve the objectives, observe the
performance and then provide feedback

5. Repeat step 4 until performance improves.

For the people at middle-level management, coaching is more likely done by the supervisor;
however experts from outside the organization are at times used for up-and-coming
managers. Again, the personalized approach assists the manger focus on definite needs and
improvement

Mentoring

Mentoring is an ongoing relationship that is developed between a senior and junior

employee. Mentoring provides guidance and clear understanding of how the organization
goes to achieve its vision and mission to the junior employee

The meetings are not as structured and regular than in coaching. Executive mentoring
is generally done by someone inside the company. The executive can learn a lot from
mentoring. By dealing with diverse mentee’s, the executive is given the chance to grow
professionally by developing management skills and learning how to work with people with
diverse background, culture, and language and personality types Executives also have
mentors. In cases where the executive is new to the organization, a senior executive could
be assigned as a mentor to assist the new executive settled into his role. Mentoring is one of
the important methods for preparing them to be future executives. This method allows the
mentor to determine what is required to improve mentee’s performance. Once the mentor
identifies the problem, weakness, and the area that needs to be worked upon, the mentor
can advise relevant training. The mentor can also provide opportunities to work on special
processes and projects that require use of proficiency.
Some key points on Mentoring

• Mentoring focus on attitude development

• Conducted for management-level employees

• Mentoring is done by someone inside the company

• It is one-to-one interaction

It helps in identifying weaknesses and focus on the area that needs improvement

Job Rotation

For the executive, job rotation takes on different perspectives. The executive is usually
not simply going to another department. In some vertically integrated organizations, for
example, where the supplier is actually part of same organization or subsidiary, job rotation
might be to the supplier to see how the business operates from the supplier point of view.
Learning how the organization is perceived from the outside broadens the executive’s
outlook on the process of the organization. Or the rotation might be to a foreign office to
provide a global perspective. For managers being developed for executive roles, rotation to
different functions in the company is regular carried out.

This approach allows the manger to operate in diverse roles and understand the
different issues that crop up. If someone is to be a corporate leader, they must have this type
of training. A recent study indicated that the single most significant factor that leads to
leader’s achievement was the variety of experiences in different departments, business units,
cities, and countries. An organized and helpful way to develop talent for the management or
executive level of the organization is job rotation. It is the process of preparing employees at
a lower level to replace someone at the next higher level. It is generally done for the
designations that are crucial for the effective and efficient functioning of the organization.
Benefits of Job Rotation

Some of the major benefits of job rotation are:

• It provides the employees with opportunities to broaden the horizon of knowledge,

skills, and abilities by working in different departments, business units, functions, and
countries

• Identification of Knowledge, skills, and attitudes (KSAs) required

• It determines the areas where improvement is required

• Assessment of the employees who have the potential and caliber for filling the position

OFF THE JOB TRAINING –

There are many management development techniques that an employee can take in off the
job. The few popular methods are:

 SENSITIVITY TRAINING

 TRANSACTIONAL ANALYSIS etc

Training Need Analysis (TNA)

An analysis of training need is an essential requirement to the design of effective

training. The purpose of training need analysis is to determine whether there is a gap
between what is required for effective performance and present level of performance.

Why training need analysis?

Training need analysis is conducted to determine whether resources required are

available or not. It helps to plan the budget of the company, areas where training is required,
and also highlights the occasions where training might not be appropriate but requires
alternate action.
 Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee and its sub
group.

Organizational Level – Training need analysis at organizational level focuses on strategic

planning, business need, and goals. It starts with the assessment of internal environment of
the organization such as, procedures, structures, policies, strengths, and weaknesses and
external environment such as opportunities and threats. After doing the SWOT analysis,
weaknesses can be dealt with the training interventions, while strengths can further be
strengthened with continued training. Threats can be reduced by identifying the areas where
training is required. And, opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires to be

involved in strategic planning. In this planning, HR develops strategies to be sure that the
employees in the organization have the required Knowledge, Skills, and Attributes (KSAs)
based on the future KSAs requirements at each level
Individual Level – Training need analysis at individual level focuses on each and every
individual in the organization. At this level, the organization checks whether an employee is
performing at desired level or the performance is below expectation. If the difference
between the expected performance and actual performance comes out to be positive, then
certainly there is a need of training. However, individual competence can also be linked to
individual need.

The methods that are used to analyze the individual need are:

o Appraisal and performance review

o Peer appraisal
o Competency assessments
o Subordinate appraisal
o Client feedback
o Customer feedback
o Self-assessment or self-appraisal

Operational Level – Training Need analysis at operational level focuses on the work that is
being assigned to the employees. The job analyst gathers the information on whether the job
is clearly understood by an employee or not. He gathers this information through technical
interview, observation, psychological test; questionnaires asking the closed ended as well as
open ended questions, etc. Today, jobs are dynamic and keep changing over the time.
Employees need to prepare for these changes. The job analyst also gathers information on
the tasks needs to be done plus the tasks that will be required in the future. Based on the
information collected, training Need analysis (TNA) is done.

Training-Design

The design of the training program can be undertaken only when a clear training
objective has been produced. The training objective clears what goal has to be achieved by
the end of training program i.e. what the trainees are expected to be able to do at the end of
their training. Training objectives assist trainers to design the training program.
The trainer – Before starting a training program, a trainer analyzes his technical,
interpersonal, judgmental skills in order to deliver quality content to trainers

The trainees – A good training design requires close scrutiny of the trainees and their
profiles. Age, experience, needs and expectations of the trainees are some of the important
factors that affect training design.

Training climate – A good training climate comprises of ambience, tone, feelings, positive
perception for training program, etc. Therefore, when the climate is favorable nothing goes
wrong but when the climate is unfavorable, almost everything goes wrong.

Trainees’ learning style – the learning style, age, experience, educational background of
trainees must be kept in mind in order to get the right pitch to the design of the program

Training strategies – Once the training objective has been identified, the trainer translates it
into specific training areas and modules. The trainer prepares the priority list of about what
must be included, what could be included.

Training topics – After formulating a strategy, trainer decides upon the content to be
delivered. Trainers break the content into headings, topics, ad modules. These topics and
modules are then classified into information, knowledge, skills, and attitudes.

Sequence the contents – Contents are then sequenced in a following manner:

• From simple to complex

• Topics are arranged in terms of their relative importance
• From known to unknown
• From specific to general
• Dependent relationship
Training tactics – Once the objectives and the strategy of the training program becomes
clear, trainer comes in the position to select most appropriate tactics or methods or
techniques. The method selection depends on the following factors:

• Trainees’ background
• Time allocated
• Style preference of trainer
• Level of competence of trainer• Availability of facilities and resources, etc
Support facilities – It can be segregated into printed and audio visual. The various
requirements in a training program are white boards, flip charts, markers, etc.

Constraints – The various constraints that lay in the trainers mind are:

• Time
• Accommodation, facilities and their availability
• Furnishings and equipments
• Budget
• Design of the training, etc

Training Implementation

To put training program into effect according to definite plan or procedure is called
training implementation. Training implementation is the hardest part of the system because
one wrong step can lead to the failure of whole training program. Even the best training
program will fail due to one wrong action.

Training implementation can be segregated into:

• Practical administrative arrangements

• Carrying out of the training

Implementing Training

Once the staff, course, content, equipments, topics are ready, the training is implemented.
Completing training design does not mean that the work is done because implementation
phase requires continual adjusting, redesigning, and refining. Preparation is the most
important factor to taste the success. Therefore, following are the factors that are kept in
mind while implementing training program:
The trainer – The trainer need to be prepared mentally before the delivery of content.
Trainer prepares materials and activities well in advance. The trainer also set grounds before
meeting with participants by making sure that he is comfortable with course content and is
flexible in his approach.

Physical set-up – Good physical set up is pre-requisite for effective and successful training
program because it makes the first impression on participants. Classrooms should not be
very small or big but as nearly square as possible. This will bring people together both
physically and psychologically. Also, right amount of space should be allocated to every
participant.

Establishing rapport with participants – There are various ways by which a trainer can
establish good rapport with trainees by:

• Greeting participants – simple way to ease those initial tense moments

• Encouraging informal conversation
• Remembering their first name
• Pairing up the learners and have them familiarized with one another
• Listening carefully to trainees’ comments and opinions
• Telling the learners by what name the trainer wants to be addressed
• Getting to class before the arrival of learners
• Starting the class promptly at the scheduled time
• Using familiar examples
• Varying his instructional techniques
• Using the alternate approach if one seems to bog down
Reviewing the agenda – At the beginning of the training program it is very important to
review the program objective. The trainer must tell the participants the goal of the program,
what is expected out of trainers to do at the end of the program, and how the program will
run. The following information needs to be included:

• Kinds of training activities

• Schedule
• Setting group norms
• Housekeeping arrangements
• Flow of the program
• Handling problematic situations

Training Evaluation

The process of examining a training program is called training evaluation. Training

evaluation checks whether training has had the desired effect. Training evaluation ensures
that whether candidates are able to implement their learning in their respective workplaces,
or to the regular work routines.

Purposes of Training Evaluation

The five main purposes of training evaluation are:

Feedback: It helps in giving feedback to the candidates by defining the objectives and linking
it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge, transfer of

knowledge at the work place, and training.
Control: It helps in controlling the training program because if the training is not effective,
then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the
evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned with the
expected outcomes.

Process of Training Evaluation

Before Training: The learner’s skills and knowledge are assessed before the
training program. During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to give their opinions on the
methods used and whether those methods confirm to the candidates preferences and
Learning style.
During Training: It is the phase at which instruction is started. This phase usually consist
of short tests at regular intervals

After Training: It is the phase when learner’s skills and knowledge are assessed again to
measure the effectiveness of the training. This phase is designed to determine whether
training has had the desired effect at individual department and organizational levels.

There are various evaluation techniques for this phase.

Techniques of Evaluation

The various methods of training evaluation are:

• Observation
• Questionnaire
• Interview
• Self diaries
• Self recording of specific incidents
Quality

Particularly in those industries, which have to compete in international markets, the

management made clear links between training policies and the quality of work.

Change in Corporate culture

Continuous training was used to transmit new business strategies and new
organization culture.

Organizational Development

In some organization where financial responsibilities were being decentralized, the

training function was also getting decentralized. In other training dept was abolished
altogether and all manager’s were made responsible for instruction and training.
Flexible working practices

Company made a major training program after making two third work forces
redundant. This involved both vocational training and encouraging employee to take
educational courses in their free time.

Training and employment package

In certain companies training formed part of the pay packet offered to employees. It
also had a bearing on the Lab our turnover percentage of employee. In other way we can say
its like cost to company.

Corporate structure

In some instances I became difficult for managers to meet business objectives

because they had in sufficient control over recruitment and training decision. In some other
cases rivalries between different divisions of same company, prevented the integration of
coherent training and personal policies at central level.

The role of professional trainers

The findings suggest that the role of the professional trainer had undergone significant
changes. He is today not only a mere provider or organizer of training but also is being seen
as an agent or facilitator of change. This because today the management is integrating
training into the very culture of their organization. In some organization the trainers now have
access to key decision-makers and have established greater legitimacy for training and
development activities.

Corporate and individual training needs

Evidence suggests that numbers of organization are effectively integrating their

training and business strategies and progress has been made in training for organizational
development.

Although the need for continuing training of manager and professional is being
assessed on a more systematic basis this has not been extended more widely.
TYPES OF TRAINING METHODS ADOPTED BY AMBUJA
CEMENT LTD

The training methods which are generally used in an organization are classified into
two i.e.

1) On the job: On-the-job training places the employees in an actual work situation and
makes them appear to be immediately productive. It is learning by doing. For jobs, that
either are difficult to simulate or can be learn quickly by watching and doing on-the-job
training makes sense.

Computer-Based Training

Coaching

Job Rotation

Mentoring

One of the drawbacks to on-the-job training can be low productivity while the
employees develop their skills. Another drawback can be the errors made by the trainees
while they learn. However, when the damage the trainees can do is minimal, where training
facilities and personnel are limited or costly, and where it is desirable for the workers to learn
the job under normal working conditions, the benefits of on-the-job training frequently offset
its drawbacks.
(ii) Job Instruction Training: JIT consists of four basic steps:

(a) Preparing the trainees by telling them about the job and over coming their uncertainties

(b) Presenting the instruction, giving essential information in a clear manner;

(c) Having the trainees try out the job to demonstrate their understanding; and

(d) Placing the workers into the job, on their own, with a designated resource person to call
upon should they need assistance.

2) Off the job: Off-the-job training covers a number of techniques – classroom lectures,
films, demonstrations, case studies and other simulation exercises, and programmed
instruction. The facilities needed for each of these techniques vary from a small make shift
classroom to an elaborate development center with large lecture halls, supplemented by
small conference rooms with sophisticated audiovisual equipment, two-way mirrors, and all
the frills.

(i) Classroom lectures/conferences: The lecture or conference approach is well adapted

to conveying specific information – rules, procedures, or methods. The use of audiovisuals or
demonstrations can often make a formal classroom presentation more interesting while
increasing retention and offering a vehicle for more interesting while increasing retention and
offering a vehicle for clarifying more difficult points. The lecture’s liabilities include possible
lack of feedback and the lack of active involvement by the trainees.

(ii) Simulation exercises: Any training activity that explicitly places the trainee in an artificial
environment that closely mirrors actual working conditions can be considered a simulation.
Simulation activities include case exercises, experimental exercises, complex computer
modeling, and vestibule training.

(iii)Vestibule training: In vestibule training, employees learn their jobs on the equipment
they will be using, but the learning is conducted away from the actual work floor. In the 1980s
many large retail chains train cashiers on their new computer cash registers – which are
much more complex because they control inventory and perform other functions in addition
to ringing up orders – in specially created vestibule labs that simulated the actual checkout-
counter environment.
 Training, as a process of long tem learning is essentially a developmental tool.. By
effectively utilizing this tool, the organization expects to achieve career objectives.

 Contribute towards the career progressions of the employees by importing

knowledge of an additional or reinforcing nature, developing skills and bringing about
desired attitudinal changes among them. This would not merely prove effective in
assisting them to achieve organizational goals but also enable enhancement of their
self esteem and self confidences to face external challenges.

 Ours is a changing and dynamic organization which has to pay considerable

emphasis on training and retraining its employees to enable them to be competent,
committed and has the capacity to change according to the external and internal
demands and pressures.

Training of employees is not merely the responsibility of the management or the

training cell alone, but the responsibility of department managers as well. The human
resource department must enable the involvement of the department managers in the
process of employee training and development.

Others Method used

Also Play Games

special Project

Training Schedule in Organization

For Fresher Employee has following Steps of training:-

 Induction Program

 OH&S training

 Than Training about Job

 Than after 3 month

 In last two moths the candidate work in Various dept. Of the organization

 After Completing 5 moths training the trainee shift to their own dept.
ASSESSMENT OF TRAINING NEEDS

There are five steps towards the assessment and analysis of training and
development of the organization.
 Collection of information through interviewing and discussing with key personnel
both inside and outside the organization or specific departments; observing the work
place, working conditions, processes and outcomes; examining records, other written
information and annual employee appraisal.
 Compare performances of each department and each employee against
objectives, targets and standards set for them and keeping in mind future work
requirements in the organization.
 Identify cause of problems faced by the organization to enable the management to
train the employees in handling the problems as well as solving the problem in a
satisfactory manner.
 Segregate identified problems into problems requiring staff development action
such as training and into problems requiring other management actions, so that these
problems are accurately addressed.
 Prioritize training actions in accordance to where the training need is more urgent.

TYPES OF TRAINING ADRESSING VARIOUS TRAINING NEEDS;

 Entry training involving new recruits and employees required to take a

new job.
 Problem resolution training to meet a shortfall or deficiency in job
performance.
 Training for change to prepare employees for job identified in near future.
 Development to equip employees to meet organizational changes in future.

Training in Global Business World

 With the expansion of the organization, Human Resource job in no longer limited to
their native country but has extended worldwide. Localization is a key to successful
expansion that helps in improving upon workforce connections, doing the work effectively
and efficiently, and reducing global turnover.

As the organizations are expanding globally, training has become quite an essential
ingredient to improve performance. However, unavailability of budget necessary to achieve
goals results the training function to be at the bottom of priority list. Besides that, managers
do not fully adapt according to the local environment for the transfer of training. Very often,
managers use minimum of locally suitable resources or the most critical material like
employee handbooks. Training success in various countries requires cross cultural literacy
i.e. understanding of how cultural differences across nations can affect the way training is
given. At the same time, different cultures may or may not be supportive in the transfer of
training, in the sense that cultural factor may lower or raise the cost of training.

Case Study – A very brilliant marketing professional went to Arab for the sale of his
Company’s soft drink. But he came back with no results. When asked about the failure of the
mission, he answered that he prepared three cartoons. Cartoon-1- Displaying a man looking
exhausted and tired, is walking in desert in scorching heat. Cartoon-2- Displaying the same
man opening bottle and drinking the soft drink. Cartoon-3- Displaying the man feeling alive
and refresh again. Though, his strategy was good, unfortunately fails because he was
unaware that Arab people read from right to left. Moral here is localization is a key to
success.

There are some major barriers in the transfer of training when it comes to giving
training in other countries.

Culture

1. Values and Norms

2. Attitude
3. Age, Gender, and Professional Status
Language

1. Spoken

2. Unspoken

Social Structure

1. Individual
2. Assumptions
3. Group

Culture - Factor in Global Training Program

Communicating the information to different people from different cultures and different
nationalities can give rise to many problems. Many simple things that seem simple and
straightforward to communicate become difficult when it comes to communicating in different
environment. Giving training in one’s own culture is quite different from giving training in
different culture. Being a good trainer is not the only requirement but understanding socio-
economic and cultural backgrounds has now become an important part.

Values, norms, attitude are the building blocks of culture. Values means what a group
of people believes to be good, bad, right, or wrong. Norms means the social rules and
guidelines that prescribe appropriate behavior. Attitude disposes a person to act in a certain
way toward something in certain situation. A trainer giving training in different culture has to
keep these things in mind before delivering content.

Instances: A good case that concerns attitude towards time in different cities: People are very
punctual in United States.

People from US tend to come little early for any meeting, or when invited for dinner,
party to someone’s home because in their culture it is considered to be polite to arrive on
time. In Great Britain, people tend to come late for any appointment. If called at 5 P.M., that
means come at 5.30 or 6 P.M. Even for Argentineans, coming on exact time is far too early.
For instance, In US, if the trainer gets late for a scheduled training session it is treated as a
breach of etiquette. And it may result in loss of trainer’s respect and failure in transfer of
training. Age, Gender, and Professional Status – Different cultures give different regard to
age, gender, and professional qualification. For example, in Japan, people give high regard
to older people. Older people are regarded as having greater knowledge, skills, wisdom, and
abilities. Respect in the sense that people are more willing to listen to and seriously consider
the information. In such a culture, a young trainer might have to work harder to gain attention
and face problems in executing the program and transfer of training.

Similarly, some countries are also biased about the gender. Like in Gulf countries,
women’s role is limited to households only. In such a culture, it is not possible for women
trainers to undergo training programs because people will not be as receptive as in other
culture.
Same is with high professional status- the higher the qualification of the trainer, the
more will be the importance attached to the information.

Language Problem in International Training and Development Programs

Language comprises of both spoken and unspoken means of communication. Bestest
of the best training program will fail if trainer is not well versed in communicating trainees’
language. Language is one of the most important ingredients of culture.

Spoken Language– Trainees’ receiving training prefer to speak in their own language and
trainer being able to speak the local language can help establishing rapport among trainees,
which may be very important for the transfer of training. Language is one of the major
barriers when it comes to giving training in cross-cultural environment. Chinese is the mother
tongue of the largest number of people (shown below), followed buy English and Hindi.
Percentage of the people speaking their first language

Unspoken Language– means non-verbal communication, a very important part of

communication. It is a communication that uses body movements and gestures such as,
raising eyebrows, smiling, hand movements, facial expressions, etc. A failure to understand
unspoken language can lead to a failure of communication because body language is not the
same in every culture.
For instance, raising eyebrows is a sign of recognition in most cultures, but in some
cultures, it’s not. Similarly, making a circle with the thumb and forefinger is a friendly gesture
in the US, but it is obscene invitation in Turkey and Greece. Also, thumbs-up gesture is used
to indicate that “its fine” in the US and Europe, but it is vulgar gesture in Greece.
Another case of unspoken language is the amount of distance between the persons
talking to each other. In Latin America, the distance adopted by parties in a business
discussion is 3 to 5 feet while in the US, it is 5 to 8 feet. In the training context, if the trainer
gives training in Latin America and maintains a much larger distance than desired in their
culture, then in turn, it may result in a regrettable lack of rapport between the trainer and the
trainee.
Therefore, using the right body language is very important in cross-cultural training.

Global Training Class – Social Structure

Social Structure refers to basic social organization. It consists of many aspects such
as, the degree to which the social organization laid emphasis on the individual, as opposed
to the group.
Individualism–
Some countries emphasizes on individual achievement. Western countries emphasize
on individual performance, this in turn, leads to high level of creativity, high degree of
managerial mobility, entrepreneurial activity, etc. On the other hand, encouraging
individualism also make it difficult to work in teams. It may be difficult for them to co-operate
which may serve as an obstruction in smooth flow of training.
Group–
In most of the countries, group is the primary unit of organizations. Like in Japan, the
social status of an individual is determined as much as in by standing of the group. This may
lead to better cooperation; on the other hand it suppresses entrepreneurial activity, individual
creativity, etc. This in turn, may result, in loss of recognition of individual achievement at work
after training.
Therefore, trainer has to keep in mind the factor of the individual and the group while
giving training because encouraging a particular individual in Japan might be considered as
impolite or vice-versa.
Assumptions – We all make assumptions every day. It may be positive or negative,
good or bad. Assumptions influence our attitudes, perceptions. Most people see what they
want to see and believe what they want to believe. It some times leads to coinciding and
some time clashes. This tendency to make assumptions and forming attitudes regarding
certain things can be a big problem in a cross-cultural training. Differences in assumptions
can some times be very problematic. As an example, trainer may believe that if the trainees
do not question, they understand the content. On the other hand, trainees may believe that if
they will ask question, the trainer might think they are dull.
Presumptions can some times result in disrespect, distrust or resistance to change
behavior after training. For instance, trainees might misinterpret trainer because of his
different accent, appearance, style, or anything. Lack of interest of trainees de motivates
trainer to transfer expertise and skills. This can lead to discomfort and misjudging the other’s
motives and goals.
It is important to analyze the audience on the factors of customs, values, and
language in case of cross-cultural training.

Stakeholders in Training
There are three major stakeholders in training program
1. The Organization
2. The Trainee
3. The Trainer

Stakeholders in the training take a training plan forward, perhaps over a period of one year,
and sets parameters and priorities for the implementation stage. General Questions,
which are asked in relationships to the training systems, are:
 What type of training is required?
 Why the training is required?
 What is the budget of the training?
 What are the most sensitive and critical areas?
 How the training will be carried out?
 By whom the training program will be carried out?
 Where and when will the training program be carried out?
 Role of Organization in Training and Development
Questionnaire on Study on Effectiveness of Training & Development

An organization has a very close relationship with the trainee and the trainer because it is the
first contact for both.
The demand for the training in the organization increases when the organization wants:
 To hire new people – training as a means of training new recruits
 To Expand – When the company wants to increase its headcount
 To increase certain number of staff (in position) by a certain date
 To enhance the performance of employees
 Organization’s name to be a part of training unit.
 Demand for training also increases when there is change in the nature of job,
change in taste of consumer, change in methods of product development, etc. The
organization goes through the following steps for the transfer of training to the
field.

Trainee – Role of Trainee in Transfer of Training

But the problem arises when the organization outsource the training process. In this
situation the organization assumes that the trainer must be aware of the type of training
needs of the participants and their organization and their content will meet those needs.
This leads to failure of the program, which results in collusion. Therefore, it’s a
foremost duty of the organization to make the trainer and their organization aware of their
culture, climate, responsibilities of organization, etc.
The trainee is a major stakeholder in a training program. The whole training program
is developed for the trainees only. Each candidate plays an important role in the transfer of
training because one participant’s attitude regarding the training influence the other
participants and also each participant can assist by advancing the learning process to realize
the training objectives.
 Participant’s willingness to invest in the program is directly proportional to the benefits
of the learning that the trainee could expect. Each participant forms their own perception
towards training. Some perceptions remain the same during the program, while some faded
depending upon the assessment of a program by the participant

Some personal factors that affect the trainee’s learning are:

• Family Situation
• Personal Problems
• Relation between the training program and personal objective
• Level of self esteem
• Benefits expected from training
• Comfort level with the trainer
• Learning style of trainee
• KSA of trainee
• Previous training experiences
• Desire for professional growth and development

Some environmental factors that affect the trainee’s learning are:

• Relationship with colleagues and subordinates
• Training team
• Trainer team
• Training objective
• Content of training
• Training design i.e. methods, techniques, and strategies
• Environment in the program
• Composition of training group
• Infrastructure i.e. eating facilities, tea/coffee breaks
No matter how good the training program is, in the end it is the participant only who
decides whether to change his behavior or not. Trainees do not change their behavior merely
because someone tells them to do. They change when they feel there is a need of it. They
do it with their own learning style. The trainer and the organization can only try to remove the
mental blocks of the trainee, rest depends on trainee itself.
Importance of Trainer, Role of Trainer
The effective transfer of training depends a lot on the trainer because it is the trainer only
who can remove the mental block of trainee, motivate the trainee to learn, delete the
negative perception of the trainee regarding the training. Besides all that, a lot depends on
personality of trainer also.

The major competencies that are required to be present in a trainer are:

• Presentation Skills
• Business Skills i.e. budgeting, time management, negotiation, etc.
• Content Development i.e. material production, graphics, layouts, etc
• Self development i.e. interpersonal skills, good listening skills, flexible, accepting the
share of accountability, etc

Trainer’s Skills
The skills that need to be present in a trainer are:
• Training Design
• Evaluating the training program
• Training need analysis
• Worksheet design
• Exercises design
 Role of Trainer

Facilitation Of Training
Facilitation of Transfer of Training through Focus on Trainee and Organization
Intervention Focus on Trainee Focus on Organization Intervention
Focus on Trainee
Training is successful not only with good training design and training objectives but
also with the readiness and willingness of the trainees.
For the training to be successful, three things are required
1. Motivation
2. Knowledge, Skills, and Attitudes (KSAs)
3. Expectations towards Training
 Expected Performance is directly proportional to the multiplication of motivation,
required KSAs, and expectations towards training i.e.

Motivation – If the trainee is not motivated to learn, no learning is likely to occur no matter
how good the training methods are, or how talented the trainees are. Therefore, it is
important to intervene before training and provide them the information about the learning
outcome that they can expect and how the learning outcome will help in achieving the
objectives. This increases the motivation to learn and to be successful in training.

Expectations – Positive expectations matter a lot in a training program. If the trainee

perceives the training as waste of time, and waste of resources, no learning is likely to occur.
No learning is possible with negative perception. On the other hand, if the trainee believes
and expects that the training would help him to improve upon his professional skills and
would further help him in achieving his personal goals, the probability of training to meet the
objective increases.

Knowledge, Skills, and Attitudes (KSAs) – It is important that the selected trainees should
have the right KSAs for the training because even if the methods and contents of the training
is good but the candidates do not have the right KSAs, the training program will fail. Also the
training methods would not be effective if the candidates are lacking the desired skills.
Therefore, proper selection technique is must that would ensure that hired have the requisite
KSAs to be successful in training.

Facilitation of Training Through Organization Intervention

Failure of training is not always because of lack of KSAs but sometimes it is because of the
organizational forces also. These forces also hold back the transfer of training, and learning.
Therefore, it is important to keep in check those forces. For the successful transfer of
training, it is necessary to have supervisor support, trainer support, peer support, reward
system, climate and culture.

PEERS SUPPORT – Peer support can also help in transfer of training, for example, if the
trainee is the only one who is receiving training in the department then probably the
experienced peers might put pressure on trainee to forget the training and work. This
situation also hampers in transfer of training. However, this situation can be avoided by
involving the entire department in training, also by encouraging the learning culture in the
organization.
SUPERVISOR SUPPORT – can affect their employees’ learning in number of ways, for
example, if the trainee is motivated to learn and receives full support from their supervisor,
then this support in turn encourages the employee to learn as much as possible. Also,
supervisor can also reduce the negative factors of training, such as, the work that piles up
during training that makes the employee uncomfortable and employees’ negative perception
about the training program.
TRAINER SUPPORT – can also have a positive impact on the transfer of training. Gone are
the days, when the trainers’ role used to get over once the training program is done.
Trainers’ role is now extended to the work place also. Besides training, trainer’s role is to
keep a check on how trainees are performing and help them and discuss with them if they
encounter any problem in the workplace.
CLIMATE – Apart from supervisor support, peers support, trainer support, Climate factor
also comprises of company polices, attitude of upper management towards employee,
towards training. If these factors are positive then the climate will also support the transfer of
training. It is the organizations foremost duty to make the employees realize through these
factors that adequate amount of time and resources are spent on them for their professional
and personal development.

CULTURE – also have the impact over the transfer of training. If the culture of the
organization provides enough opportunities to its employees to implement what they have
learnt in the workplace and provide them variety of others factors such as, social support,
challenging jobs, etc then the likelihood of the transfer of training increases.

REWARD SYSTEMS – If the learning outcome that helps in achieving the objectives is
linked to reward system then the probability of the success of training would increase
NEW ELECTRONIC TECHNOLOGIES IN TRAINING

1) Interactive computer video technology:

The use of computers and videotapes in the field of training is now well established. Some
leading institution like MANAGE, Hyderabad is using this technology in training programme.

2) Broadcast television / cable television:

Televisions system in which programme is sent out by radio wave and are seen on television.
Indira Gandhi National Open University (IGNOU) is very well using this technology its
educational and training programme.

3) Computer aided instruction:

An educational concept which places the student in a conversational mode with a computer
which has programmed study plan. The programmed course selects the next topic or phase
of study according to previous responses from the student allowing each student to progress
at pace directly to his or her learning capability.

4) Interactive video /interactive compute:

The phrase ‘interactive video’ refers to a video programme with which user (trainee) can
interact. Interactivity takes place between user and the system, some thing for IC also, the
system composed of four basic components

(1) Monitor or video display unit

(2) Video tape or video disc

(3) A computer

(4) A disc drive, the computer controls the video or video disc. Disc drive loads a programme
into the computer.

5) Tele-conferencing:

A two way audio and one way video system. It is used nowadays by many institutions for
education and training purpose.
TRAINING EFFECTIVENESS

Cutting edge of competition today demands every organization, to measure its activities in
terms of effectiveness, efficiency, excellence (triple E). To achieve this triple C a lot of
investment is made by the organization but the sword of sure short success hangs on the
head of the HRD manager, this is because he has to handle the most complex resource i.e.
human resource. The next toughest thins is to maintain is the ROI (return on investment) of
training and development. It is not only the ROI but the performance management, retention
level, motivation, morale, creativity, innovation conflicts, loyalty and commitment etc. of the
manpower which are not easy to handle.

Keeping all these factors in mind the focus of vision falls on training and development. The
training effectiveness is obviously in terms of enhanced skill and knowledge to achieve the
present goals, through the increased learnt behavior. In the process of training effectiveness
is the most important /vital area, where by the individual and organizational goals are
integrated to bring about the desired performance levels. How to reduce the gap?
 Chapter 4
METHODOLOGY OF THE PROJECT

 Interview
 Preparation of the summary expressed
 Recommendation of fall back site
 Questionnaire design

RESEARCH DESIGN
 Descriptive Design.

Sample Size:
To understand the training and development scenario at Ambuja Cement Ltd. and what the
trainee really feels about the training they have undergone and further what kind of training
they look for. Do they really look for any kind of training or not? To study the above aspect
we covered almost about 40 people from almost all the department at of the company
Ambuja Cement Ltd.

TOOLS USED FOR DATA COLLECTION

 Primary data collected through questionnaires and informal interviews.
 Secondary data collected through magazines, journals, websites, and other
corporate publications

PROCEDURE FOR DATA COLLECTION.

 Communication, asking questions and receiving a response in person
 Visiting the various organizations, libraries, internet and also preparation
of the questionnaire with the help of the project guide.
DATA ANALYSIS AND INTERPRETATIONS
Your HOD asked from you what type of training and development do you want.

Response No. Of Respondents Percentage

Every Time 09 22.50
Mostly 16 40.00
Some time 11 27.50
No 04 10.00
Total 40 100

80
70
60
50
40
40 Respondents
30 27.5
22.5
20
10
10
0
Every Time Mostly Som e tim e No

Interpretation:-

The above graph indicates that the HOD mostly ask from employ for what type
of training/development do you wants. Which percentage is 40%
Satisfaction Level with the training/development Model of training and development.

Response No. of Respondents Percentage

Strongly satisfied 03 07.50
Satisfied 29 72.50
Somewhat satisfied 07 17.50
Dissatisfied 01 02.50
Total 40 100

80
70
60
50
40
Respondents
30
20
10
0
Strongly Satisfied Satisfied Som ew hat Dissatisfied
Satisfied

INTERPRETATION:-

The above chart indicates that employees are satisfied with the
training/development model which follows on those
Force apply on Employees for attending a training/development program which is not
valuable for Duties.

Response No. of respondents Percentage

Every Time 00 00.00
Mostly 06 15.00
Some time 09 22.50
No 25 62.50

Total 40 100

80
70
60
50
40 Respondents
30
20
10
0
Every Time Mostly Som e tim e No

INTERPRETATION:-

The above chart indicates that no any type of force apply on the employ for
attending those training program which are not valuable for us.
.
The training/development program is helpful for employees.
Response No. of respondents Percentage
Strongly Helpful 12 30.00
Helpful 24 60.00
Some time 04 10.00
No 00 00.00

Total 40 100

80
70
60
50
40 Respondents
30
20
10
0
Strongly Helpful Helpful Som e tim e No

INTERPRETATION:-

The above graph indicates that the training/development program helps the
employees for doing their current Job.
Satisfaction Level with the facility provided to Employees during the
training/development program (like lunch break, tea break, training room etc)

Respondents No. of respondents Percentage

Strongly satisfied 07 17.50
Satisfied 29 72.50
Somewhat satisfied 03 07.50
Dissatisfied 01 02.50
Total 40 100

80
70
60
50
40
Respondents
30
20
10
0
Strongly Satisfied Satisfied Som ew hat Dissatisfied
Satisfied

INTERPRETATION:-

This graph indicates that the employees are satisfied with the facility which are
provided to employees during training program
Type of training/development which is more helpful or valuable for Employees to
understand the concept?

Respondents No. of respondents Percentage

Training on Computer 03 07.50
Training through graph, 06 15.00
Pictures, Diagram etc
Training with experiment 27 67.50
Training in Class room 04 10.00
Total 40 100

80
Respondents
70

60

50

40

30

20

10

0
Training on Training through Training w ith Training in Class
Com puter graph, Pictures, experim ent room
Diagram etc

INTERPRETATION:-

The above graph indicates that the training/development program with

experiment is more valuable than others.
Evaluation form fill by Employees as.

Respondents No. of respondents Percentage

As formality 01 02.50
Under a force of 00 00.00
management
According to your 28 70.00
observation during
training
As a responsibility 11 27.50
Total 40 100

80
70
60
50
40
30
20
10
0
As form ality Under a force of According to your As a
m anagem ent observation responsibility
during training
Respondents

INTERPRETATION:-

The above graph shows that Employees fills the form according to their
observation.
The duration of your training/development program:
Respondents No. of respondents Percentage
Sufficient 23 57.50
To be extended 11 27.50
To be shortened 03 07.50
Manageable 03 07.50
Total 40 100

80
70 Respondents
60
50
40
30
20
10
0
Sufficient To be extended To be shortened Manageable

INTERPRETATION:-

The above graph indicates that the duration training/development is sufficient.

Level of problems faced by Employees After completing their training/development
Program.

Respondents No. of respondents Percentage

Every Time 01 02.50
Mostly 04 10.00
Some time 21 52.50
No 14 35.00

Total 40 100

80 Responden
70 ts
60
50
40
30
20
10
0
Every Tim e Mostly Som e tim e No

INTERPRETATION:-

The above graph indicates that the employees some time face the problem
after completing their training program.
The conditions that have to be improved during training/development period.

Respondents No. of respondents Percentage

Re-design the training 03 07.50
program
Remove interference 07 17.50
Re-organize the training 02 05.00
place
Upgrade the information 21 52.50
of the material given
during training
Nothing to Do 07 17.50
Total 40 100

80
70
60
50
40
30
20
10
0
Re-design the Rem ove Re-organize Upgrade the Nothing to Do
training interference the training inform ation of
program place the material
given during Respondents
training

INTERPRETATION:-
The above graph indicates that the employees wants that Upgrade the
information of the material given during training/development program.
1. The firm
*1) . When the Training/development needs is Identify by your HOD. Is your HOD
asked from you what type of training and development do you want?
Every Time
Mostly
Some time
No

*2) Are you satisfy with the training/development Model of training and development
which is organization follow on you?
Strongly satisfied
Satisfied
Somewhat satisfied
Dissatisfied
*3) Any Type of force apply on you for attending a training/development program
which is not valuable for your Duties?
Every Time
Mostly
Some time
No

*4) The training/development program which is follows on you. Is it helpful for you
doing your current Job? ?
Strongly Helpful
Helpful
Some time
No
*5) Are you satisfy with the facility provided to you during training/development
program (like lunch break, tea break, training room etc)?
Strongly satisfied
Satisfied
Somewhat satisfied
Dissatisfied

*6) What type of training/development do you think more helpful or valuable for
understand the concept?
Training on Computer
Training through graph, Pictures, Diagram etc
Training with experiment
Training in Class room
*7) How you fill Evaluation form:
As formality
Under a force of management
According to your observation during
As a responsibility

*8) The duration of your training/development program is:

Sufficient
To be extended
To be shortened
Manageable
*9) After completing your training/development Do you face any problem to
performing your Duties?
Every Time
Mostly
Some time
No

*10) What are the conditions that have to be improved during training/development
period?
Re-design the training program
Remove interference
Re-organize the training place
Upgrade the information of the material given during training
Nothing to Do
 CHAPTER-5
LIMITATIONS

Every scientific study has certain limitations and the present study is no more exception.
These are:
1. The terminology used in the subject is highly technical in nature and creates a lot of
ambiguity.
2. All the secondary data are required were not available.
3. Respondents were found hesitant in revealing opinion about supervisors and
management.
4. Questionnaire is objective type and respondents can’t tick on more than one option.
SUGGESTIONS

Under noted few suggestions cum conclusion can be taken as for implementation to reap
furthers benefits.
 Making training and development process and entirely in house activity to
reduce cost.
 It is found that the average age group of trainees are in their twenties or
early thirties which signifies that the consumer durable industry need more
of young blood as enthusiasm is an integral part of the industry.
 The maximum emphasis is given to job instruction methods where the
trainee are made to understand their job thoroughly and the role they are
going to play in performing their job.
 Lecture as well as the presentation is the major part of imparting the
education and training them.
 The training objective are in keeping with needs and abilities of the trainee
and it is this that proves to be the major reason for success of the training
as whole...
 The trainee fill the feedback form and from time to time test are conducted
to know the gauge the effectiveness of training to employee to check their
memory if they retain anything or not.
 We think that time management is one of the thing on which Ambuja Cement Ltd
team must emphasis so that there employee can be more productive as it was
found during the visit to the corporate office people they lack in managing
themselves.
 Stress management training is more important for employee as it was
observed that people are all the time in tension like situation as to how to
do what to do when to do, no time and things like that which kept them
tensed all time.
 Last but not least behavioural training is more important as while doing the study it was
found that people are less cooperative and outgoing to help out. And from my survey I
fond that the training with experiment more valuable than other methods and also
employees like this method and Upgrade some changes required in your training material
collection
And some problems Face by the employees after completing their training program.
 Conclusion

The Project on training and development at Ambuja Cement Ltd. Has give me an
exposure to the real working in the Company. I feel Privileged to get practical
exposure to various aspects of Human Resources Management of HR, Records,
Induction program etc.
Before starting my summer project I had an Idea of conducting Training and
Development only on the function of Human Resources Management. But the
company and especially Mr. AC Verma, Mr. Ajay Shina and Mr. Davindar Kumar
provided me the entire Universe to conduct the training process. There were no
restrictions on me for visiting any department or taking to any employee in the
Company regarding my project. All the files and records were available, which helped
me a lot in my project.
This was a very live project for me because carrying out the entire process at
my own gave me a great insight to learn various aspects of Training and Development
process in company.
I have gained a lot of Knowledge during my training of 7 weeks in Ambuja Cement
Ltd.
 CHAPTER-6
BIBLIOGRAPHY
BOOKS:

David A. Decenzo/Stephen P. Robins (2007) Personal and Human Resource Management

A. Monappa (2007), Personal Management
Allan Pepper (2004) A Handbook on Training and Development

WEBSITES:

www.GujratAmbuja.com
www.wikipedia.org
www.naukrihub/training and development.com