Training

work environment so that manager may develop competence in general management decision-making skills. Enlarged and enriched job responsibilities :By giving an employee added job duties, and increasing the autonomy and responsibilitiesassociated with the job, the firm allows an employee to learn a lot about the job, departmentand organization. Job instruction training :It is also known as step-by-step training. Here, the trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraisesthe performance of the trainee, provides feedback information and corrects the trainee. Insimple words, it involves preparation, presentation, performance, and tryout and follow up. Coaching :The trainee is placed under a particular supervisor who functions as a coach in training theindividual. The supervisor provides the feedback to the trainee on his performance and offersh i m s o m e s u g g e s t i o n s f o r improvement. Often the trainee shares some duties a n d responsibilities of the coach and relives him of his burden.A drawback is that the trainee may not have the freedom or opportunity to express his ownideas. Committee assignments :Here in, a group of trainees are given and asked to solve an actual organizational problem.The trainees solve the problem jointly. This develops team work and group cohesivenessfeelings amongst the trainees. OFF-THE-JOB TRAINING It includes anything performed away from the employees job area or immediate work area.Two broad categories of it are: 28

IN HOUSE PROGRAMMES These are conducted within the organizations own training facility; either by trainingspecialists from HR department or by external consultant or a combination of both. OFF-SITE PROGRAMMES It is held elsewhere and sponsored by an educational institution, a professional association, agovernment agency or an independent training and development firm.The various off- the- job-training programmes are as follows: Vestibule training: Herein, actual work conditions ares i m u l a t e d i n a c l a s s r o o m . Material, files and equipment those are used in actual j o b performance are also used in training. This type of training is commonly used for training personnel for clerical and semiskilled jobs. The duration of this training ranges from fewdays to a few weeks. Theory can be related to practice in this method. Role-playing: I t i s d e f i n e d a s a m e t h o d o f h u m a n interaction that involves realistic behaviour in imaginary situations. This method involvesa c t i o n d o i n g a n d p r a c t i c e . Th e p a r t i c i p a n t s p l a y t h e r o l e o f c e r t a i n c h a r a c t e r s , s u c h a s production manager, HR manager, foreman, workers etc. This method is mostly used for developing interpersonal interactions and relations. Lecture method: The lecture is a traditional and directmethod of instruction. The instruction organizes the material and gives it to the group of trainees in the form of a talk. To be effective, the lecture must motivate and create interest among the trainees. An advantage of this method is that it is direct and can be used for a largegroup of trainees. Conference or discussion: It is a method in training theclerical, professional and supervisory personnel. It involves a group of people who poseideas, examine and share facts and data, test assumptions and draw conclusions, all of whichcontribute to the improvement of job performance. It has an advantage that it involves two-way communication and hence feedback is provided. The

participants feel free to speak insmall groups. Success depends upon the leadership qualities of the person who leads thegroup. 29 Programmed instruction : T h i s m e t h o d h a s b e c o m e popular in recent years. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to mere complex levels of i n s t r u c t i o n s . Th e t r a i n e e g o e s t h r o u g h t h e s e u n i t s b y a n s we r i n g q u e s t i o n s o r f i l l i n g t h e blanks. This method is expensive and time consuming. EXECUTIVE DEVELOPMENT PROCESS Executives are the people who shape the policies, make the d e c i s i o n s a n d s e e t h e i r implementation in any business organization. They are the president, the vice-president, themanaging director, works manager, plant superintendent, controller, treasurer, office managers,engineers, directors of functions such as purchasing, research, personnel, legal, marketing etc. Executive development ma y b e s t a t e d a s t h e a p p l i c a t i o n o f p l a n n e d e f f o r t s f o r r a i s i n g t h e performance standards of high level managers, and for improving the attitudes and activities thatenter into or influence their work and their work relations. EXECUTIVE DEVELOPMENT PROCESS Following are the steps, which are involved in the development process of executives: OBJECTIVES The first and foremost step is to define the long- term objectives of training and development of executives. STRENGTH AND WEAKNESS An inventory of managers is taken with special focus on their strength in terms of managerialskills and other attributes. Their unique capabilities, specialist knowledge and achievements arelisted down against each. A comparison with the requirement of the organization will bring the gap in knowledge and skills of existing executive. This is the weakness.

LONG- RANGE PLANS Here the management prepares long-term training and development plans for their executives,which include the annual training targets, the annual budgets and the specific area of training. SHORT- TERM PROGRAMME 30

MODEL USED IN THIS REPORT FOR EVALUATION AND RECOMMENDATIONS The Kirkpatrick Model establishes the effectiveness in terms of assessing the extent to which theobjectives are met. Combining the four levels of this model and an optimum cost benefit strategywould enable the management to ascertain the extent to which a programme is contributing to theeffectiveness of the organization. Therefore, this technique is used to identify and recommendc e r t a i n me a s u r e s i n o r d e r t o i mp r o v e t h e t r a i n i n g e f f e c t i v e n e s s a t B H E L. Th e d e t a i l s o f Kirkpatrick Model are explained in the succeeding paragraph. THE KIRKPATRICK MODEL Perhaps the most influential approach to training e v a l u a t i o n w a s d e v e l o p e d b y D . L . KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its age and common sense approach to the subject, remains valid: because of its comprehensiveness, simplicity, andapplicability to a variety of training situations. LEVEL ONE-REACTION T h i s l e v e l i n t h e K i r k p a t r i c k mo d e l i s s e e n t o o f f e r s o me u s e f u l i n s i g h t s i n t o t h e e a r l yexperiences of trainees, but precisely because it is concerned with feelings and first reactions,the results need to be viewed with some caution.Measurement can be done through: Reaction sheets: Reaction sheets (often refereed to as happy sheets) shou ld ask questionsabout the achievement of the course objectives, about the course material, the presentation, theactivities used, the venue and the precourse material. Group discussion: Build in time at the end of the course for how they will take the learningforward. Have them record the main points of the discussion for you to take away. Thumbs up, thumb down:

This is much focused on reaction. Ask closed questions about thetraining course directed to the whole group. If participants feel the answer to the question isYes they give a thumbs-up sign, if the answer is No, its a thumbs down. You need to recordthe number of responses, positive or negative, to each question. 38

Level Two- Learning This is the level at which new learning is generated and which requires evaluators to try toestablish individuals progress towards the learning of specified skills and competencies.Measurements can be done through: Reaction sheets: Questions about what participants feel they have learnt during the course can be included on the reaction sheets. Post-courses review: Delegates should meet with the ir lime manager soon after the course todiscuss what learning has taken place and how this will be applied. They should then meet atagreed intervals to review how much progress is being made. Action plans: By requiring delegates to complete action plans at the end of course, we implythat we are expecting them to implement some learning from the course and make some changesin the way they work. LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE Recognizing that the purpose of training is to create new job capabilities means that evaluationmust be extended to the working environment. Above all, this level of evaluation draws attentionto the fact that training does not end at the completion of the training programme, but has to embrace issues such as the transfer of training, support for the use of new skills and competencesand the support provided by line managers.Measurement can be done through: Post- course review with line manager: Delegates should meet with their lime manager soonafter the course to discuss what learning has taken place and how this will be applied. Theyshould then meet at agreed intervals to review how much progress is being made. Follow-up questionnaire:

T h e t r a i n e r c i r c u l a t e s a q u e s t i o n na i r e t o a l l d e l e g a t e s a n d t h e i r managers asking questions about how the learning from the course is being applied. Follow-up calls :The trainer, or a nominated person, chooses a random sample of delegates froma course and then contacts them and their line managers to ask a series of questions about theapplication of learning from the course. Re-testing: If the training is very skills- based and has culminated with a test, it is possible(although time-consuming) to re-test delegates on regular basis and then to retrain if necessary. 39

 LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE The ultimate level and one that represents an attempt to establish what is often described as theimpact of training on the bottom line must be measured.As with level three evaluations, in order to assess the effects of training on an organization,measures need to be taken prior to the training being carried out. Examples of such measures are:Staff attitude surveys Profit levels Wastage Levels of consumables used Accidents and damage rates Customer complaints Working rates Error rates Work outstanding Task completed per hour/day/week Self-assessment of performance by team members

6) The training sessions were exciting and a good learning experience. 58Options No. of Respondents% of ResponsesS t r o n g l y a g r e e 5 2 5 % M o d e r a t e l y a g r e e 8 4 0 % C a n t S a y 2 1 0 % M o d e r a t e l y D i s a g r e e 3 1 5 % S t r o n g l y D i s a g r e e 2 1 0 % T o t a l 2 0 1 0 0 %

INTERPRETATION 65% respondents believe that the training sessions were exciting and a good learning experience.10% respondents could not comment on this while 25% differ in opinion. They feel that thetraining sessions could have been more exciting if the sessions had been more interactive and inline with the current practices in the market. 7)The training aids used were helpful in improving the overall effectivenessof the programme. Options No. of Respondents% of ResponsesS t r o n g l y a g r e e 4 2 0 % M o d e r a t e l y a g r e e 5 2 5 % C a n t S a y 7 3 5 % M o d e r a t e l y D i s a g r e e 3 1 5 % S t r o n g l y D i s a g r e e 1 5 % T o t a l 2 0 1 0 0 % 59

INTERPRETATION 40% of the respondents believe that the training aids used were helpful in improving the overalleffectiveness, yet 20% disagree to this notion. 35% respondents did not comment on the issue.Yet the total mindset of the respondents was that the organization should use better scientific aidsto enhance the presentation and acceptance value of the training programme. 8) The training was effective in improving on- the- job efficiency. O p t i o n s N o . o f R e s p o n d e n t s % o f R e s p o n s e s S t r o n g l y a g r e e 3 1 5 % M o d e r a t e l y a g r e e 6 3 0 % C a n t S a y 4 2 0 % M o d e r a t e l y D i s a g r e e 4 2 0 % S t r o n g l y D i s a g r e e 3 1 5 % T o t a l 2 0 1 0 0 % 60

9 ) I n yo u r o p i n i on , t h e n u mb e r s o f t r a i n i n g p r o g r a m me s o r g a n i z e d d u r i n g t h e ye a r we r e sufficient for officers of BHEL. Strongly agree Moderately agree Cant Say Moderately Disagree Strongly Disagree10) How many training programmes have you attended during the last year?Upto 23-56-8More than 811) The training given is useful to you. Strongly agree Moderately agree Cant Say Moderately Disagree Strongly Disagree12) The time limit of the training programme was sufficient Strongly agree Moderately agree Cant Say Moderately Disagree Strongly Disagree13) The time limit of the training programme, if increased would make it more effective. 78

Strongly agree Moderately agree Cant Say Moderately Disagree Strongly Disagree14) The training was effective in improving your on-the-job efficiency. Strongly agree Moderately agree Cant Say Moderately Disagree Strongly Disagree1 5 ) T h e t r a i n i n g a i d s u s e d w e r e e f f e c t i v e i n i m p r o v i n g t h e o v e r a l l e f f e c t i v e n e s s o f t h e programme. Strongly agree Moderately agree Cant Say Moderately Disagree Strongly Disagree16) The number of training programmes organized for workers in a year are sufficient. Strongly agree Moderately agree

Cant Say Moderately Disagree Strongly Disagree 79

1 7 ) Th e p a r t i c i p a t i o n o f wo r k e r s i n t r a i n i n g p r o g r a m me w o u l d help increase its effectiveness. Strongly agree Moderately agree Cant Say Moderately Disagree Strongly Disagree 80