48419461 airtel final project report

62
A SUMMER TRAINING REPORT IN “TRAINING AND DEVELOPMENT AT AIRTEL” Submitted in partial fulfillment of the requirement of the degree of Bachelor of Business Administration, TILAK MAHARASHTRA UNIVERSITY, PUNE Training Supervisor: Submitted by: Mr. Karan Ranjan Gagandeep Singh Sethi (Training officer) PR No. 07108017204 SESSION: 2008–2011

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Page 1: 48419461 Airtel Final Project Report

A SUMMER TRAINING REPORT

IN

“TRAINING AND DEVELOPMENT AT AIRTEL”

Submitted in partial fulfillment of the requirement of the degree ofBachelor of Business Administration,

TILAK MAHARASHTRA UNIVERSITY, PUNE

Training Supervisor: Submitted by: Mr. Karan Ranjan Gagandeep Singh Sethi(Training officer) PR No. 07108017204

SESSION: 2008–2011

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TILAK MAHARASHTRA UNIVERSITY, PUNE (INDIA)

ACKNOWLEDGEMENT

This study would not have been possible without the cooperation of and generous help from a number of people. While it may not be possible for me to express my gratitude to all of them individually, I wish to place on my record my appreciation to them for all the help they extended to me during the project.

I am very thankful to Mr. Karan Ranjan (Training officer) of Airtel who guided me in the whole process. I would also like to thank all those employees of Airtel who helped me in my Project.

Report was completed successfully because of the grace of the god and the blessings of my parents.

Gagandeep Singh Sethi

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TABLE OF CONTENTS

AcknowledgementExecutive Summary

Page No.Introduction Chapter I 6

Research Methodology Chapter II 7

♦ Objectives♦ Scope♦ Type of Data♦ Sample size & design♦ Statistical tools♦ Type of research♦ Limitations

Industry & Company Profile Chapter III 9

Theory of Training Chapter IV 19

Analysis and Findings Chapter V 37

Conclusion and Suggestions Chapter VI 47

AnnexureBibliography

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EXECUTIVE SUMMARY

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.

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CHAPTER I

INRODUCTION

Every organization needs to have experienced and well-trained employees to

perform the activities. Rapid changes in the environment have not only made the

jobs more complex but have also created increased pressures for the

organizations to re-adapt the products and services offered to compete in this

fast changing world. Therefore, in a rapidly changing society training is an

activity, which is must for maintaining a viable and knowledgeable work force.

Success of any training programme largely depends upon proper identification of

training needs. Training needs are felt by the managers when they

discover/perceive deviation between standard performance and actual

performance of its employees. It is not that only workers need training.

Simultaneously supervisors, managers and executives need to be trained and

developed to grow and acquire maturity of thought and action. Many

organizations invest considerable resources in training and development but

never really examine how and where this can most effectively promote

organizational objectives and individual growth. The failure to analyze training

needs within the organization will lead to lesser of benefits and huge investment

in the training programme of the institute. Hence it would be pertinent to analyze

training needs first and then impart training accordingly.

Training is a long term investment in HR using the equation given below:

Performance = ability x motivation

Training can have an impact on both these factors. It can heighten the skills and abilities of the employees and their motivation by increasing their sense of commitment and encouraging them to develop and use new skills.

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CHAPTER II

RESEARCH METHODOLOGY

OBJECTIVES OF THE STUDY

− To understand the prevailing trends of training and development at Bharti

Cellular (Airtel).

− This project is an attempt to study, training need identification and evaluation

of training programme at Bharti Cellular Ltd (Airtel).

− To suggest ways to improve training.

TYPE OF RESEARCH Descriptive Research

SAMPLE UNIT Trainees at Okhla office

SAMPLE SIZE Twenty

TYPE OF QUESTION Close ended & open- ended.

TYPE OF QUESTIONNAIRE Structured and non

Disguised

TOOLS USED FOR DATA COLLECTION

• Primary data collected through questionnaires and informal interviews.

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• 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.

STATISTICAL TOOLS USED

Pie Charts

Bar diagrams

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CHAPTER III

INDUSTRY PROFILE

In the early 1990s, the Indian government adopted a new economic policy aimed

at improving India's competitiveness in the global markets and the rapid growth

of exports. Key to achieving these goals was a world-class telecom

infrastructure.

In India, the telecom service areas are divided into four metros (New Delhi,

Mumbai, Chennai and Kolkata) and 20 circles, which roughly correspond to the

states in India. The circles are further classified under "A," "B" and "C," with the

"A" circle being the most attractive and "C" being the least attractive. The

regulatory body at that time — the Department of Telecommunications (DOT) —

allocated two cellular licenses for each metro and circle. Thirty-four licenses for

GSM900 cellular services were auctioned to 22 firms in 1995. The first cellular

service was provided by, Modi Telstra in Kolkatta in August 1995. For the

auction, it was stipulated that no firm can win in more than one metro, three

circles or both. The circles of Jammu and Kashmir and Andaman and Nicobar

had no bidders, while West Bengal and Assam had only one bidder each.

In 1996, the Telecom Regulatory Authority of India (TRAI) bill was introduced in

the Lok Sabha, and the president officially announced the TRAI ordinance on 25

January 1997. The government decided to set up TRAI to separate regulatory

functions from policy formulation, licensing and telecom operations. Prior to the

creation of TRAI, these functions were the sole responsibility of the DOT.

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AIRTEL - A PROFILE

AirTel comes to you from Bharti Cellular Ltd, consortium of giants in the

telecommunication business.

AirTel launched its services in Delhi on November 14, 1995. It has at present

over six lakh fifty thousand customers in its six years of pursuit of greater

customer satisfaction; AirTel has redefined the business through marketing

innovations, continuous technological up gradation of the network, introduction of

new generation value added services and the highest standard of customer care.

AirTel has consistently set the benchmarks for the Indian cellular industry to

follow.

First to launch Cellular service in Delhi on November, 1995.

First operator to revolutionaries the concept of retailing with the inauguration of

AirTel Connect (exclusive showrooms) in 1995. Today AirTel has 20 Customer

Care Touch points called "Connects" and over 350 dealers in Delhi and NCR

towns.

First to expand its network with the installation of second mobile switching center

in April, 1997 and the first in Delhi to introduce the Intelligent Network Platform

First to provide Roaming to its subscribers by forming an association called

World 1 Network.

First to provide roaming facility in USA. Enjoy the mobile roaming across 38

partner networks & above 700 cities Moreover roam across international

destinations in 119 countries including USA, Canada, and UK etc with 284

partner networks.

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HISTORY

Highlights of our history, collaborations and achievements are given below.

1995

• Bharti Tele-Ventures Limited incorporated on July 7, 1995

• Bharti Cellular launched mobile services 'AirTel' in Delhi

1996

• Bharti Telenet launched mobile services in Himachal Pradesh

1997

• Bharti Telenet obtained a license for providing fixed-line services in Madhya

Pradesh circle

• Bharti Telecom formed a joint venture, Bharti BT, for providing VSAT

services.

1998

• Bharti Telecom formed a joint venture, Bharti BT Internet for providing

Internet services

• First Indian private fixed-line services launched in Indore in the Madhya

Pradesh circle on June 4, 1998 by Bharti Telenet thereby ending fixed-line

services monopoly of DoT (now BSNL)

1999

• Warburg Pincus (through its investment company Brentwood Investment

Holdings Limited) acquired equity interest in Bharti Tele-Ventures

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• Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobile

(formerly JT Mobiles), the mobile services provider in Karnataka and Andhra

Pradesh circles.

2000

• New York Life Insurance and Fund, or NYLIF, acquired a equity interest in

Bharti Cellular

• Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobiles

(formerlySkycell Communications), the mobile services provider in Chennai

• Bharti Tele-Ventures acquired equity interest of Telecom in Bharti Telenet

thereby making Bharti Telenet a 100% subsidiary of Bharti Tele-Ventures

• SingTel (through its investment company Pastel Limited) acquired STET's

equity interest in Bharti Tele-Ventures

• Bharti Tele-Ventures acquired an additional effective equity interest in Bharti

Mobile resulting in Bharti Tele-Ventures holding an effective 74% equity

interest in Bharti Mobile.

2001

• Bharti Telesonic entered into a joint venture, Bharti Aqua net, with SingTel for

establishing a submarine cable landing station at Chennai.

• Bharti Tele-Ventures acquired NYLIF's equity interest in Bharti Cellular

• Bharti Cellular acquired a 100% equity interest in Bharti Mobitel (formerly

Spice Cell), the mobile services provider in Kolkata

• Bharti Tele-Ventures acquired equity interest in Bharti Cellular from British

Telecom, thereby making Bharti Cellular its 100% subsidiary

• Bharti Tele-Ventures acquired an additional equity interest in Bharti Mobinet

from Millicon International and BellSouth International

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• Punjab license restored to Bharti Mobile by the DoT and migration to NTP -

1999 accepted

• Bharti Cellular entered into license agreements to provide mobile services in

eight new circles following the fourth operator mobile license bidding process.

• Bharti Telenet entered into license agreements to provide fixed-line services

in the Haryana, Delhi, Tami Nadu and Karnataka circles

• Bharti Telesonic has entered into a license agreement with DoT to provide

National Long Distance Services in India and has been the first service

provider to start service in the country.

• Bharti Aquanet, Bharti Telesonic and Bharti Cellular have entered into license

agreements with the DoT to provide ISP services in India

2002

• Bharti launched mobile services in Gujarat Haryana, Kerala, Madhya Pradesh

circle, Maharashtra, Mumbai, Punjab, Tamil Nadu, and Uttar Pradesh (West)

Circle.

• Bharti listed on the National Stock Exchange, Bombay Stock Exchange and

the Delhi Stock Exchange on February 18, 2002.

2003

• Bharti entered into a license agreement with the DoT to provide international

long distance services in India.

• Bharti launched fixed-line services in the Delhi, Haryana, and Karnataka and

Tamil Nadu license areas.

2004

• Bharti became the first private telecommunications services provider to

launch international long distance services.

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Awards

Consecutively for years and 2004, AirTel has been voted as the Best Cellular

Service in the country and won the coveted Techies award.

The Asia Pacific Award for the Most Innovative HR practices-2000.

The Golden Peacock National Training Award for excellence in Training

practices-2000.

The Golden Peacock National Quality Award-2001.

BCL is first mobile communication service provider in India to be certified for ISO

9001:2000 and 1st in world certified by British Standards Institution for Mobile

Communication.

Born a leader, the first cellular service in Delhi, AirTel has maintained leadership

through constant innovations which have redefined standards of cellular services

in India.

First to introduce a wide array of value added services like Smart mail, Fax

facility, Call Hold, Call waiting, Web message, Information services etc. to

enhance the convenience of its subscribers.

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Vision

“To make mobile communications a way of life and be the customers' first choice”

Mission

We will meet the mobile communication needs of our customers through:

Error- free service delivery

Innovative products and services

Cost efficiency

Unified Messaging Solutions

Bharti Values

Inn venturing

We will generate and implement entrepreneurial and innovative ideas, which will

continuously create new growth engines.

Customer First

We are committed to delivering service beyond the expectations of the customer.

Our quality of customer responsiveness clearly differentiates us from others.

Performance Culture

We benchmark our processes and performance against world-class standards.

We distinguish between performers and non-performers by valuing achievement

at the individual as well as the team level. Ours is a culture of inclusively where

feedback, learning and ideas are actively encouraged, sought and acted upon.

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Valuing Partnership"

We are committed to building exemplary relationship with our partners, which

stand on the principles of mutual trust and mutual growth.

Valuing People"

We nurture an environment where people are respected and their uniqueness is

valued. We believe that people are our key differentiators.

Responsible Corporate Citizenship"

We are committed to making a positive and proactive contribution to the

community. As a responsible corporate citizen we will contribute to and abide by

environmental and legal norms.

Ethical Practices

We will uphold the highest ethical standards in all internal and external

relationship. We will not allow misuse or misrepresentation of any kind.

SUCCESS STORY

After launch in September 27, 1995 was a red letter day when cell phones finally

arrived in the city (Delhi), thanks to Bharti cellular that launched its mobile

telephone services under the brand name AIRTEL.

Today, Delhi has more than 200,000 subscribers of which 55% are hooked on to

AIRTEL network.

However, the success was not easy for the company which brought the cellular

revolution in Delhi. Cellular phones were not being used so much anywhere in

the country. "Initially, there was a lot of confusion and apprehension about the

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mobile phone services. Some believed that mobile phones are same as

cordless," according to Executive Director Mr. Anil Nayyar (AIRTEL). Therefore

the first priority was to create awareness. "In order to create a market for the

cellular services, it was necessary to educate people. This required a lot of effort"

said Mr. Nayyar. However, the hardwork has paid and today AIRTEL is one of

the strongest brand names in the country with more than 100,000 subscribers in

the network. AIRTEL is the largest private sector telecom service company in

number of subscribers. In Delhi, it has been constantly leading the market during

the last three years. Currently, the network has a capacity of 240,000

subscribers. Their target is to provide services to 500,000 subscribers by the turn

of the century.

AIRTEL'S TECHNOLOGY

The technology base for AirTel is GSM – Global System for Mobile

Communications. Sourced from Ericsson of Sweden, the world leaders in cellular

technology. Operating in over 74 countries, Ericsson connects over 40% of the

world's cellular subscriber base and also has to its credit some of the most

advanced cellular phones in the world.

AIRTEL'S COVERAGE

AirTel cellular phone service plans over 150 cell sites to give you the finest

coverage all over Delhi and its adjoining suburbs, including Faridabad,

Ballabhgarh, Ghaziabad, Noida and Gurgaon. Thanks to the excellent network

planning by the world leaders Ericsson of Sweden who connect over 22 million

cellular subscribers in over 78 countries worldwide putting through more than

40% of the world's cellular phone calls. As and when the need arises, the cell

sites and capacity can be increased to enhance the network's coverage.

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MANAGEMENT STRUCTURE

BOARD OF DIRECTORS

CHAIRMAN &GROUP MANAGING DIRECTOR

Jt. Managing Director Jt. Managing Director

President President Infotel

Director Business Develop.

Director Human Resource

Director Marketing

Director Legal

Group Fin. Controller

Director IT & Technology

Director Corporate Relations

Head Regulat- ory & Group Co. Secretary

Director Corporate Affairs

Group Director Corporate Strategy & Planning

Director Corporate Communications

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Fixed lineLong distanceGroup Data & Broadband

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CHAPTER IV

THEORY OF TRAINING

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

an individual that will improve his/her ability to perform on the job. We typically

say training can involve the changing of skills, knowledge, attitudes or social

behavior. It may mean changing employees, how they work, and their attitudes

toward their work of their interaction with their co-workers or supervisors.

TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analyses discussed

above, the next logical steps are to set training objectives in concrete terms and

to decide on the training strategies to be adopted to meet these objectives. The

training needs basically highlight the gap between the existing and desired

repertoire of knowledge attitude and skills at individual, group and organizational

level to enable the employees to contribute towards the realization of

organizational objectives at optimum efficiency. The training effort thus will have

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

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

enable the training specialists to evaluate, monitor and measure the extent to

which stated objectives have been met through training intervention. As the

training objectives are related to organizational objectives, the involvement of the

top management will be necessary to ensure that the two sets of objectives are

integrated.

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It will be desirable to use the following criteria in setting training objectives:

I. Specific requirements of individuals and organizations so as to achieve

integration of the two.

II. Roles and tasks to be carried out by the target group.

III. Relationship with other positions vertically and horizontally and technological

imperatives.

IV. Relevance, applicability and compatibility of training to work situations.

V. Training as a means of bringing about a change in behavior back on the job.

VI. Behavior including activities that can be observed, measured and/or

recorded

VII. The expected change in behavior must be useful, closely related to and

subject to maintenance in the work environment.

More specifically the following steps could be involved in setting training

objectives:

I. Identification of the behavior where change is required.

II. Nature and size of the group to be trained in terms of prior training, situational

factors, formal education.

III. Existing behavior defined in terms of ratio, frequency, quality of interaction

and supervision, routines and repetitiveness, innovations, omissions, error,

etc.

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IV. Desired behavior aimed at improving the existing condition stated preferably

in quantitative such as ratio, frequency of occurrence, reporting by

exceptions, self-monitoring mechanisms etc.

V. Operational results to be achieved through training stated in terms of

increase in efficiency and effectiveness criteria such as productivity, cost,

down time, turnover, time for innovations and creativity.

VI. Indicators to be used in determining changes from existing to the desired

level in terms of ratio and frequency.

Depending on the objectives set, the next step is to decide on the strategy of

training involving the following:

♦ Classification of objectives in terms of purposes :

a) Corrective objectives

b) Maintenance/status-quo objectives

c) Problem solving objectives, and

d) Innovative objectives

♦ Classification of objectives in terms of levels of learning:

a) Skills of motor responses, memorization and simple conditioning.

b) Adaptation level where one is gaining knowledge or adapting to a simple

environment;

c) interpersonal understanding and skill;

d) Values of individuals and groups.

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♦ On-the-job or off-the job training.

♦ In house or external training.

♦ Individual or group training.

♦ Horizontal, vertical or diagonal/mixed group.

♦ Changes required, if any, in the existing work roles, organizational

relationships, work system requirements, process of supervision and

alternative structures.

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SYSTEMATIC APPROACH TO TRAINING

ORGANISATIONAL ANALYSIS

• Identification of organizational objectives/needs/growth potential and resources.

TASK ROLE ANALYSIS

• Identification of knowledge, skills and attitudes required.

MANPOWER ANALYSIS

• Identification /definition of target population and performance analysis.

STATEMENT OF TRAINING NEED

• Identification of gap between existing and required level of knowledge skills and attitude.

• Isolate problem areas amenable to resolution through training

SETTING TRAINING OBJECTIVES

• In terms of behavioral charges

• In terms of output/results

DEVELOP MEASURES FOR JOB PROFICIENCY

DEVELOP TRAINING POLICY, PLAN, PROFICIENCY

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PLAN AND DESIGN TRAINING AND PROGRAMME

• Course construction

• Arrange resource

CONDUCT TRAINING PROGRAMMES

• Individual

• Group

• On-the job

FOLLOW UP AND EVALUATION

• Carry out evaluation at various phases against the training objectives set.

• Develop follow-up measures for monitoring.

VALIDATE

• Against measures of job proficiency

ENSURE FEEDBACK OF RESULTS

REVISE IF NECESSARY

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DETERMINING TRAINING NEEDS AND PRIORITIES

Management can determine the training needs by answering the following

questions:

• What are the organization's goals?

• What task must be completed to achieve these goals?

• What behaviors are necessary for each job incumbent to complete his/her

assigned jobs?

• What deficiencies, if any, do incumbents have in skills, knowledge or attitudes

required to perform the necessary behaviors?

• It again depends on seeing the performance of an individual?

Based on out determination of the organization's needs, the type of work that is

to be done, and the type of skills necessary to complete this work, the training

programme should follow naturally.

What kind of signals can warn a manager that employee training may be

necessary?

Clearly, the more obvious, ones relate directly to productivity; inadequate job

performance assuming the individual is making a satisfactory effort, attention

should be given toward raining the skill level of the worker. When a manager is

confronted with a drop in productivity, it may suggest that skills need to be “fine

tuned”.

In addition to productivity measures, a high reject rate or larger than usual scrap

page may indicate a need for employee training. A rise in the number of

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accidents reported also suggests some type of re-training is necessary. There is

also the future element: changes that are being imposed on the worker as a

result of a job redesign or a technological breakthrough. These types of changes

require a training effort that is fewer crises oriented; that is, a proportion for

planned change rather than a reaction to immediately unsatisfactory condition.

When inadequate performance results from a motivation problem rather than a

skills problem, the rewards and disciplinary action may be of greater relevance.

Nor would training be the answer of the problem lies outside the job activity itself.

For examples, if salaries are low, if supervision is poor, if workers benefits are

inadequate or if the physical work tryout is deficient, spending on employee

training may have little or no effect on productivity, since inadequate performance

is due to conditions that training cannot remedy. Training can enhance skills but

does nothing to relieve monotony.

Once if has been determined that training is necessary, training goals must be

established. Management should explicitly state what changes or results are

sought for each employee. It is not adequate merely to say that change in

employee knowledge, skills, attitudes or social behavior is desirable, we must

clarify what is to change, and by how much. These goals should be tangible,

feasible and measurable. It should be clear both to the management as well as

the employee.

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TRAINING NEEDS

Organizational

- Identified through the

corporate MBO serious. It

gives the necessary

information, regarding the

gaps which prevails

Individual

Manager

Personnel

Operative Personnel

- Training needs

identified through

employees merit rating

system

External Training

- Exposure approved by

divisional director and

monitored by corporate

training and

development manager

Internal Training

- Needs identified through

appraisal system, and

programme monitored by

corporate training and

development manager.

TYPES OF TRAINING METHODS

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The training methods which are generally used in an organization are classified

into two i.e.,

a) On the job : The most important type of training is on the job training. The

experience of actually doing something makes a lasting impression and

has a reality that other types of training cannot provide. There are several

types of training programmes which make use of on-the-job training

concept which are as follows:

♦ Job Rotation

♦ Internship training

♦ Apprenticeship

b) Off the job: This is a type of training which is imparted to the employees

through education programmes,simulators and training aids etc.The off the

job training includes the following:

♦ Case study method

♦ Incident method

♦ Management Games

♦ Role playing

♦ Seminars

Training, as a process of long tem learning is essentially a developmental tool.

Through, effectively utilizing this tool, the organization expects to achieve career

objectives.

• Sensitize employees towards their role in achieving the organizational vision

of “Leadership through Differentiation”.

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• 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 changing and dynamic organizations which have to pay considerable

emphasis on training and retraining its employees to enable them to be

competent committed and have 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.

Accordingly, the human resource department must enable their involvement in

the process. In the process of employee training and development.

TRAINING STEPS

There are four basic steps in carrying out the training function:

• Assessment of Training needs (A)

• Designing the training action plan (B)

• Administration of training (C)

• Retraining and Reinforcement of training (D).

(A) ASSESSMENT OF TRAINING NEEDS

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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.

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(B) DESIGNING TRAINING PROGRAMME.

Having completed the ground work of training needs and assessment whereby

training gaps are identified and prioritized, the next step is to design the training

action plan which involves the following:

TYPES OF TRAINING ADDRESSING 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 imparted in any type would be skill, attitude or knowledge based training

or a combination of the three.

• Identifying the Trainee groups.

• Identifying the most effective training methodology.

• Classroom training outside the organization through external agencies for

meeting specific job function related needs which cannot be imported

internally. This is normally the case when the training involves specific are as

and smaller numbers making it uneconomical to conduct the programme

internally. These external sources must be chosen with care and must be

able to fulfill the organization's analyzed training and development needs.

These training methods must be supplemented by enabling the trainees to

apply in the work place and translating into job competence the knowledge

and skill gained through such training.

• Classroom training within the organization through external and internal

agencies: These programmes must be carefully designed to ensure that they

mirror the trainee group’s requirements individually and collectively. Like the

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external courses, when designing these programmes, one must ensure that

the training objectives are expressed in terms of job competence as well as

knowledge and skill.

• This method of training is must effective in bringing together employees in

larger numbers to address common training needs. The training faculty is

critical to the success of such training programmes. The importance and the

initiality of the need for proper communication of knowledge and ideas dictate

that the selection of faculty members must be made keeping the receiver in

mind.

• On the job training enables the employees to learn the job while actually

carrying out the tasks involved in the job. All new recruits joining the

organization are required to undergo induction programme with planned work

experience in various departments associated with the employee’s own

department for a short duration to equip the employee with basic knowledge

fundamental to his job function.

Entry level training is normally imparted through internal on-job and off-job

training methods.

Problem resolution training, training for change and development related training

may be imported through internal or external on-job or off-job training methods

depending on programme design, objective and target size.

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FRAMEWORK FOR EVALUATION OF TRAINING

Types of Evaluation Levels of Evaluation/Objective Methods of Evaluation 1. Context Evaluation

Obtaining and using information about the current operational context i.e., individual difficulties, organization deficiencies - i.e., Training Need Assessment as basis for decision. To what extent are training courses related to job requirement?

1. Pre training (I) Same as the ones used in assessment of training needs.

2. Input Evaluation Determining and using facts/opinions about human/material resources for training to decide training methods or types of training - inventory of outside training programmes

-do- (i) Same as the ones used in design and organisation of training.

3. Process Evaluation Monitoring training as it is in progress – continuos examination of administrative arrangements and feedback from trainees.

2. Reactions Level Opinions/attitudes about trainer, presentation, usefulness, involvement.

(i) Observation by trainer unsystematic/random(ii) Rating Scales for each sessions or theme - Analyze, present to trainees and discuss.(iii) Questionnaires/Interviews

4. Outcome Evaluation Measuring effects of training on the relation to his job.

3. Learning level Acquisition of knowledge, skills and attitudes capable of translating into behavior in training situation.

(I) Knowledge learning, factual and intellectual understanding - Programmed instruction - multiple-choice questions administered at the beginning of training and end of session- Examinations of academic type, written and/or oral.(Ii) skill learning, technical and social - Practical tests to demonstrate skill administered at the beginning and at end. (Iii) Attitude learning - attitude scales semantic differential scales 7 o 5 point scales stretching between pairs of adjectives with opposite meaning administered at the beginning and end of training.

4. Job Behavior Level Changed behavior back on the job

(i) Activity sampling - percentage of time spent by trainee on different aspect of his job. - observer diaries, continuos record of his activities

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(iii) Self dairies (iv) Observation of specific incidents, e.g., interviewing skills(v) Self recording of specific incidents : devising tailor made evaluation instruments through which the trainee can himself record details f the way in which he performs certain tasks(vi) Appraisal by superiors: asking questions such as, “Can you describe any specific incidents in which the employee demonstrated improvement in knowledge/skill/attitude?”(vii) Self-appraisal, used in conjunction with appraisal by others.

5. Consequence Evaluation Measuring effect of training on overall efficiency of department/organization.

5. Functioning Level Efficiency of the firm, effect on other’s behavior, cost reduction, etc.

(I) Productivity/efficiency of trainee's department (ii) Morale of subordinate’s expressed by absence rates; labor return over as or incidence of industrial disputes. Any index of functioning which is related to the training objective can be used. (Iii) Control Groups compare performance of similar employees who have not undergone training.

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TRAINING AND DEVELOPMENT AT AIRTEL

RATIONALE OF STUDY

The essential elements in any commercial enterprise are materials, equipment

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

within management, ensures a pool of manpower of the required level~ of

expertise at the right time. But firstly consider the attention given by an average

organization to the provision of materials, machinery and equipment. Then

compare the commitment to the third essential factor in then production cycle,

viz: - human resources. One of the most important factors in his regard is the

traditional view of training and trainers. They are seen as an expense, a service,

as second rate to production or as a necessary evil. Training has tended to fall

behind other management activities, especially in the planning phase. It is often

carried out as a reaction to immediate needs, a patch up operation in many

cases, instead of an ordered activity. Training and Development is especially

designed to enhance the competency of managers and workers dealing with a

variety of organizational functions. Training and Development is a process

through which the goals of management development can be achieved.

Investment in Training and Development has come to be considered as an asset

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

effective organizational development. Earlier, training was almost exclusively

trainer oriented and it was not need based. The trainer (training institute)

determined the objectives of the course, its duration, its contents and format etc.

On many occasions training was of a pedagogic nature with the trainer in

complete control of the direction of the training. Moreover, the alignment of the

corporate goal was missing. The views of the trainees were rarely sought or even

if they were, it was with a condescending attitude. Due to all these reasons the

bottom-line contribution of training or the organizational development was less.

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All employees are expected to participate in company sponsored training

programs considered necessary for enhancing their work skills. We realize that

in today’s constantly changing environment, our services have to be better than

those of our competitors. Therefore, training opportunities are offered through

specialized training programs conducted by in-house instructors, instructors from

the industry, or by experts in the field.

Training Need Assessment

• Training needs are assessed by the Human Resources Department in

consultation with the individual, his/her supervisor and the Head/Chief of the

department. The performance management system as well as feedback by

employees across the organization is used for collaborating the training

needs.

Training Calendar

• A Training Calendar is prepared and circulated at the beginning of the year.

This carries details about the training programmes that will be conducted

during the course of the year. In-hour and external training are held on

behavioral as well as specific job related skills.

Training Evaluations

• Training programmes are evaluated by Human Resources regularly to

ascertain the value being added to the employees.

Managers nominate employees for training. Attendance at the training classes is

obligatory. You are encouraged to make the best use of these opportunities

provided by the company to enhance your professional skills. Training records

will be maintained in the Personal File of each employee, for review at any time.

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CHAPTER V

DATA ANALYSIS AND FINDINGS

We now try to analyze and interpret the data to reach a conclusion. We begin

with the analysis of the data collected from the T&D staff.

METHODS USED FOR TRAINING NEEDS ANALYSIS

• The training needs analysis is done generally by discussion with superiors

and departmental heads.

• However, the participants themselves also play a vital role in identifying their

own training needs.

• Also, performance appraisal sessions and customer feedback are two

important ways through which training needs can be analyzed.

Areas in which training is imparted

Bharti provides training to all areas mentioned, however, the training imparted to

the employees depends on the level of organizations.

Frequency of training programme

Training programmes are conducted at Bharti throughout the year. The duration

depends on the type of the training. Training for computer basics are for 3-5

days, and for executive trainees are for 1 year.

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Changing trends in T&D today

Focus on right attitude and overall development of the employee.

Focus on sophistication of technologies

Trainer-trainee cooperation

Elements for making training programme successful

Clear objectives, good faculty, right training method, physical arrangements,

duration of training programme, contents of TP, and rewards/incentives after TP.

We have used the method of Moving Averages to determine the rankings.

Identification of training needs

90% involved 10% not involved.

Effectiveness of training method used

85% said effective, 15% said ineffective.

Achievement of training objectives

95% satisfied, 15% dissatisfied

Continuous training

60% satisfied, 40% not satisfied

Involvement in programme planning

55% happy with involvement, 45% not.

Communication of problems to management

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30% dissatisfied, 15% not involved, 55% involved and satisfied.

TRAINING UNDERGONE

Different companies adopt different training and development as per the needs of

trainee as well as organization so that person don't lack in any area of his

activity, which in turn won't affect the company at large. Hence training as per the

need arising up. At Bharti they have a separate education and training

department, which looks for the training and development of employee. Here new

technique includes 6 sigma, 5s, kaizan and so, where as hr includes, team-

building, motivation, behavior, general includes the rest other kind of training and

development progamme at Bharti Cellular Ltd.

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IDEAL SIZE OF THE TRAINING

Too many cooks spoils the broth", many Indian utter confusion, keeping this in

mind. Accordingly many of the respondent feels that no of trainee whether in

house or our house should be in and about 10-15 and should not exceed this

where as few that it should be in the batch of 20 as they together is better, and

very negligible feels that batch of 25-30 would also be suitable for training. We

find out from this study that people like the concept of "small is beautiful".

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19

16

10

1

4

0

2

4

6

8

10

12

14

16

18

20

Batch 10 Batch 15 Batch 20 Batch 25 Batch 30

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NEED IDENTIFICATION

As already discussed in brief in report as to how it should be done so root of

problem can be traced out and accordingly it can be treated well for the best

output. There are so many ways to identify the cause of the problem. Over here

we discussed 3 main causes where by few find that 3 of them are very much in

use in industry. That is employee himself, performance appraisal, and superior

assessment. Here we can see that the best to know about you is he. He can be

monitored by the team head too who sees him working regularly and if found

then can recommend him to undergo training.

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38%

39%

23%

Superior assessment Employee himself

Appraisal

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KIND OF TRAINING

Training small word covering wide connotation, is the way you groom some one

in different environment and ways available as per the capacity as well as

availability. On the complexities of it training is imparted to individual. At Airtel

employees have been undergone in almost all the above category but most of

them feel it should be held off the job so that they can concentrate approximately

in what ever they are taught, where as they feel that some training like 6 sigma,

5s, Kaizan should be help on the job for its effectiveness.

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15

9

11

3

14

0

2

4

6

8

10

12

14

16

In-house Outhouse Online Offline All above

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HOW FREQUENTLY YOU GO FOR TRAINING?

Learning at Bharti is a continuous process and they learn at each and every

stage. The education and training team continuously strive to make its colleague

learn as frequent as possible. So that they are always prepared for any situation

to face the competitive world. Proper training of employee is held as per the need

and requirement of the employee related to the work he is assigned. So that he

can do his best. But still if we see people frequently go for training.

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6

9

4

5

6 6

0

1

2

3

4

5

6

7

8

9

10

Frequently Non-frequently

Monthly Quarterly Half yearly Annually

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TRAINING ALIGNMENT WITH ORGANISATION OBJECTIVE

Training programme is prepared keeping in mind the development of

organization as well as employee. Most of the people feel that the training they

undergo is aligned to organization objective only. But while during interview and

self observation it was found that training at Bharti moves parallel i.e.

organizational development as well as individual too rather they feel they go

hand in hand.

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28%

40%

32%

0%

0%

Marginal (3) Low(2) Very low (1)

Very high (5) High (4)

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ANY FEEDBACK TAKEN

Yes feedback is taken from the trainee after the training is over. In terms like

whether they liked the training, which they had undergone, was that sufficient

enough to make them handy and competitive to go with. If not then what can be

done which make it easy and handy to understand. If they are looking for any

kind of further training keeping in mind any consecutive training related to

previous undergone and if any new conceptual training emerged as on.

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17

3

0

2

4

6

8

10

12

14

16

18

YES NO

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LIMITATIONS

• Between the sender and the receiver, due to differing perceptions,

communication errors in the form of miscomprehension, selective

perception etc. creeps in. In this case too, these were unavoidable, and

thus might have added to slight inaccuracy in my results.

• The other major limitation was of time and nonavailablity of the concerned

persons at times.

• The respondents would not have divulged all the information needed

because of some of its company policies.

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CHAPTER VI

CONCLUSION AND RECOMMENDATIONS

Training analysis is done with the view of both the superiors and the criminals.

The common feeling is that the thrust in future should be on developing people

skills and not only functional skills. IT would be a key focus area. Many trainees

are not satisfied with performance. Most of the times trainees involved in various

programmes. Thus we conclude that Bharti's effort towards training and

development has been successful.

We also feel training should be imparted on current issues like change

management etc. Training sessions should not to be long and self directed

learning should be encouraged.

Training process of Bharti Cellular Ltd. depends upon: -

• Training need identification

• Selecting the right training programmes

• Preparation of training calendars

• Finalizing about the training programme and sending the information to

the concerned employees

• Organize effective training programme

• Deliver course and validate training

• Take a training programme feedback

Evaluate training and incorporate changes if required.

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Annexure 1

QUESTIONNAIRE

1. What are the methods used for the analysis of your training needs?

i. Analysis by superiors or company, identification by individuals(TNA)

ii. Discussion with superiors

iii. Identification by group head or depending on departmental functional needs

iv. Feedback from persons to be trained about what training they need and this is incorporated in PMI’s programme to the extent possible by management.

v. Planned interventions training.

vi. Questionnaires filled by participants

vii. Training is identified from a list which has been proposed by the training department, by the employee based on his needs and aptitude.

viii. Self analysis

ix. Depending on the type and nature of job being handled

x. Discussions at departmental levels

xi. Keeping in mind the career map of an employee and also the functional requirements.

2. Are you employees involved in identifying their training needs/areas of training?

RESPONSE No. of respondents saying

Yes 18

No 2

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

i Company policies and procedures ii Functional skills

iii Human relations iv Problem solving

v Managerial and supervisory training vi Apprentice training

vii Creativity viii Strategic planning

ix Computers x Cross-functional skills

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4. In future, what according to you would be the potential areas of training?

i. Computer programming

ii. Core technical areas

iii. Management related

iv. Work culture and discipline

v. Objectives of organization

vi. HRD/HRM

vii. Strategic management

viii. Corporate governance

ix. Behavioral and emotional training

x. Interpersonal and interactive skills

xi. Adaptability to change in future

xii. Problem solving

xiii. Communication skills

5. What are the various training methods employed?

On the job

i. different locations with the location in charge

ii. practical work

Off the job

i. lectures

ii. audio-visual aids

iii. simulations

iv. discussions

v. seminars

vi. workshops

vii. project work

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6. Do you think the methods used are relevant and effective?

Response No. of respondents saying

Yes 17

No 3

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

i. gain knowledge in your area

ii. to enjoy social get together

iii. develop competencies

iv. self development

v. personal satisfaction as well as taking a break from continuous and strenuous work

vi. overcome mental blockage0 and eliminate complacency

8. Do you think your objective of attending the training program is normally achieved?

Response No. of respondents saying

Yes 19

No 1

9. What according to you are the key areas in which training should be imparted?

i. Technical skills

ii. Managerial skills

iii. Computers

iv. Functional areas

v. Interpersonal relations

vi. Self development

vii. Behavioral skills

viii. Handling workforce in the age group of 45-50 years

ix. Human relations.

x. Communication skills

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10. Are you provided with adequate continuing training to keep you abreast of the changes in the environment?

Response No. of respondents saying

Yes 12

No 8

11. What are the methods used to evaluate the effectiveness of a training programme?

i. feedback after training

ii. improvement in performance

iii. written test/exam

12. Does the management take into consideration your opinion on the training programme?

RESPONSE No. of respondents

Yes 11

No 9

13. Identify the shortcomings in the programmes, if any, regarding the following?

1. physical arrangements

2. faculty

3. training methods

4. contents of the program

14. Have you communicated these problems to the management?

Response No. of respondents saying

Yes 6

No 3

Not applicable 11

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

R Individual views

Commn. Meeting

Survey Suggestion box

F/b on PA

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Total responses

9 6 10 3 4

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Annexure -2

TRAINEE'S PROGRAM REACTION SHEET

Name (optional) ……………………………….

Ticket No. (Optional) ………. Divn/Dept….

Program Title ………………………………….

Program duration ……………… to ………………………………

Please take some time, think about the program and indicate your option in each section by putting a tick mark.

1. COURSE RELEVANCE AND STRUCTURE:

0 1 2 3 4 5

How relevant to you feel the course is to you?

Did the course meet the objectives as you understood them?

How well did the course meet you specific needs?

How was the ratio of lecture to discussion?

General comment/or explain low rating.

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2. PROGRAM EFFECTIVENESS:

2.1 CONTENT:

was the subject level

too advanced/too elementary/ about right

2.2 FACULTY EVALUATION:

Please rate the faculty according to the given below:

Poor ------------------------------------------------------- Excellent

1 2 3 4 5

Name of Faculty

How well did he state objective.

How well did he keep the session alive and interesting?

How well did he summaries during the session

How well did he maintain a friendly and helpful manner

How well did he illustrate and clarify the doubts

2.3 Was there any more topics which should have been included? If so please specify.

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2.4 What would have made the session more beneficial/effective to you?

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2.5 Additional comments or suggestions (facilities, room, meals, schedules etc.)

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2.6 Over all rating: Considering the general of the course, how would you rate it on a scale of five?

--------------------------------------------------------------------------------------

Remarks for Further Improvement

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ANNEXURE -3

REACTION SHEET BY CO-ORDINATOR/PERSONNEL MANAGER

Speaker: -------------------------------------------------------------------------

Subject: --------------------------------------------------------------------------

Date: --------------------------------------------- To ----------------------------

A. Preparation

Very much so To some extent No

1. Did he prepare for the training/seminar?

2. Was his presentation geared to the group?

B. CONDUCTING

Very much so

To some extent

No

(1). Did he read his material?

(2). Did he hold the interest of the group?

(3). Was he enthusiastic/dynamic?

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(4). Did he use visual aids?

(5). Did he present the material clearly

(6). Did he help the group to apply the material?

(7). Did he adequately cover the subject?

(8). Did he summarize the summarise during the session and at the end?

(9). Did he involve the group?

C. Constructive comments for future sessions.

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Annexure –4

QUESTIONNAIRE

Interview-Schedule

1. How do you determine your training needs in your organization?

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2. What are the different types of training program you have in the organization?

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3. Approximately how many days in a year you give training to a particular

employee?

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4.1 If no, how many days to management s staff and how many to workers?

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5. What is the ratio of in-house and outside training program?

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1. Which one (in-house or outside training) do you think is more beneficial to the

organization and why?

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2. Do you evaluate your training program?

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3. If yes, what is the methodology of evaluating the training program?

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4. Do you evaluate the training program in different stages (reaction level,

learning level, job behavior level and result)?

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--

5. Do you have any system of making action plan or job improvement plan by

the trainee after he undergoes the training

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--

6. If yes, then are you gaining from this action plan and how?

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7. Do you think it is difficult to evaluate the entire training program?

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8. If yes, then what are the different training programs which are difficult to

evaluate?

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---

9. How do you evaluate the behavioral training program?

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10.Who all are involved in the evaluation process (superior, subordinate, peers,

trainer and co-coordinator)?

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11. If you have not evaluated your training programs till now then are you

planning to evaluate them in the near future?

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12. If yes, then why now, and what will be the methodology?

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BIBLIOGRAPHY

Mamoria, C.B and Gankar, S.V (2002) “Personnel Management” Published by Himalaya Publishing House.

Virmani, B.R. And Seth Premila (1985) “Evaluating Management Training and Development” Published By Vision Book Pvt Ltd

Training and Development - a perspective Harward Business Review 2000

Economic Times, Business World

www.indiainfoline.com

www.bharti.com

www.airtelworld.com

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