SUMMER TRAINING REPORTEMPLOYEE TRAINING AND DEVELOPMENT IN KHEMKA POWER

PROJECTS

CONTENTS

EXECUTIVE SUMMARY 2

INTRODUCTION 3

COMPANY PROFILE 5

OBJECTIVES AND METHODOLOGY 12

LITERATURE REVIEW 15

TRAINING AND DEVELOPMENT AT KHEMKA POWER PROJECTS 52

DATA ANALYSIS AND FINDINGS 59

CONCLUSION 67

RECOMMENDATIONS 68

BIBLIOGRAPHY 70

1

EXECUTIVE SUMMARY

The greatest resources of the world are the humans, without whom nothing could ever be

a resource Of what value, for instance, would gold or silver or other natural endowments

be if there was no man? The homo sapiens is, indeed, the resource of all resources.

Resources may be wasted by neglect, depleted by consumption, destroyed by misuse or

enhanced by developmental interventions. Obviously no one will ever advocate neglect,

deplete or misuse the greatest of resources we have. And yet, humans have for long

wallowed in these very predicaments – for reasons of either ignorance or failure. The

times are changing, now.

It is this human resource, which is of paramount importance for success in any

organization and their appropriate development, pave down its foundation. And

considering these aspects, the organization can develop, change and excel, only if it

possesses developed human resources. Thus, HRD plays a significant role in making the

human resources vital, useful and purposeful.

HRD involves various techniques such as performance appraisal, potential appraisal,

career planning, employee training etc. for deleting the difference between present and

future capabilities requirement of an employee. In this project the emphasis is made to

understand the concept of TRAINING AND DEVELOPMENT and the techniques

adopted at KHEMKA POWER PROJECTS to enhance it’s effectiveness. Khemka Power

Projects caters to the requirements of a various industries such as Electrical, Automation,

and Automobiles by providing a variety of products.

It is tough to consider all the nuances of this vast topic, so certain objectives were set to

reach while doing this study. This project is prepared after the deep study of the topic and

observations, keeping in mind all practical applications of the concept. It has been

divided into appropriate sections and sub-sections for better understanding of the

methodology conceived.

2

INTRODUCTION

Organization and individual should develop and progress simultaneously for their

survival and attainment of mutual goals. So, every modern management has to develop

the organization through human resource development. Employee training is the most

important sub system of human resource development. Training is a specialized function

and is one of the fundamental operative functions for human resource management. It is a

short term educational process and utilizing a systematic and organized procedure by

which employees learn technical knowledge and skills for a definite purpose.

Organization provide managerial skills to employees at all levels, in addition to technical

skills Managerial skills are provided through management development programes

whereas technical skills are provided through training. Thus, while the former refers to

training given to employees in the areas of operations, technical and allied areas, the

latter refers to developing an employee in the areas of principles and techniques of

management, administration, organization and allied areas.

The purpose of training is basically to bridge the gap between job requirements and the

present competence of an employee. It is an organized procedure by which people learn

knowledge and skill for a definite purpose .

Development on the other hand means growth of the individuals in all respects. All

organization works for the development of its executive or potential executive in order to

enable them to be more effective in performing the various functions of management.

Management development is a systematic process of growth and development by which

the managers develop their abilities to manage. It is concerned with improving the

performance of the managers by giving them opportunities for growth and development,

which in turn depends on organization structure of the company. It is a long – term

educational process utilizing a systematic and organized procedure by which managerial

personnel learn conceptual and theoretical knowledge for general purpose .

3

Empowering employees so that they can identify there own training needs is powerful

technique and can fetch rich dividends for the organization. This approach would help

him in self-development of employee, who then can learn at his won pace and strength.

Much new organization now a day want to see how enthusiastic are their employee in

terms volunteering for training is encouraged and the practice of nominating is phased

out. At the outlet be clear as to what we aim to achieve through training, otherwise

training program can become meaning less ritual being done.

4

COMPANY PROFILE

Established in the year 2007, Khemka Power Projects Pvt. Ltd. is a renowned Bhiwani,

Haryana based organization engaged as a major Manufacturer and Wholesale Supplier of

different types of products. Th1e range of products includes Metal Products, Electrical

Cables, Electric Insulators, Insulator Clevis, Solar Power Plant Structure and GO

Switches. The company is headed by the CEO Mr. Bajrang Lal Khemka who, with his

vast experience and sharp business outlook, enables them to scale new heights of success

as a well-known manufacturer and supplier in the market.

Team

Their team is dedicated to offer superior quality services to the clients. They have hired

highly skilled professionals who have in-depth knowledge in their respective domains.

Working with total coordination with one another, these individuals ensure that all the

processes are streamlines. Khemka train their team professionals from time to time to

enhance their skills.

Their team comprises of the following experts :

Procuring agents

Administrative staff

Sales & marketing personnel

Quality auditors

Engineers

Technicians

Warehousing professionals

Quality Assurance

Being a quality conscious organization, we strive hard to offer better services to the

clients. We use premium grade components, raw materials and advanced technology in

the production process to make sure that the products are of high functionality and are

user-friendly. All the products are made as per the approved quality standards and are

duly tested and inspected by the experts for flawless functioning.

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Why Khemka?

They have established themselves as a major manufacturer and supplier in the market.

Owing to the support of an experienced team of professionals, they are able to offer

expert solutions at economical prices. Following are the reasons that always keep them

way ahead of the competition:

Competent work force

Close familiarity with the industry

Modern infrastructure

Economical price

High quality services

Wide variety

Timely services

Wide client base that has complete faith in their capabilities

Adaptable to all kinds of technological and procedural overhauls

Effective consultancy services

Provision of trained personnel

They are a prominent Manufacturer and Wholesale Supplier of a range that comprises of

Metal Products, Electrical Cables, Electric Insulators, Solar Power Plant Structure and

GO Switches. They stand apart in the crowd when it comes to the manufacturing of

premium products that are known for their high performance and durability.

They have been in this field from more than four years now and have developed deep

understanding of the requirements of the market. Their state-of-the-art infrastructure,

efficient team and complete dedication towards their business are the important reasons

that help them develop the best for the clients. Their clients always remain satisfied by

their accurate and timely services that efficiently planned to get total reliability and cost

efficiency.

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PRODUCTS AND SERVICES

Steels Products

They bring forth Steel Products that are highly demanded din the market for their high

strength. Manufactured using the finest quality sturdy steel, their Steel Products are very

durable in nature and are corrosion resistant. These Steel Products are offered in different

types such as Substation Structures, Lattice Tower, Outdoor Panel, Stay Set, V-Shaped

Cross Arm, Earthing Rods and Pole Top Bracket. These Steel Products are precision

engineered to give have functioning and usability.

Substation Structures

Clients can avail from them, creatively designed Substation Structures. These Substation

Structures are innovatively manufactured and have complex structure with every part

well placed. These Substation Structures are fabricated with the use of the best quality

raw materials and are guaranteed for efficient long term usage. The excellent structure is

the outcome of their hard work of their engineers design Substation Structures with

perfection.l

Lattice Tower

They are a major Lattice Tower Manufacturer and Wholesale Supplier in Bhiwani,

Haryana. They can design Lattice Tower up to 33 KV. Their Lattice Tower is assembled

with the use of high quality material. Poles in these Lattice Towers have high strength

and are resistant to adverse temperature conditions. Cement colored fencing poles

provided by them is widely demanded for various establishments.

DP Set/Double Pole

They have established themselves as a reputed DP Set/Double Pole Manufacturer and

Wholesale Supplier in Bhiwani, Haryana. DP Set/Double Poles manufactured by Khemka

Power Projects Pvt. Ltd. are suitable for medium voltage switchgears and have special

design as per the set industrial standards. They provide 11 KV Up-to 33 KV DP

Set/Double Pole. These DP Set/Double Poles are made for the best suitability for

electrical condenser current switching.

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Stay Set

They are a well-known Stay Set Manufacturer and Wholesale Supplier in Bhiwani,

Haryana. These Stay Sets are especially made in accordance to the specifications laid by

the esteemed clients. Manufactured with the use of best quality raw materials, these Stay

Sets are guaranteed for long term usage. Apart from this, They offer these Stay Sets at the

most economical prices.

V-Shaped Cross Arm

Khemka Power Projects Pvt. Ltd. is a prominent name as a V-Shaped Cross Arm

Manufacturer and Wholesale Supplier in Bhiwani, Haryana. Their V-Shaped Cross Arm

are fabricated from Mild Steel and come with clamps for 11 kV and 33 kV overhead

power lines made out of MS channel, hot dip galvanized generally conforming to IS 2633

/ 72.

Earthing Rods

They bring forth high quality Earthing Rods for their esteemed clients. These Earthing

Rods are made out of best quality metals and are very strong. Their Earthing Rods have

excellent conductivity and can successfully pass on the current. Their durable Earthing

Rods are ideal for the areas with a high risk of corrosion such as soil with high salt

content.

Top Bracket/Top Hamper

They are a well-established Top Bracket/Top Hamper Manufacturer and Wholesale

Supplier in Bhiwani, Haryana. Fabricated with the use of quality tested raw materials,

their Top Bracket/Top Hamper is highly durable and optimum in quality. They provide

these Top Bracket/Top Hampers in a variety of designs as demanded by the clients. Very

durable in nature, these Top Bracket/Top Hampers are very economical as well.

Electrical Cables

They bring forth Electrical Cables that are highly demanded in the market for their better

conductivity and high tensile strength. Manufactured using superior quality metals, these

Electrical Cables have excellent electrical, mechanical and thermal properties. Their

Electrical Cables are available in different types such as Aerial Bunched Cables and

XLPE Cables. Their Electrical Cables are made as per the approved quality parameters of

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conductivity, safety and durability. They make sure that these Electrical Cables are

properly tested by the experts so as to assure shock proof characteristics.

Aerial Bunched Cables

They have acquired a reputable place in the market by providing superior quality Aerial

Bunched Cables to their esteemed clients. These Electrical Cables are available in

different thickness, colors, diameters and dimensions as required for the clients. Their

Electrical Cables have unmatched characteristics of electrical, thermal and mechanical

excellence. Apart from these, these Electrical Cables also have better voltage and shock

proof characteristics.

XLPE Cables

They have gained expertise in the manufacturing of XLPE Cables. Their XLPE Cables

are provided up to 11 kv units. These cross linked Polyethylene (XLPE) have replaced

the traditional paper insulated cables and thermoplastic insulated cables. Their XLPE

Cables are totally in compliance to the international quality standards and are well-tested

by the experts for safe usage.

Electric Insulators

Clients can avail from us, Electric Insulators. Acknowledged for their high performance,

their Electric Insulators are manufactured with the use of high grade raw materials. These

Electric Insulators are available in various types namely Disc Insulator and LT Shackle

Insulator. Their Electric Insulators come with features that make them efficiently used in

electrical lines. Their Electric Insulators have excellent capacity to withstand different

ranges of voltage. These Electric Insulators are thoroughly tested by the professionals to

ensure flawless functioning.

Disc Insulator

They are a well-known Disc Insulator Wholesale Supplier in Bhiwani, Haryana. These

Disc Insulators offer an economical solution for low and medium polluted environments.

Primarily known to be used in the transmission and distribution lines, these Disc

Insulators are manufactured with the use of best quality raw materials to give efficient

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and safe transmission. These Disc Insulators have the benefit of capacitive gradation

associated with them.

LT Shackle Insulator

They offer LT Shackle Insulator which is acclaimed for its capacity to withstand normal

domestic voltage. These LT Shackle Insulators has semi vitreous body and They

manufacture it with the use of the superior quality raw materials to get higher efficiency.

Their LT Shackle Insulators come with various features that make it highly demanded in

the market. They are amongst the major LT Shackle Insulators Manufacturer and

Wholesale Supplier in Bhiwani, Haryana.

KHEMKA POWER PROJECTS

ORGANIZATIONAL STRUCTURE

MNCOM

CEO

VICE PRESIDENT

GENERAL MANAGER

SENIOR MANAGER MANAGER ASSISTANT

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HR DEPARTMENTAL CHART OF KHEMKA POWER PROJECTS

CEO

VICE PRESIDENT (HR)

GENERAL MGR. (HR) ASSISTANT GENERAL MGR. (HR)

SENIOR MGR. (HR)

REGIONAL MGR. ASSISTANT MGR./DEPUTY MGR.

EXECUTIVES

ASSISTANTS SR. EXECUTIVE (HR) ASSISTANTS

ASSISTANT OFFICER (HR)

In Khemka Power Projects VP (HR) leads the Human Resource Department. Next in the

hierarchy is General Manager (HR) heading strategic business units, Assistant General

Manager heading operations and Sr. Manager HR. Under GM (HR) comes the Regional

Manager (HR) followed by Assistants. Regional Manager deals with policies like TA,

DA, Transfer etc. Assistant General Manager manages Assistant Manger / Deputy

Manager who in turn regulates the working of Sr. Executive (HR) and other Assistants.

Assistant manager deals with induction training of employees and executives perform

functions involving employees PF, Gratuity, ESI, Mediclaim etc.

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OBJECTIVES AND METHODOLOGY

OBJECTIVES OF THE STUDY

1. To identify the current Training and Development techniques of employees in

Khemka Power Projects

2. To determine their impact on the organization and the level of satisfaction among

employees with these practices.

3. To ascertain new Training and Development of employees practices which can be

implemented at Khemka Power Projects and recommend certain improvements for a

sound training and Development programme.

SCOPE OF THE STUDY

This study will be useful to the HR department of Khemka Power Projects for developing

an insight into the Training and Development programs being organized in the

organization and give them sufficient information to maintain and improve the present

methodology of Training and Development programmes.

This report is initiated to identify the effectiveness of existing Training and Development

practices for employees of Khemka Power Projects and to suggest some changes, if any.

The study also elucidates the theoretical and conceptual fundamentals we learn during the

course and help us to relate them to real life situations. Training and Development helps

an organization to surge in the process of growth and success, these are the techniques

which polish the organizational employees and prepare them for various challenges

which they may face during their working.

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METHODOLOGY

For the purpose of this study a combination of primary and secondary data was used. The

primary data was obtained by means of structured questionnaires. The secondary data

was compiled from company manuals, Annual Report and personalized interaction with

the HR Department.

The questionnaire for the primary data is prepared in such a way that the training and

development practices, techniques and their effectiveness can be evaluated. The

questionnaire contains questions pertaining to both training effectiveness as well as

developmental effectiveness. The questionnaire consists of open indeed as well as close

ended questions. The questionnaires are prepared for staff and managerial level of

employees separately.

Data has been collected through following techniques:

a) Structure Questionnaires -: Under this method questionnaires were prepared in

two sets, for staff level of employees & for managerial level of employees. The

questionnaire consisted of a number of questions printed in a definite order. They

included questions covering various training and development aspects. It was

prepared very carefully so that maximum information can be obtained from the

respondent. The data collected was of primary nature and has proved to be very

useful in making this project.

b) For further information secondary data such as magazines, company’s journals,

annual reports and several other documents has been referred to.

c) Personal Interaction with various employees of varied departments was also

conducted to gain authentic and maximum information.

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Selection of Sample size:

The random sampling method of sample selection has been applied. From a total of

approximately 50 employees who received training and development at any given point

of time, 40% employees were chosen among them, out of which 20% were of staff level

and 20% were of managerial level.

Statistical tool used:

The primary data obtained by means of a structured questionnaire has been

diagrammatically represented in the form of Bar Graphs and Pie Charts for better

understanding and assimilation.

LIMITATIONS OF THE STUDY

The Universe is very large so the sample may not be true representative. The

sample size might not be adequate to do the research work on the concerned topic.

The error due to personal prejudice may be present.

Many employees were hesitant in revealing the complete information in response

of the queries asked to them which was major drawback.

There is also difficulty in timely availability of published data in magazines,

journals, books etc.

Certain type of respondents such as important officials or executives may not be

easily approachable due to nature of their job. To that extent the data may prove

insignificant and might have adversely affected the findings of the survey.

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LITERATURE REVIEW

TRAINING AND DEVELOPMENT

Organization and individual should develop and progress simultaneously for their

survival and attainment of mutual goals. So, every modern management has to develop

the organization through human resource development. Employee training is the most

important sub system of human resource development. Training is a specialized function

and is one of the fundamental operative functions for human resource management. It is a

short term educational process and utilizing a systematic and organized procedure by

which employees learn technical knowledge and skills for a definite purpose.

Organization provide managerial skills to employees at all levels, in addition to technical

skills Managerial skills are provided through management development programmes

whereas technical skills are provided through training. Thus, while the former refers to

training given to employees in the areas of operations, technical and allied areas, the

latter refers to developing an employee in the areas of principles and techniques of

management, administration, organization and allied areas.

TRAINING

Training may be defined as systematized tailor made programme to suit needs of a

particular organization for developing certain attitudes, actions, skills and abilities in an

employee irrespective of his/her functional levels. Training means learning the basic

skills and knowledge necessary for doing a particular job or a group of jobs. In other

words, training is the act of increasing the knowledge for doing a particular job.

The purpose of training is basically to bridge the gap between job requirements and the

present competence of an employee. It is an organized procedure by which people learn

knowledge and skill for a definite purpose .

15

DEVELOPMENT

Development on the other hand means growth of the individuals in all respects. All

organization works for the development of its executive or potential executive in order to

enable them to be more effective in performing the various functions of management.

Management development is a systematic process of growth and development by which

the managers develop their abilities to manage. It is concerned with improving the

performance of the managers by giving them opportunities for growth and development,

which in turn depends on organization structure of the company. It is a long – term

educational process utilizing a systematic and organized procedure by which managerial

personnel learn conceptual and theoretical knowledge for general purpose .

16

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

TRAINING DEVELOPMENT

1. Training means learning skills and

knowledge for doing a particular job. It

increases job skills

2. The term training is generally used to

denote imparting specific skills among

operative workers and employees.

3. Training is a short term perspective as it

is concerned with maintaining &improving

current job performance.

4. Training is job centered in nature.

5. Training is designed for non managers

6. The role of trainer is very important.

1. Development means the growth of an

employee in all respects. It shapes attitude.

2. The term development is associated with

the overall growth of executives.

3. Development seeks to develop

competence & skills for future performance

so it is long term.

4. Development is career oriented.

5. Development involves managers.

6. All development is self development.

Thus executive has to be internally

motivated for self development.

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TRAINING

Training improves changes and moulds the employee’s knowledge, skill, behaviour,

aptitude and attitude towards the requirements of the job and the organization. It trains

the employee for the current as well as intended jobs.

According to STEINMEZ – “Training is a short term process utilizing a systematic and

organized procedure by which non managerial personnel learn technical knowledge and

skills.”

According to CAMPBELL –“Training refers only to instructions in technical and

mechanical operations. Training courses are typically designed for short term stated set

purpose.”

According to TRIPATHI- “Training is the art of increasing the knowledge and skill of an

employee doing a particular job.”

OBJECTIVES OF TRAINING

1. Change in technology:-

Technology is changing at a fast pace. The workers must learn new technique to

make use of advanced technology.

2. To increase productivity :-

Increased human performance often directly leads to increased operational

productivity and increased company profits.

3. To improve quality:-

Better trained workers are less likely to make operational mistakes. Hence the

better quality of products or services is produced.

4. Effective utilization:-

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Material and equipment and costs can be often cut by the implementation of an

efficient training scheme. And there will be effective utilization of human as well

as other resources.

5. Reduced learning time:-

when skills and knowledge are systematically taught the trainees are brought to

efficient performance more quickly than if they had to proceed by trail and error

method.

6. Manpower change and adjustments:-

Organizations that have a good internals education programme will have to make

less drastic manpower changes and adjustments in the event and sudden personal

alterations. When the need arises organization vacancies can more easily be

staffed from internal sources if a company initials and maintains adequate

instructional programme forits employees.

7. Quick learning:-

Training helps to reduce the learning time to reach the acceptable level of

performance. The employees need not learn by observing others and waste time if

the formal programme exists in the organization.

8. Less supervision:-

If the employees are given adequate training, the need of supervision will be

lessened. Training does not eliminate the need for supervision, but it reduces the

need for detailed and constant supervision. A well trained employee is self reliant

in his work because he knows what to do and how to do. Under such situations

close supervision is accordingly not mandatory.

9. Increased safety:-

Proper training helps prevent industrial accidents. Trained workers handle the

machines safely. They also know the use of various safety devices in the factory.

Thus, they are less prone to accidents.

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10. Higher morale:-

The morale of employees is increased if they are given proper training. A good

training programme will mould employee’s attitude towards organizational

activities and generate better cooperation and greater loyalty.

11. Training for promotion:-

The talented employees may be given adequate training to make them eligible for

promotion to higher jobs in the organization. Therefore, it is essential that he

should be given sufficient training to learn new skills, to perform his new duties

efficiently. The purpose of the training for promotion is to develop the existing

employees to make them fit for undertaking higher responsibilities. This serves as

a motivating force to the employees. The training provides opportunity for quick

promotion and self development.

12. Confidence:-

Training creates a feeling of confidence in the minds of workers. It gives a

feeling of safety and security to them at the work place.

13. Adaptability:-

Training develops adaptability among workers. They need not worry when

methods are changed.

TYPES OF TRAINING

On the basis of purpose, several type of training programmes are offered to the

employees. The important types are as follows:

Induction or orientation training

Job training

Apprenticeship training

Internship training

Refresher training or training

Training for promotion

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TRAINING METHODS

As a result of research in the field of training, a number of programmes are available.

Some of these are new methods, while others improvements over the traditional methods.

The training programmes commonly used to train operative and supervisory personnel

are explained below.

TRAINING METHODS

ON THE JOB TRAINING METHODS

This type of training, also known as job instruction training, is the commonly used

method. Under this method, the individual is placed on a regular job and taught the skills

necessary to perform on that job. The trainee learns under the supervision and guidance

of a qualified worker or instructor. On the job training has the advantage of giving first

hand knowledge and experience under the actual working conditions. The emphasis is

placed on rendering services in the most effective manner rather than learning how to

perform the job. It includes:

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On-the-job Methods

- Job Rotation

- Coaching

- Job Instruction

- Committee Assignment

- Special Meetings

-

Off-the-job Methods

- Verstibule Training

- Role Playing

- Lecture Methods

- Conferences/discussion

- Programmed Instruction

- T-Group Training

(i) JOB ROTATION:

This type of training involves the movement of the trainee from one job to another. The

trainee receives job knowledge and gains experience from his superior or trainer in each

of the different job assignments. This method gives an opportunity to the trainee to

understand the problems of employees on other jobs and respect them.

(ii) COACHING:

The trainee is placed under a particular supervisor who functions as a coach for training

the individual. The supervisor provides feedback to the trainee on his performance and

offers him some suggestions for improvement. Often the trainee shares some of the duties

and responsibilities of the coach and relieves him of his burden. A limitation of this

method of training is that the trainer may not have the freedom or opportunity to express

his own ideas.

(iii) JOB INSTRUCTION:

This method is also known as training through step by step. Under this method, the

trainer explains to the trainee the way of doing the jobs, job knowledge and skills and

allows him to do the job. The trainer appraises the performance of the trainee, provides

feedback information and corrects the trainee.

(iv) SPECIAL MEETINGS OF THE DEPARTMENT:

Special meetings of staff of the department are held periodically to discuss the problems

faced by employees during the performance of jobs and suggestions are inveted to

improve performance of the job. Taking a retreat from the work for a short while

concludes these meetings.

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(v) COMMITTEE ASSIGNMENTS:

Under the committee assignment, a group of trainees are given and asked to solve an

actual organizational problem. The trainees solve the problem jointly. It develops team

work.

OFF THE JOB TRAINING METHODS

Under this method of training, the trainee is separated from the job situation and his

attention is focused upon learning the material related to his future job performance.

Since, the trainee is not distracted by job requirements; he can place his entire

concentration on learning the job rather than spending his time in performing it. There is

an opportunity for freedom of expression for the trainees. Companies have started using

multimedia technology and information technology in training. Some of its methods are

as follows:

(i) VESTIBULE TRAINING:

In this method, actual work conditions are simulated in a class room. Material, files and

equipment, which are used in actual job performance, are also used in training. This type

of training is commonly used for training personnel for clerical and semi-skilled jobs.

The duration of this training ranges from days to a few weeks. Theory can be related to

practice in this method.

(ii) ROLE PLAYING:

It is defined as a method of human interaction that involves realistic behaviour in

imaginary situations. This method of training involves action, doing and practice. The

participants play the role of certain characters such as the production manager,

mechanical engineer, superintendents, maintenance engineers, quality control inspectors,

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foremen, workers and the like. This method is mostly used for developing inter-personal

interactions and relations.

(iii) LECTURE METHOD:

The lecture is a traditional and direct method of instruction. The instructor organizes the

material and gives it to a group or trainees in the form of a talk. To be effective, the

lecture must motivate and create interest among the trainee. An advantage of the lecture

method is that it is direct and can be used for a large group of trainees. Thus, costs and

time involved are reduced. The major limitation of the lecture method is that it does not

provide for transfer of training effectively.

(iv) CONFERENCE OR DISCUSSIONS:

It is a method in training the clerical, professional and supervisory personnel. This

method involves a group of people who pose ideas, examine and share facts ideas and

data, test assumptions and draw conclusions, all of which contribute to the improvement

of job performance. Discussion has the distinct advantage over the lecture method in that

the discussion involves two-way communication and hence feedback is provided. The

participants feel free to speak in small groups. The success of this method depends on the

leadership qualities of the person who leads the group.

(v) PROGRAMMED INSTRUCTION:

It is a self teaching method particularly useful for transmitting information of skill that

need to be learnt and placed in logical order. An “Instruction Booklet” a “Teaching

Machine” or both replace the instructor. It is possible to present programmed instruction

entirely in written form. Programmed instruction presents what is to be learnt in a brief

logical sequence, one step at a time.

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(vi) T-GROUP TRAINING:

According to “CHRIS ARGYIS”, Sensitivity Training is a group experience designed to

provide maximum possible opportunity for the individuals to expose their behaviour and

developed awareness of self and of others. It is known by several names such as

“Sensitivity Training”, “Action Training”, “Group Dynamics”, “Confrontation Groups”,

“Awareness Expertise”, “Laboratory Training” and so on.

According to Edwin Flippo – “The objective of this technique is the development of

awareness of sensitivity to behaviour pattern of oneself and other”. The participants

here are provided open environment where they discuss freely among themselves. A

professional behaviouralist creates the environment. They openly express their ideas,

concepts, attitudes and get opportunity to know about themselves and the impact of their

behaviour on their fellow participants. This technique helps in creating mutual trust and

respect. It thus develops managerial sensitive team spirit.

TRAINING PROCESS

Training process involves the design and development of training programme. Following

are the major steps involved:

1. Identification of training needs

2. Planning and preparation of training programme

3. Implementation of training

4. Performance evaluation

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1. Identification of training needs

This is the most important part of the training process as it deals with the initial

identification of training needs. Need Assessment of training is a crucial part of an

organization’s theory of training. A Needs Assessment is a systematic exploration of the

way things are and the way they should be. These “things” are usually associated with

organizational and/or individual performance. Realistically, it makes wise investments in

training and other possible interventions.

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.

26

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.

Relationship Between Mutual Gain and Training Needs

High

High Individual

Low organisational

High Individual

High organizational

Low

Low Individual

Low organisational

Low Individual

High organizational

Low Organizational Gain High

Figure- Will help us in initiating the need identification process.

Situation-1 though a rare one yet generally occurs with the organization where in the

individuals are receptive but not willing to perform or they leave the organization shortly.

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1 2

3 4

Individual gain

Hence to have maximum gains situation-2 is ideal, for only a well designed and through

of training programme can lead to high individual vis-à-vis organizational gains.

Situation-3 is most prevailing one as in spite of huge investment and efforts gains, either

individual or organizational are very less.

Situation-4 is impossible as high organizational gain can be attained through high

individual gain only.

Thus it is clear that identification of training needs is not only a prerequisite for having

maximum gains for individuals and organization but also the central instrument of the

HRD philosophy of the organization.

Organizations with a positive HRD are well aware of the fact that competitive advantage

can be achieved only with higher quality people full of skills and competencies. Training

need analysis is partly concerned with defining the gap between what is happening and

what should happen.

Training needs identification of any organisation must contain three types of analysis i.e.

of corporate, group and individuals. As shown in the (Figure 2) the three types of needs

are interconnected and can operate from both sides i.e. corporate to individual and

individual to corporate. To make it more simpler and practical, organisational analysis

should concentrate on organisational goals. In-group need identification focus is on

operations analysis i.e. task to inculcate specific worker behaviour. Individual i.e. man

analysis reviews the knowledge, attitudes and skills possessed and required by the

jobholder.

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IDENTIFICATION OF TRAINING NEEDS

Every organization need to have experienced and well-trained employee to perform the

activities to them. Rapid changes in the environment have not only made the jobs more

complexes but have also created the products and services offered to compete in this fast

changing world. There in rapid changing society training is an activity, which is, must for

maintaining a viable and knowledgeable workforce. Incase the current job occupants are

equipped to meet challenged of change, training is not required, and otherwise training is

necessary to increase the versatility and adaptability of employee.

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PERFORMANCE PLANNING & TARGET SETTING

EMPLOYEE ASKED ABOUTTRAINING NED

RECRITMENT/SELECTION WEAK AREAS OF EMPLOYEE

SUPERVISOR FEED BACK/PERFORMANCE APPRAISAL

TRADE UNION

TRAINING NEED OFSUBORDINATES

TRAINING NEEDS OF EMPLOYEE

TRAINING NEED IDENTIFICATION

Success of any training programmed largely depends upon proper identification of

training needs. The managers feel training needs when they discover deviation between

standard performance and actual performance of its employee. It is not that only

worker’s need training of course they need training to operates machine, reduce scrap and

avoid accidents. Simultaneously supervisor, managers and executives need to be trained

and developed to grow and acquire maturity of thoughts and action apart from other

specific training too like communication skill, negotiation.

It has been seen that many organizations invest considerable resources in training and

development but never really examine how and where this can be most effectively

promote organizational objectives and individual growth. The failure to analyze training

needs with 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 imparting training accordingly.

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Training need Analysis: area and methods

31

CORPORATE GROUP INDIVIDUAL

ANALYSIS OF

STRATEGIC PLAN

ANALYSIS OF

HUMAN

RESOURCE PLAN

TRAINING

SURVEYS

PERFORMANCE

REVIEWS

JOB ANALYSIS

CATEGORISE OF ORGANIZATIONAL EMPLOYEE

PROBLEM CHILDREN STARS

DEAD WOOD WORK-HOURS

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HIGH

POTENTIAL

LOW

1) Dead Wood: Those with low potential and low performance level, these could be

outcome of faulty selection policy of the organization.

2) Work hours: Those employees with high performance level but with low potential.

These are good performance for the existing and routine jobs but lack confidence for

higher level responsibilities hence need training.

3) Problem children: Is the employee with high potential but not willing to perform.

Organization face difficulty in handling them and they need attitudinal training to

develop positive attitude towards work.

4) Stars: the employee upon which the organization may feel pride.

These employees are very high performers with high level of potential. The only

difficulty the organization face with these is detaining them and proper career plan

should be devised to facilitate their continuous and sustainable development. Keeping

in view the category of employee the major area of organizational training are human

relation, value system, attitude, motivation and morale, stress management and

communication and mutual trust but then it depends from organization to organization as

to what they would conduct according to there need and requirement.

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LOW PERFORMANCE LEVEL HIGH

Generally for organizational success individuals work is groups. For a performing group

mutual respect team spirit and co-operative environment is must. Hence training need for

groups may be human relation, safety method improvement, times management,

communication, cost and control techniques, problem solving, business planning conflict

management team spirit and work culture. Individual act as core component for

organizational success or failure.

Having studied meaning, significance and process of training need, identification one

feels compelled to see as to how training is imparted how need are identified advantages

gained and deficiency areas discovered in the organization. So study the gray area where

employees and organization need training the present study has been undertaken.

FOUR STEPS TO CONDUCT A NEEDS ASSESSMENT:

Step 1. PERFORM A “GAP” ANALYSIS

The first step is to check the actual performance of our organizations and our people

against existing standards, or to set new standards. There are two parts to this:

Current situation: We must determine the current state of skills, knowledge, and

abilities of our current and/or future employees. This analysis also should examine

our organizational goals, climate, and internal and external constraints.

Desired or necessary situation: We must identify the desired or necessary conditions

for organizational and personal success. This analysis focuses on the necessary job

tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish

these successfully. It is important that we identify the critical tasks necessary, and not

just observe our current practices. We also must distinguish our actual needs from our

perceived needs, our wants.

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The difference the “gap” between the current and the necessary will identify our needs,

purposes, and objectives.

What are we looking for? Here are some questions to ask, to determine where HRD may

be useful in providing solutions:

Problems or deficits . Are there problems in the organization which might be solved

by training or other HRD activities?

Impending change . Are there problems which do not currently exist but are foreseen

due to changes, such as new processes and equipment, outside competition, and/or

changes in staffing?

Opportunities . Could we gain a competitive edge by taking advantage of new

technologies, training programs, consultants or suppliers?

Strengths . How can we take advantage of our organizational strengths, as opposed to

reacting to our weaknesses? Are there opportunities to apply HRD to these areas?

New directions . Could we take a proactive approach, applying HRD to move our

organizations to new levels of performance? For example, could team building and

related activities help improve our productivity?

Mandated training . Are there internal or external forces dictating that training and/or

organization development will take place? Are there policies or management

decisions which might dictate the implementation of some program? Are there

governmental mandates to which we must comply?

Step 2. IDENTIFY PRIORITIES AND IMPORTANCE

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The first step should have produced a large list of needs for training and development

and/or other interventions. Now we must examine these in view of their importance to

our organizational goals, realities, and constraints. We must determine if the identified

needs are real, if they are worth addressing, and specify their importance and urgency in

view of our organizational needs and requirements. For example:

Cost – effectiveness: How does the cost of the problem compare to the cost of

implementing a solution? In other words, we perform a cost-benefit analysis.

Legal mandates: Are there laws requiring a solution? (For example, safety or

regulatory compliance.)

Executive pressure: Does top management expect a solution?

Population: Are many people or key people involved?

Customers: What influence is generated by customer specifications and expectations?

If some of our needs are of relatively low importance, we should do better to devote our

energies to addressing other human performance problems with greater impact and

greater value.

Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR

OPPORTUNITIES.

Now that we have prioritized and focused on critical organizational and personal needs,

we will next identify specific problem areas and opportunities in our organization. We

must know what our performance requirements are, if appropriate solutions are to be

applied. We should ask two questions for every identified need:

Are our people doing their jobs effectively?

Do they know how to do their jobs?

This will require detailed investigation and analysis of our people, their jobs, and our

organizations -- both for the current situation and in preparation for the future.

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Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.

If people are doing their jobs effectively, perhaps we should leave well enough alone. (“If

it ain’t broke, don’t fix it.”) However, some training and/or other interventions might be

called for if sufficient importance is attached to moving our people and their performance

into new directions.

But if our people ARE NOT doing their jobs effectively:

* Training may be the solution, IF there is a knowledge problem.

* Organizational development activities may provide solutions when the problem is not

based on a lack of knowledge and is primarily associated with systematic change. These

interventions might include strategic planning, organization restructuring, performance

management and/or effective team building.

Now to do this need assessment analysis several methods can be implemented, some of

them are as follows:

(a) OOM ANALYSIS

It is the short name given to organizational, operational and man analysis. Proposed by

Mc Gehee and others –

Organizational analysis

It is a systematic study of the organization in terms of its objectives. Its resource

allocation and utilization, growth, potential and its environment. Its purpose is to

determine where training emphasis should be placed in the organization is studied. This

will establish a framework on which training needs can be defined.

Operational analysis

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Here the focus will be on various jobs in order to determine knowledge, skills and

abilities and person who must be suitable to discharge his work this will clearly indicate

training needs as applicable to the job with no reference to employ that is employed for

the job.

Man analysis

Here the analysis focuses on the individual that is employed on each job. Here the

abilities, skills, attitude and knowledge of the person in studied and compared with those

and the job discussed in the operation analysis above. The comparison clearly gives rise

to the mismatch or gap of abilities, knowledge and skills available with the incumbent

with those desired. Those will give a good picture of training needs.

(b) TASK DESCRIPTION ANALYSIS

Task description comes up with other set of analysis to determining the training needs of

employees. It is systematic analysis of jobs to identify job contents, knowledge, skills and

aptitude required to perform a particularly job. Particularly attention should be paid to the

task to be performed, the methods and the performance standards required of employees.

Task analysis requires the study of various types and training required to perform the job

effectively.

Task analysis consists of following steps:

1. List duties and responsibilities of job as per job description.

2. List the desired performance standard on the job.

3. List actual performance of employee in the job and compare against the standard

fixed in the desired performance standards on the job.

4. Locate trouble spots of work where the employees performance is below standard.

5. Determine training need of that particular employee to overcome his shortfall.

6. Repeat this to cover all jobs and all employees in the organization.

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(c) AD HOC ANALYSIS

This is a method of determining specific need for training when certain specific problem

like the following arises:

1. Bottleneck in production.

2. Repeated case of delayed deliveries

3. Excessive scrap or wastages, etc

The analysis can be carried out in the following ways:

Interviewing and observing on the job

Performance appraisal analysis

Questionnaire techniques

Expert opinion surveys

Informal observation and talks wit superiors

Suggestion from employees

Management and staff conferences etc.

(d) MANPOWER ANALYSIS

The quality of manpower required by the organization has to be carefully analyzed. It has

to be done in the light of both internal and external environment of the organization the

economic, technological environment of the organization should be properly scanned to

determine the quality of human resources desire. To achieve these quality standards,

specific training needs should be determined on the following lines:

Specific area where individual needs training

The capability of present workforce to learn new skills and behaviour

The time frame within which training must be imparted

Job designing and redesigning, introduction of new work methods and technology

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2. Planning and preparation of training programme

Planning aspects of training programme

(a) Categories of personnel

The proper selection of trainees is of major importance if permanent and gainful results

are to be obtained. A trainee should be trained for the kind of job he likes and is fitted to

perform. The planners must ensure the training packages are designed in such a way that

is application specific and suit each category of personnel very well.

(b) Preparation of the instruction

The instructor or the trainer is a key figure in an effective training programme. The

trainer must have the knowledge about the job for which he is going to instruct the

trainees. The trainer should explain and demonstrate the operation step by step and

should allow the trainees to repeat these operations. Further whether qualified instructor

may be obtained from inside or outside the organization should also be taken into

consideration.

(c) Training method

A large number of training methods are available. Planning must spell the method of

training as is appropriate to the category of persons for whom such method is intended.

(d) Training aids

Type of training aids required depends on the nature of the training. Category of

personnel involved frequency of training etc.

(e) Written material

To increase the effectiveness of training, some written material is usually desirable as

basis for instruction, review and reference. A complete outline of whole course should be

made with the main topics included under each heading. The training material should be

40

distributed among the trainees well in advance so that they mat come prepared in the

lecture class and mat be able to understand the subject quickly and remove their doubts

by asking questions from the instructor.

(f) Training period

The length of the training period depends upon the skill to be acquired by the trainees

learning capacity and the training methodology used. A big organization can afford to

send their employees will be more than compensated by the benefits obtained from

training in the form of increased productivity, less wastage heightened morale etc.

3. Implementation of training

(a) Guidelines to the instructor

In the initial stages trainees may exhibit a certain amount of nervousness of insecurity.

He is not familiar with the environment and co-students. Trainer has an important role in

this situation.

Put the learner at ease

Explain why the course is important

Indicate the various advantages gained in the training

Give an outline ‘how’ he wants to cover the course indicating various steps/topic

being discussed

Create interest in trainees by encouraging them to ask questions and state their

experience relevant to the course.

Whenever any equipments, tools, workbenches or machines are used for training,

familiarize the trainees with such pieces of equipments.

(b) Training methods

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There are number of training methods available. Use of particular training method

depends on the type of trainees, workers, supervisors and managers.

The following are the popular methods of training:

Job instruction training, classroom lectures, conferences seminars, group discussion,

computer modeling, case study analysis, audio visual / film shows, simulation,

programmed instruction, games and role playing, T-group training and retraining.

4. Evaluation of training

It would provide useful information about the effectiveness of training as well as about

design of future training programmes. It will enable an organization to monitor their

training programme and also to modify its future programme of training.

5. Follow up

It ensures that the trainee learnt what he is supposed to learn, correctly and the trainee

updates his knowledge and skill on the area or subject. Self graded and programmed

learning kits provide the necessary feedback to a person on his progress on a particular

subject.

EVALUATION OF TRAINING

The specification of values forms a basis for evaluation. The basis of evaluation and the

mode of collection of information necessary for evaluation should be determined at the

planning stage. The process of training evaluation has been defined by various authors,

such as:

According to Prof. Warr – Training evaluation is nothing bur the systematic collection

and assessment of information on how best to utilize training resources in order to

achieve organizational goals.

42

Accordingly to Haasseliy – “The main task of the evaluation is to test training

effectiveness to validate this professional claim that the selected training methods have

brought about the desired results”.

According to Hamblin – The process of training evaluation is defined as “Any attempt to

obtain information on the effects of training performance and to assess the value of

training in the light of that information.”

OBJECTIVES OF TRAINING EVALUATION

1. The organization giving training to its employees can come to know what returns it is

getting for efforts and expenditure it had committed to training and it finds out from it

whether the training efforts are in correct direction decision or not.

2. The training evaluation can justify the expenditure incurred in giving training and

help the organization to determine to what extend objective have been achieved and

the results are for away from the target or nearby the targets.

3. Evaluation and training effectiveness does not only help to assess the quality of

training imparted but also suggests what changes should be incorporated to the

training plan to make it more effective.

4. The training evaluation programme helps to ascertain how far the training is useful to

improve career prospects of individual employees of the organization.

TECHNIQUES EVALUATING TRAINING PROGRAMMES

A number of techniques have been developed for evaluating effectiveness of training

programmes, some of them are as follows:

HAMBLIN suggested five levels at which evaluation of training can take place that are –

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(i) Reactions:

Training programme is evaluated on the basis of the trainee’s reactions to the usefulness

of coverage of the matter, depth of the course content method of presentation, teaching

methods etc.

(ii) Learning:

Training programme, trainer’s ability and trainee ability are evaluated on the basis of

quantity of content learned and time in which it is learned and the learner ability to use or

apply content he learned.

(iii) Job Behaviour

This evaluation includes the manner and extent to which the trainee has applied his

learning to his job.

(iv) Organization:

This evaluation measurers the use of training, learning and change in the job behaviour of

the department / organization in the form of increased productivity, quality, morale, sales

turnover and the like.

(v) Ultimate Value:

It is the measurement of the ultimate result of the contributions of the training programme

to the company goals like survival, growth, profitability etc. and to the individual goals

like development of personality and social goals like maximum social benefits.

One of the most comprehensive and widely referenced models of evaluation is Donald

Kirkpatrick’s (1979). The four levels of this model are as follows:

Reaction; Learning; Behavior; and Results.

Level 1 : Reaction Evaluation

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Reaction is the term that Kirkpatrick uses to refer to how well the participants liked a

particular training program. Evaluation of participants’ reactions consists of measuring

their feelings; it does not include a measure of actual learning. Kirkpatrick contends that

although the evaluation of reactions is an easy measurement, many trainers do not follow

these five essential steps for accurate measurement:

1. Determine what information is desired.

2. Devise a written “comment sheet” that includes items determined in the previous

step.

3. Design the sheet so that reactions can be easily tabulated and manipulated by

statistical means.

4. Make the sheets anonymous.

5. Encourage the participants to make additional comments not elicited by questions on

the sheet.

Although Kirkpatrick suggests that participants should feel free and be encouraged to

make additional comments, he also contends that this type of qualitative data is extremely

difficult to analyze. Thus, it is difficult to discern any patterns or trends in order to revise

the training program.

Level 2: Learning Evaluation

According to Kirkpatrick (1979), the second level of analysis in the evaluation process is

that of learning. Kirkpatrick defines learning as the “principles, facts and techniques that

were understood and absorbed by the participants” and identifies the following guidelines

or standards for evaluation in terms of learning:

Each participants learning should be measured by quantitative means. A pretest and

posttest should be administered so that any learning can be attributed to the training

program. The learning should be measured by objective means. When feasible, a control

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group should be used so that comparisons can be made with the actual training group.

When feasible, the evaluation results should undergo statistical analysis so that learning

can be viewed in terms of correlation and/or levels of confidence. Obviously, evaluation

of learning is much more difficult to measure than reaction. According to Kirpatrick’s

guidelines, a knowledge of statistical procedures is essential for accurate and meaningful

measurement

Endres and Kleiner (1990) also state that pretest and posttests are necessary when

evaluating the amount of learning that has taken place. Without a point of comparison the

measurement of learning at the end of the training program will not reveal exactly how

much knowledge has been obtained from the training experience. Although paper and

pencil tests are the most frequently used tools to measure knowledge, there are other

means for gathering this kind of data.

For instance, when simulations, role plays, or demonstrations are used to measure

knowledge, the trainer can use before and after situations in which participants can

demonstrate or perform the knowledge and techniques that they have learned. This

information if consistent with Kirpatrick’s research on the measurement of learning. In

fact, like Endres and Kleiner, Kirkpatrick maintains that simulations and demonstrations

can closely approximate the participant’s work environment and can help them relate the

learning in meaningful ways, especially when specific job skills are the focus of the

training.

Level 3: Transfer of Learning Evaluation

Kirpatrick’s third level in the evaluation model is transfer of learning. In the HRD

literature there are relatively few examples of studies that have specifically attempted to

assess the transfer of training skills or knowledge of the job. Even Kirpatrick warns that

“evaluation of training program in terms of on the job behavior is more difficult than the

reaction and learning evaluations……..As a result, much training is delivered without a

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plan for measuring the transfer of training”. Kirpatrick goes on to suggest a framework

for evaluating training programs in terms of behavioral changes:

1. A systematic appraisal should be made on the job performance on a before and after

basis.

2. The appraisal of performance should be made one or more of the following parties

(The more the better): The participant: the Partiicpants superior(s); The participant’s

subordinates; and / or The participants peers or other people who are familiar with the

participants performance.

3. A statistical analysis should be made to compare before and after performance and to

relate changes to the training program.

4. The post training appraisal should be made three months or more after the training so

that the participants have an opportunity to practice what they have learned.

Subsequent appraisals may validity to the study.

5. A control group (of people who did not receive the training) should be used.

Like Kirpatrick, Endres and Kleiner also suggest multidimensional on the job

evaluations, including feedback from the participant, his or her subordinates, and peers,

“By using all three forms of feedback”, they say, “the built in biases of the evaluator can

be reduced as the number of evaluators having different perspectives is increased.”

Level 4: Results Evaluation

Kirpatrick’s fourth level of evaluation is results or impact on the organization.

Attempting to measure results is not for the fainthearted! Although measuring training

programs in terms of results may be best way to measure effectiveness, Kirpatrick

himself points out that “there are ……..so many complicating factors that it is extremely

difficult if not impossible to evaluate certain kinds of programs in terms of results.” The

separation of variables to measure how much of the improvement is due to training is

extremely difficult. Instead of offering a specific formula, Kirpatrick simply reports

anecdotal efforts to measure results. He does applaud attempts by researchers such as

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Liker to use qualitative data in measuring results, but he laments the fact that current

research techniques are essentially inadequate and that progress in this area is slow.

He states that results are important outcome of any programme. Result of the training

imparted can be in the form of increased efficiency, productivity, morale, reduction in the

cost, rejection rates of finished goods, incidents of accidents, absenteeism, conflicts etc.

Various other techniques invented by other authors are as follows:

Tracey’s View

According to Tracey four methods are taken into consideration while evaluating the

training programme.

Observation

Ratings

Trainers Survey

Interview

Observation

In observation method, the behavior of the trainees in a certain situation is observed.

However, it must be systematic and specific. Observers must be well trained and they

should have ideas about what they are looking for. Observation method is a direct one on

evaluating or assessing the quality of formal training and of identifying defects,

deficiencies.

Rating

Rating is another method of evaluation outlined by Tracey. He states that various element

of the training system should be rated independently by several qualified rates. These

elements include trainees, instructors, equipments, materials training and facilities.

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Trainee Surveys

In this method opinions of trainees are used for training evaluation. Questionnaire may be

prepared in which the question related to the effectiveness of training , instructions,

equipments, materials, training aids and facilities incorporated may be mentioned.

Training effectiveness on the techniques used and duration of training can also be

included. Then the information colleted is tabulated, analysed and interpreted. The

interpretation indicates the areas, which required improvements and modification e.g.

scoring methods.

Trainee Interview

In this method the views and ideas of the trainees which cannot be put down on the paper

can be determined by asking them skillful questions. The information thus obtained by

interviewing the trainees helps to prevent ambiguity, especially in interpretation.

COST BENEFIT ANAYSLIS

Cost Benefit analysis deals with whether the likely benefits after training are worth the

cost involved in achieving them.

The following aspects are generally taken into consideration while analyzing the cost for

training.

Designing the programme – Designing the learning event might include such as

audio visual aids, telephones, production of booklets, slides, paper, test materials,

printing expense etc.

Delivering the programme – The cost of actually running the event might include,

salaries of trainers, trainers lectures, clerical/administration staff, travel cost etc.

cost conference centers, up keep of classrooms, buildings, offices,

accommodation and food maintenance and repair of aids.

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Evaluating the programme – the cost of evaluation is usually low compared to the

other two elements, and it includes, cost of designing questionnaires, analysis and

summary of data collected, delivering the evaluation report, tests, questionnaire,

postages etc.

MANAGEMENT / EXECUTIVE DEVELOPMENT

Management development is a systematic process of growth and development by which

the managers develop their abilities to mange. So, it is the result of not only participation

in formal course of instruction but also of actual job experience. It is concerned with

improving the performance of the managers by giving them opportunities for growth and

development, which in turn depends on organization structure of the company.

OBJECTIVES OF MANAGEMENT DEVELOPMENT

The management development programmes are organized with a view to achieving

specific objectives, They are:

To overhaul the management machinery

To improve the performance of the mangers.

To give the specialists on overall view of the functions of an organizations and

equip them to coordinate each others efforts effectively.

To identity persons with the required potential and prepare them for senior

positions.

To increase morale of the members of the management group.

To increase versatility of the management group.

To keep the executives abreast with the changes and development in their

respective fields.

To create the management succession which can take over in case of

contingencies.

To improve though process and analytical skills.

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To broaden the outlook of the executive regarding his role position and

responsibilities.

To understand the conceptual issues relating to economic, social and

technological areas.

To understand the conceptual issues relating to economic, social and technical

areas.

To Understand the problems of human relations and improve the human relation

skills.

To stimulate creative thinking.

NEED FOR MANGEMENT DEVELOPMENT

The need for management development programme arises due to the following reasons:

1. Techno-managers like basic chemical engineers, mechanical engineers,

information/systems engineers need to be developed in the areas of managerial skill,

knowledge and abilities.

2. Efficient functioning of public utilities, transport, communications, etc deptnd on

profefssionalisation of management in the sectors.

3. Professionalisation of management at all levels particularly in service organizations

need the development of managerial skills and knowledge particularly at lower and

middle levels.

4. Transmission of communist/socialistic societies into capitalistic economies change

the structured of the principals of business. These changes along with the

liberalization, privatization and globalization of business changed the principle.

Hence, development of the present mangers in these new principle/areas is highly

necessary.

5. Human resources development if the mangers in multiple areas necessitate the

executive development programme.

6. The need for management development arises due to providing technical skills and

conceptual skills to non technical mangers skills and conceptual skills to technical

mangers.

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7. The intensive competition and consequently upon employment of various grand

strategies by various business organizations necessitates the development of

mangers.

8. The emergence of new concepts in management like Total Quality Management,

Enterprise Resource Planning, Business Process Re-engineering Empowerment etc.

necessitates the management to offer development progammes.

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TRAINING AND DEVELOPMENT AT KHEMKA POWER

PROJECTS

PROLOGUE

From the organizational context HRD is a process which helps employees of an

organization to improve their functional capabilities for their present and future roles, to

develop their general capabilities, to harness their inner potentialities both for their self

and organizational development and to develop organizational culture to sustain

harmonious superior subordinate relationships, teamwork, motivation, quality and a sense

of belongings. Essentially, HRD activities are designed to make people effective in their

present job position, which is a part of training function. For future unidentifiable jobs,

i.e. to develop capabilities for a future position of new activities within the organization,

which are not very specific at the present stage, it becomes a part of development

function. As regards this an organization must develop its training and development

practices with due care and caution. Considering all these aspects Khemka has laid down

its training and development policies.

TRAINING

Under this head Khemka has its INDUCTION TRAINING PROGRAMME for fresh

management trainees who join the organization and it is demeanoured thorugh the

comprehensive management training programme.

Khemka also has a special SALES TRAINING DEPARTMENT which aims at

accomplishing perfection in the fields of sales. This cell was particularly established for

accomplishing perfection people. This step is viewed as a major foothold in Khemka ’s

history. And how this programme led its journey since 1984-04, to educate Khemka ’s

sales personnel in each and every nuance of sales, is depicted as follows:

METHODOLOGY ADOPTED

1999-2002 Phase 1

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When Khemka decided to adopt a single sales training programme in 1999, the sales

system consisted of:

Khemka laid down “Train the trainee approach”to remove the hiatus between required

performance of their employees and their actual performance. Under this approach

mangers were trained by the professional trainers to inculcate in them new areas of

learning. Then these mangers were required to download this training to their respective

sales officer in their JOURNEY CYCLE meetings (Which were held each month), then

sales officers trained interim sales representative and so on. Thus, they followed TOP-

BOTTOM approach.

Managers

Sales Officers

Interim sales representatives

Sales Stockists / Salesmen

Managers were trained by National Sales Trainer in their functional things as well as in

skills (functional things included their day to day working in the organization). They

were trained in various basic issues which proved to be hindrances in accomplishing their

objective. The procedure followed was:

Managers were divided into 8 groups consisting of 15 mangers each. Training period was

split over 4 quarters in each year and in every quarter 3 modules were converted & 2 days

classroom lecturers were conducted.

Managers were then required to pass on each module every month to sales officers in

their JC meetings and to spend half day in classroom lecture and remaining period in

conducting on the Job Training. Similarly this chain of train the trainee approach

proceeded at each level. This system was followed till 2002 and during this period 24

modules (which included sales related topics) were completed.

2002-2004 Phase – II

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Under this phase the main emphasis was laid down in imparting some professional skills

which in turn facilitated in making the programme more interesting and knowledgeable.

The hierarchy was defined as follows:

Senior Manager

Managers

Sales Officers

Interim sales representatives / Stockists salesmen.

Senior manger – They were extensively trained in advance leadership, which aimed at

enhancement of skills rather than emphasizing on functional matters.

Managers – they were trained in both leadership qualities as well as functional aspects.

The division was 60% & 40% respectively.

These were trained by NSTM & hired professional external faculty.

Sales officers- their training also included functional aspects & basic leadership

knowledge but the percentage was 50-50.

Interim sales representative –their training basically involved in promoting perfection in

their functional skills i.e. their day to day working.

Their training was controlled by NSTM.

Under this sales training programme many studious mangers were also send to different

college to attend lecturers in order to multiply their skills.

Thus, in nutshell this was the basic structure of the sales training programme which was

introduced in Khemka way back in 1984 to 04. But implementation of special training

modules for the satisfaction of particular departments is yet to come.

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DEVELOPMENT

Development component of HRD is to conduct learning experience for a future undefined

job. Unlike general training, Management Development Programme aim at developing

conceptual and human skills of mangers and executives through organized and systematic

procedure. The Management trainee programme in Khemka has been a focus area to

induct young and vibrant professionals at the entry level. With every passing year, up

gradations are made to it to make the learning experience more enriching and rigorous

with a greater focus on functional and conceptual inputs and an objective learning

evaluation system, because of this need the YOUNG MANAGEMNET

DEVELOPMENT PROGRAMME was conceived.

YOUNG MANAGEMENT DEVELOPMENT PROGRMAME

YMDP has been conceived with the primary purpose of providing a more focused

approach towards functional and cross functional training inputs. Moreover, a more

integrated and scientific metric for evaluating learning of trainees has been developed to

help them evolve as better managers through constant evaluation and feedback.

Objectives:

1. To groom managers of tomorrow.

2. To instill a sense of camaraderie and develop a vibrant progressive culture.

Features:

1. The YMDP has a structured approach and a fixed training schedule to standardize

the training processes and systems.

2. The YMDP has focused core functional training to develop a sound conceptual

foundation for the trainee.

3. Cross – functional is integral components of this programme to develop a better

sense of inter functional interlinkages.

4. Projects are an important focus area in the YMDP. The purpose of this being to

develop a better understanding of Khemka ’s business among trainees by

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enduring that they utilize their training experience, cross functional exposure and

business concepts in providing practical solution to real business problems.

5. On – job – training exposes the YMDP trainees to real life business situations

along with actual responsibilities and authority to handle them.

Support mechanisms:

1. Mentors have vital role to play in the YMDP. They are a support mechanism for

the trainees who can counsel them regarding their training and other professional

of personal issues concerning them.

2. Trainers ensure that training inputs are provided and training schedule is

implemented.

3. Review Committee comprises of the senior management who comprehensively

review the trainees.

Feedback & Evaluation

1. The learning evaluation is done through a combination of tests, presentations and

evaluations by trainer.

2. Feedback from trainees ensures that modifications can be made to the YMDP to

ensure better quality training inputs.

Roles:

a) Mentor

The Mentors for YMDP Sales and Marketing trainees will be the Heads of the Sales or

Heads of Marketing of Family Products Division, Health Care Division or Khemka

Foods. The mentor for the YMDP trainee from Functions will be the Head HR, while the

mentor for Operation will be GM (Operation). The mentor’s primarily role will be:

1. To personally interact with trainees (at least 3 times during the training period) and

provide overall guidance by giving value adding inputs for their development.

2. To act as a support mechanism for the trainee, wherein he/she can communicate

personal/professional issues.

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3. To interact with trainers and follow up the progress of the trainers in terms of

learning and quality of training inputs.

4. To ensure that the trainer does not only implement the training programme, but

also practices in spirit.

5. To be part of the Review Committee to provide objective and Comprehensive

overview of the trainee.

b) Trainer

The trainer’s primary role will be

1. To implement the training schedule in totality and in spirit.

2. To personally guide and provide developmental inputs to the trainee.

3. To identify areas of improvements of their respective trainees and recommend /

implement inputs for improvement.

4. To provide objective evaluation of trainee’s learning.

5. To install managerial and leadership qualities in trainees.

c) Review Committee

The role of the Review Committee will be :

1. To comprehensive review each trainee twice during the YMDP.

2. To recommend subsequent course of action, which may be:

Recommending final confirmation of trainees at the end of YMDP, or

Recommending another review of the trainee (after 3 months) if overall

learning or conduct of the respective trainee is not as per the desired standards, for

Recommending consequence management if overall learning or conduct

of the respective trainee is not as per the desired standards.

d) National Sales Training Manger

1. To develop training modules for classroom training.

2. To develop tests to assets the conceptual understanding of trainee based on inputs

imparted in classroom.

e) HR Department

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CORPORATE HR

The role of Corporate HR will be:

1. To allocate trainers and mentors for individual trainer.

2. To communicate overall training expectations to the trainees and their respective

trainers.

3. To track and analyse learning of the trainers.

4. To consolidate identified areas of improvement and subsequently follow-up in

terms of recommended inputs for improvement of the respective trainees.

5. To ensure that Zonal / Unit HR does subsequent follow-ups in terms of the

adherence of schedule by trainers, collection of assessment forms form trainers

and feedback given to taken from trainers.

6. To regularly interact and counsel trainees (wherever required).

7. To ensure that the designated mentors interact and meet their respective trainees

regularly.

ZONAL / UNIT HR

1. To ensure that the trainers in their Zone / Unit adhere to the training schedule in

totality and in spirit.

2. To collect learning assessment forms of trainers from their respective trainers.

3. To give and take feedback form the trainees regularly.

4. To be responsible for the welfare of trainees in their respective Zone/Unit.

Taking care of all these statutes as, defined by the company Khemka ahs segregated its

management development programs for following departments as per their requirements.

For Sales & Marketing employees.

For CSCC department employees

For CPPD departmental employees.

And for Engineers.

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DATA ANALYSIS AND FINDINGS

How do you identify the employees who need to be trained?

New Technology 13

Change in policies 20

Core competencies 8

Inefficient work culture 9

Others 0

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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Duration of Training Programme

Learning at Khemka 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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Who are the trainers?

Internal Trainers 42

External trainers 8

In Khemka 87% of the respondents said that Khemka have internal trainers

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On What parameters do you decide the duration of training?

Most of the respondents (40 out of 50) said duration of training depends upon nature of

the job and 5 of them said that it depends upon accountability of the job.

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On what parameters cost depend?

The graph shows that Training cost depends upon the number of trainees and trainers

participated in the training programme.

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How do you evaluate the effectiveness or otherwise of the training programme?

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 Khemka employee have been

undergone in almost all the above category but most of them feel it should be held on 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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Do you train your employees on working culture of your organization?

According to your professional needs, which policy areas should a training programme be foucsed on?

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What training format would be more convenient for your needs? Please indicate your preference in terms of duration and location

Two day session training format would be more convenient for their needs.

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CONCLUSION

It is found that the average age group of trainees are in their twenties or early thirties

which signifies that the power sector 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 Khemka 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..

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RECOMMENDATIONS

In this age of cut throat competition obsolescence sets in very fasts as new technologies

are being invented and developed at a rapid pace. Therefore, in order to ensure that

Khemka Projects employees are kept constantly technically updated with the latest in the

industry, the following suggestions are recommended for implementation:-

Training policy should be made known to 100% of the employees through Policy

Manuals, notices and holding of seminars by departmental heads.

Training need identification or assessment methods should be systematic and

transparent e.g. OOM Analysis.

Frequency of training courses for all employees should be increased to prevent

technical obsolescence.

Classroom sessions should be followed by on-the-job training in every training

programme.

Level of complexity of training programmers should be in keeping with the latest

requirements of the industry.

Adequate updated reference material should be made available to the employees.

The training programmes should regularly reviewed to cater to latest

developments in technology, so as to increase the effectiveness of training.

The evaluation of training should be carried out regularly by the training

department in liaison with concerned departments to asses the effectiveness of

training being imparted to employees and to make necessary improvements, if

required.

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The developmental programmes conducted for employees should lay more

emphasis on building and developing managerial capabilities and qualities in

them.

Employees attending the training and development programmes should attend

these programems with clear understanding of the skill and knowledge they are

expected in this regard.

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BIBLIOGRAPHY

Horwitz, F.M. (2013), The Emergence of Strategic Training and Development: The

Current state of Play, Journal of European Industrial Training, vol. 23, no. 4, 5,

pp. 180-90.

Aswathappa K. (2009), Human Resource & Personnel Management, Third edition, New

Delhi Tata McGraw-Hill Publishing Co. Ltd

Ivancevich J.M. (2011), Human Resource Management, 9th edition, Tata McGraw Hill

Publishing Company Ltd.

Pattanayak B. (2011), Human Resource Management, Third edition, Prentice Hall of

India

Stone, R. (2008) Human Resource Management, 4th edition, Milton, Queensland: .John

Wiley

http://www.khemkapower.com/company-profile.htm

www.domain-b.com

www.cite-hr.com

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