trainingdevelopmentsurveyatbsnlmbahrprojectreport-120612235019-phpapp01

7/23/2019 trainingdevelopmentsurveyatbsnlmbahrprojectreport-120612235019-phpapp01

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TRAINING & DEVELOPMENT SURVEY AT BSNL

A PROJECT REPORT

ON

TRANNING AND RECRUITMENT

AT

BSNL

SUBMITTED BY:-

UTKARSH JAISWAL

[Type text] [Type text] [Type text]


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TABLE OF CONTENT

1. Executive summary

2. Introduction to Training and Development

3. Importance of Training and Development

4. eed for t!e study

Title of t!e pro"ect

#tatement of t!e pro$lem

%urpose of t!e study

#cope of t!e study

&$"ectives of t!e study'. (esearc! met!odology

#ampling plan

)rea covered

*et!odology

+. Data collection

%rimary data

#econdary data

,. Data )nalysis

#tatistical tool

#tatistical pac-age

. /imitation of t!e study

0. T!eoretical aspects of training and development

1. Introduction to t!e company

11. )nalysis and interpretation

12. indings

13. #uggestions

14. onclusion

1'. i$liograp!y



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1+. )nnexure


S.N QUESTIONSStronglydisagree

Somewhatdisagree

Neitheragree nordisagree

Somewhatagree

Stronglyagree

1.Training helps in increasing productivity ofemployees to achieve organi!ational goals.

1 " # $ %

". Training programs are well&planned. 1 " # $ %

#. Training programs are of sufficient duration. 1 " # $ %

$.Training is periodically evaluated and

improved.

1 " # $ %

%.Training programs emphasis on developingtechnical ' managerial capa(ilities ofemployees.

1 " # $ %

).Training of wor*ers is given ade+uateimportance in your organi!ation.

1 " # $ %

,.Employees are sponsored for trainingprograms after carefully identifieddevelopmental needs.

1 " # $ %

-. Those who are sponsored for the trainingprograms ta*e the training seriously

1 " # $ %

. Employees in the organi!ation participate indetermining the training they need.

1 " # $ %

1/.The +uality of training programs in yourorgani!ation is e0cellent.

1 " # $ %

11.E0ternal training programs are carefullychosen after collecting enough informationa(out their +uality and suita(ility.

1 " # $ %

1.There is a well&designed and widely sharedtraining policy in the company.

1 " # $ %



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EXECUTIVE SUMMARY

Telecommunication is a tec!nology intensive industry 5it! a !ig! pro$a$ility of

o$solescence. &ur country !as 5itnessed a num$er of tec!nologies varying from magneto

exc!anges to t!e modern e5 Tec!nology Digital #5itc!es. 6e !ave also seen c!anges

in t!e transmission tec!nology starting from carrier systems to t!e D6D* systems

providing long distance circuits across t!e lengt! and $readt! of t!e country.

Telecommunications today is $ot! a pu$lic utility and a vital infra7structure. T!erefore an

in !ouse training center is an essential institution for continuous training of t!e officers

and employees in t!is -ey tec!nological field.

Training is a process t!roug! 5!ic! a person en!ances and develops !is efficiency8

capacity and effectiveness at 5or- $y improving and updating !is -no5ledge and

understanding t!e s-ills relevant to perform !is or !er "o$.

Training also !elps a person cultivate appropriate and desired $e!avior and attitude

to5ards t!e 5or- and people. 9nless training is provided8 t!e "o$s and lives of employees

in organi:ations are at sta-e.

It gives people an a5areness of t!e (ules ; %rocedures to guide t!eir $e!avior. It is an

application of -no5ledge to improve t!e performance on t!e urrent "o$ or to prepare

one for an intended "o$.

&rgani:ation ; individual for t!eir survival ; attainment of mutual goals s!ould

develop ; progress simultaneously< t!is can $e done mainly t!roug! training tec!ni=ue

$ecause training is t!e most important tec!ni=ue ; it is a value addition to t!e

organi:ation t!roug! >uman (esource Development for t!e development of t!e

employee. T!e employee s!e?!e $een selected8 placed ; introduced in an organi:ation

s!ould $e provided 5it! training facilities in order to ad"ust ; ma-e t!em suita$le for t!e



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@o$ as no organi:ation can get a candidate 5!o exactly matc!es 5it! t!e "o$ ;

organi:ational re=uirements.

T!e trained employees are t!e valua$le assets to any organi:ation. Training at #/ is

given 5!en t!ere is a difference $et5een t!e "o$ re=uirements ; employees present

specifications. T!us employee training is t!e most important su$7system8 speciali:ed ;

one of t!e fundamental operative functions of >uman (esource Development.

&rgani:ational efficiency8 productivity8 progress ; development8 also organi:ation

via$ility8 sta$ility ; gro5t! to greater extent depend on training. If t!e re=uired training

is not provided it leads to t!e performance failure of t!e employees. Training en!ances

t!e ompetence8 ommitment8 and reativity ; ontri$ution to t!e organi:ation.

T!e first step in my study is to find out t!e effectiveness of training and development in

ac!ieving t!e goals of t!e company8 to study t!e different met!ods of training follo5ed at

#/8 T!e $asis on 5!ic! training programmees are planned and sc!eduled and !o5 t!e

performance appraisal !elps in identifying training needs.

T!e second step 5as data collection t!roug! various sources I used $ot! primary and

secondary data for t!e study as $ot! are =uiet essential in any type of survey.

primary data 5as collected t!roug! survey and personal intervie58 5!ereas secondary

data made use of certain reports from t!e >(D department provided t!e information as to

t!e total no of employees8 sc!edule of training programs8 num$er of persons attending it

and ot!er suc! t!ings. T!e secondary data also included text$oo-s8 company data8

internet.



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T!e analysis of t!e =uestionnaire 5as carried out t!roug! 5!ic! t!e purpose of t!e study

5as served. T!e analysis 5as done $y using statistical tool in 5!ic! t!e study made use

of t5o test t!at is A fre=uency test and correlation.

T!ese tests gave t!e clear idea a$out t!e most significant factors 5!ic! are positively

correlated and t!ose factors 5!ic! are not so significant and are not positively correlated.

>ence it !elped t!e study to identify t!e important factors 5!ic! are =uiet essential for

effective training and development in t!e organi:ation.

T!is study gives a detailed idea a$out t!e employeeBs attitude to5ards t!e training

program and !o5 t!e employees apply t!e -no5ledge8 s-ills and attitude in "o$

performance.

T!erefore t!roug! t!e analysis t!e study could $e interpreted t!at t!e training and

development programs are =uiet effective $ut still needs to $e improved on some of t!e

aspects mentioned a$ove.



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INTRODUCTION TO TRAINING AND DEVELOPMENT

>9*) (E#&9(E *))CE*ET

>uman (esource *anagement is defined as t!e people 5!o staff and manageorgani:ation. It comprises of t!e functions and principles t!at are applied to retaining8

training8 developing8 and compensating t!e employees in organi:ation. It is also

applica$le to non7$usiness organi:ations8 suc! as education8 !ealt!care8 etc >uman

(esource *anagement is defined as t!e set of activities8 programs8 and functions t!at are

designed to maximi:e $ot! organi:ational as 5ell as employee effectiveness

#cope of >(* 5it!out a dou$t is vast. )ll t!e activities of employee8 from t!e time of

!is entry into an organi:ation until !e leaves8 come under t!e !ori:on of >(*.T!e

divisions included in >(* are (ecruitment8 %ayroll8 %erformance *anagement8 Training

and Development8 (etention8 Industrial (elation8 etc. &ut of all t!ese divisions8 one suc!

important division is training and development.



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TRAINING AND DEVELOPMENTis a su$system of an organi:ation. It ensures t!at

randomness is reduced and learning or $e!avioral c!ange ta-es place in structured

format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND

DEVLOPMENT

Traditional )pproac! *ost of t!e organi:ations $efore never used to $elieve in training.

T!ey 5ere !olding t!e traditional vie5 t!at managers are $orn and not made. T!ere 5ere

also some vie5s t!at training is a very costly affair and not 5ort!. &rgani:ations used to

$elieve more in executive pinc!ing. ut no5 t!e scenario seems to $e c!anging.

T!e modern approac! of training and development is t!at Indian &rgani:ations !ave

reali:ed t!e importance of corporate training. Training is no5 considered as more of

retention tool t!an a cost. T!e training system in Indian Industry !as $een c!anged to

create a smarter 5or-force and yield t!e $est results

TRAINING AND DEVELOPMENT OBJECTIVES

T!e principal o$"ective of training and development division is to ma-e sure t!e

availa$ility of a s-illed and 5illing 5or-force to an organi:ation. In addition to t!at8 t!ere

are four ot!er o$"ectivesA Individual8 &rgani:ational8 unctional8 and #ocietal.

Individual &$"ectives !elp employees in ac!ieving t!eir personal goals8 5!ic! in turn8

en!ances t!e individual contri$ution to an organi:ation.

&rgani:ational &$"ectives assist t!e organi:ation 5it! its primary o$"ective $y $ringing

individual effectiveness.



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unctional &$"ectives maintain t!e departmentBs contri$ution at a level suita$le to t!e

organi:ationBs needs.

#ocietal &$"ectives ensure t!at an organi:ation is et!ically and socially responsi$le to

t!e needs and c!allenges of t!e society.

Impo!"#$% o T"'#'#( "#) D%*%+opm%#!

F &ptimum 9tili:ation of >uman (esources Training and Development !elps in

optimi:ing t!e utili:ation of !uman resource t!at furt!er !elps t!e employee to ac!ieve

t!e organi:ational goals as 5ell as t!eir individual goals.

F Development of >uman (esources Training and Development !elps to provide an

opportunity and $road structure for t!e development of !uman resourcesB tec!nical and

$e!avioral s-ills in an organi:ation. It also !elps t!e employees in attaining personal

gro5t!.

F Development of s-ills of employees Training and Development !elps in increasing t!e

"o$ -no5ledge and s-ills of employees at eac! level. It !elps to expand t!e !ori:ons of

>uman intellect and an overall personality of t!e employees.

F %roductivity Training and Development !elps in increasing t!e productivity of t!e

employees t!at !elps t!e organi:ation furt!er to ac!ieve its long7term goal.



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F Team spirit Training and Development !elps in inculcating t!e sense of team 5or-8

team spirit8 and inter7team colla$orations. It !elps in inculcating t!e :eal to learn 5it!in

t!e employees.

F &rgani:ation ulture Training and Development !elps to develop and improve t!e

organi:ational !ealt! culture and effectiveness. It !elps in creating t!e learning culture

5it!in t!e organi:ation.

F &rgani:ation limate Training and Development !elps $uilding t!e positive

perception and feeling a$out t!e organi:ation. T!e employees get t!ese feelings from

leaders8 su$ordinates8 and peers.

F Guality Training and Development !elps in improving upon t!e =uality of 5or- and

5or-7life.

F >ealt!y 5or-7environment Training and Development !elps in creating t!e !ealt!y

5or-ing environment. It !elps to $uild good employee8 relations!ip so t!at individualgoals aligns 5it! organi:ational goal.

F >ealt! and #afety Training and Development !elps in improving t!e !ealt! and safety

of t!e organi:ation t!us preventing o$solescence.

F *orale Training and Development !elps in improving t!e morale of t!e 5or- force.

F Image Training and Development !elps in creating a $etter corporate image.

F %rofita$ility Training and Development leads to improved profita$ility and more

positive attitudes to5ards profit orientation.



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F Training and Development aids in organi:ational development i.e. &rgani:ation gets

more effective decision ma-ing and pro$lem solving. It !elps in understanding and

carrying out organisational policies

F Training and Development !elps in developing leaders!ip s-ills8 motivation8 loyalty8

$etter attitudes8 and ot!er aspects t!at successful 5or-ers and managers usually display.

T"'#'#( '# P,+'$ S%$!o

Indian %u$lic #ector is passing t!roug! massive c!anges due to advancement in science

and tec!nology and competition from private sector. India !as nearly one7sixt! of t!e

5orldHs population. T!is over a$undant !uman resource needs to $e converted to asset.

T!is is possi$le only t!roug! proper training and development. T!e former %rime

*inister (a"iv Cand!i rig!tly sensed t!is need and !ad esta$lis!ed a separate *inistry

for >uman (esource Development in 10'. >e stressed on t!e development of !uman

resources and $ecause of !is initiatives8 training !ad ta-en a front seat in t!e national

economy. /ater on8 most of t!e %#Es reali:ed t!e need and importance of training t!eir

employees for $etter and improved results. T!e !uman resource development approac! is

essential in order to !ave t!e optimum utili:ation of manpo5er for t!e $enefit of $ot!8 t!e

employees and t!e organi:ation.

)fter opening up of t!e economy8 t!ere !as $een tremendous amount of pressure on t!e

%#Es to increase productivity of t!eir employees on one !and and reduce surplus

manpo5er on t!e ot!er. %#Es !ave found out t!e route to reduce t!eir manpo5er strengt!



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$y adopting oluntary (etirement #c!eme J(#K. T!e $iggest c!allenge in (# is to

safeguard talent drain. Talented employees see t!is as an opportunity and are moving

a5ay from %#Es in searc! of !ig! paid "o$s in private and multinational companies8

5!ic! leads to scarcity of trained manpo5er. &n t!e one side t!ey get lump sum

compensation pac-age $y opting for (# and on t!e ot!er side t!ey 5ill $e attracted $y

*s and ot!er private sector enterprises JT!e Indian Express8 @anuary 2'8 21(D department provided t!e

information as to t!e total no of employees8 sc!edule of training programs8

num$er of persons attending it and ot!er suc! t!ings8 5!ic! indicated t!e

employee performance on t!e "o$ after attending t!ese training programs.

D"!" $o++%$!'o#:

To produce a relia$le =uestionnaire $ot! primary and secondary information 5as used.

%rimary data is t!e first !and information< t!e =uestionnaire 5as prepared $y me undert!e guidance of t!e mentor 5!erein I used li-ert five7point scale and closed ended

=uestions for measuring attitudes of t!e employees for my study.

T!e =uestionnaire comprised 12 =uestions 5!ic! covered all t!e aspects of measuring

St!e effectiveness of training and developmentR.



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PRIMARY DATA

)n instrument is used to collect t!e re=uired information from t!e employees and also

interact t!e employees personally.

%rimary data !elps us in ma-ing o$servation of employeeBs $e!aviors8 tal- gestures

5!ic! !elped me in identifying any t!e attitude of employees to5ards t!e training

program and t!e effectiveness of t!e training program in t!e organi:ation.

SECONDARY DATA

It 5as collected from t!e 5e$site of t!e company8 and t!e compa$y personnel8 certain

reports from t!e >( department. T!e researc! also too- t!e !elp of t!e $oo-s and "ournal.

ot! primary and secondary data served t!e purpose in measuring t!e effectiveness of

training and development at #/. ot! are e=ually essential for any type ofsurvey.

DATA ANALYSIS

#tatistical toolA

orrelation test

re=uency test

#tatistical pac-age

#%## soft5are

%rocedure for )nalysis

)dministering =uestionnaire to all t!e employees



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)naly:e t!e rating of employees using t!e statistical tool Jspss soft5areK

JiK simple fre=uency testJmean ; standard deviationK

JiiK correlation

Interpretation of analy:ed information

L'm'!"!'o#3 o !.% 3!,)2:

1. Due to restriction to enter into some of t!e departments at #/ I could not cover

some of t!e aspects re=uired for my study.

2. Interaction 5it! t!e company executive 5as limited due to t!eir $usy sc!edule.

3. T!e information collected is mainly primary data and t!e accuracy is su$"ect to

t!e responses received.

.

T.%o%!'$"+ "3p%$!3 o T"'#'#( "#) D%*%+opm%#!

It is a learning process t!at involves t!e ac=uisition of -no5ledge8 s!arpening of s-ills8

concepts8 rules8 or c!anging of attitudes and $e!aviours to en!ance t!e performance of

employees.

Training is an organi:ed procedure 5!ic! $rings a$out semi7permanent c!anges in

$e!avior8 for a definite purpose. T!e t!ree main areas involved are s-ills8 -no5ledge and

attitudes Jsometimes called social s-illsK $ut al5ays 5it! a definite purpose in mind.



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Training also !elps a person cultivate appropriate and desired $e!avior and attitude

to5ards t!e 5or- and people.

Training is a process t!roug! 5!ic! a person en!ances and develops !is efficiency8

capacity and effectiveness at 5or- $y improving and updating !is -no5ledge and

understanding t!e relevant s-ills relevant to !is or !er "o$.

9nless training is provided8 t!e "o$s and lives of employees in organi:ations are at sta-e.

Training is activity leading to s-illed $e!avior.

F ItBs not 5!at you 5ant in life8 $ut itBs -no5ing !o5 to reac! it

F ItBs not 5!ere you 5ant to go8 $ut itBs -no5ing !o5 to get t!ere

F ItBs not !o5 !ig! you 5ant to rise8 $ut itBs -no5ing !o5 to ta-e off

F It may not $e =uite t!e outcome you 5ere aiming for8 $ut it 5ill $e an outcome

F ItBs not 5!at you dream of doing8 $ut itBs !aving t!e -no5ledge to do it

F ItHs not a set of goals8 $ut itBs more li-e a vision

F ItBs not t!e goal you set8 $ut itBs 5!at you need to ac!ieve it

Training is a$out -no5ing 5!ere you stand Jno matter !o5 good or $ad t!e current

situation loo-sK at present8 and 5!ere you 5ill $e after some point of time.

Training is a$out t!e ac=uisition of -no5ledge8 s-ills8 and a$ilities JM#)K t!roug!

professional development.



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OBJECTIVES OF TRAINING:

%reparing $ot! t!e old ; ne5 employees to meet t!e present as 5ell

as t!e c!anging re=uirements of t!e "o$ ; t!e organi:ation.

%reventing o$solescence.

%reparing employees for t!e !ig!er7level tas-s.

Ensuring smoot! ; efficient 5or-ing of t!e department.

Ensuring economical output of t!e re=uired =uality.

Imparting -no5ledge ; s-ills for ne5 entrants.

Induction

9pdating

%reparing for future assignments

ompetency development

CLASSIFICATION OF TRAINING:

T!ere are a num$er of training met!ods availa$le< 9se of a particular met!od

depends on t!e type of trainees vi:. 5or-er8 supervisor and manager. asically t!ese

met!ods can $e classified into follo5ing categoriesA



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84I#),$!'o# !"'#'#(:

>ere8 training is given to ne5ly "oined employees. T!e main o$"ective of t!is

training is to give an idea to t!e employee a$out t!e particular 5or-. It is concerned 5it!

orienting a ne5 employee to a ne5 environment.

94O#-!.%-5o !"'#'#(:

>ere8 t!e individual is placed on a regular "o$ and taug!t t!e s-ills necessary to

perform t!at "o$. T!e trainee learns under t!e supervision and guidance of a =ualified

5or-er or instructor. It gives first !and -no5ledge and experience under t!e actual

5or-ing conditions.

4App%#!'$%3.'p !"'#'#(:

)pprentices!ip training is normally given to artisans8 electricians8 plum$ers and a

li-e. T!e duration is mainly + mont!s to 2 years< t!is is carried out under t!e guidance

and intimate supervision of master craftsman8 expert 5or-er and supervisor. During

training period t!e trainee is paid less t!an t!at of a =ualified 5or-er.

;4Jo Ro!"!'o#:

T!is involves t!e movement of t!e trainee from one "o$ to anot!er. T!e traineereceives "o$ -no5ledge and gains experience from !is supervisor or trainer in eac! of t!e

different "o$ assignments. T!is met!od gives an opportunity to t!e trainee to

understand t!e pro$lems of employees on ot!er "o$s.


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t!e "o$. T!e trainer appraises t!e performance of t!e trainee8 provides feed$ac-

information and corrects t!e trainee.

>4Comm'!!%% A33'(#m%#!3:

) group of trainees are given and as-ed to solve an actual organi:ational pro$lem.T!e trainees solve t!e pro$lem "ointly. It develops team5or-.

?4O !.% 5o !"'#'#(:

T!e trainee is separated from t!e "o$ situation and !is attention is focused upon

learning t!e material related to !is future "o$ performance. #ince t!e trainee is not

distracted $y "o$ re=uirements8 !e can place !is entire concentration on learning t!e "o$

rat!er t!an spending !is time in performing it. T!ere is an opportunity for freedom of

expression for t!e trainees.@4V%3!',+% !"'#'#(:

)ctual 5or- conditions are simulated in t!e classroom. *aterial8 files and

e=uipments8 5!ic! are used in actual "o$ performance8 are also used in training. T!is

type of training is commonly used for training personal for clerical and semi7s-illed "o$s.

T!eory can $e related to practice in t!is met!od.

84Ro+%-p+"2'#(:

It is a met!od of !uman interactions t!at involves realistic $e!avior in imaginary

situations. T!is met!od of training involves certain c!aracters. T!is met!od is mostly

used for developing inter7personal interactions and relations.

884L%$!,% M%!.o):

T!e instructor organi:es t!e material and gives it to a group of trainees in t!e form

of a tal-. To $e effective8 t!e lecture must motivate and create interest among t!e

trainees. T!is met!od is direct and can $e used for a large group of trainees. osts andtime involved are reduced.



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894Co#%%#$% o )'3$,33'o#:

T!is met!od involves a group of people 5!o pose ideas8 examine and s!are facts8

ideas and data8 test assumptions and dra5 conclusions8 5!ic! contri$ute to t!e

improvement of "o$ performance.84Po("mm%) '#3!,$!'o#:

T!e su$"ect matter to $e learned is presented in a series of carefully planned

se=uential units. T!ese units are arranged from simple to more complex levels of

instruction. T!e trainee goes t!roug! t!ese units $y ans5ering =uestions or filling t!e

$lan-s.

8;4I#!%#3.'p T"'#'#(:

>ere8 t!e organi:ation ma-es arrangements 5it! tec!nical institutes to get its

employees duly trained in t!e latest t!eoretical -no5ledge and ot!er developments

relating to trade8 t!is training is provided to t!e employee in suc! a 5ay as to $ring

$alance $et5een t!eory and practice.

8


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%repare a training calendar in discussion 5it! t!e managers concerned.

Define t!e training o$"ectives specifically.

#elect t!e efficient faculty

FACTORS INFLUENCING TRAINING AND DEVELOPMENT:

Top management support

ommitment from specialists and generalists

Tec!nological advances

&rgani:ational complexity

/earning principles

D'%%#$% %!%%# T"'#'#( "#) D%*%+opm%#!

Training Development



35/75


1. Training is often referred to asimporting specific s-ills.

2. T!e focus is on improvement inperformance after training.

3. T!e impact of training $e

experienced and assessed $y t!eorgani:ation.

4. 9sually8 administrative8 supervisoryand tec!nical 5or-force may $eexposed to training program.

1. Development on t!e ot!er !andis often focused at overalldevelopment of personality.

2. 2.T!ey focus on aspects li-eleaders!ip s-ills8 managing teams8

pro$lem solving8 decision ma-ing 8people s-ills8 time management8 etc.

Mo)%+3 o T"'#'#( "#) D%*%+opm%#!

Training is a su$7system of t!e organi:ation $ecause t!e departments suc! as8 mar-eting

; sales8 >(8 production8 finance8 etc depends on training for its survival. Training is a

transforming process t!at re=uires some input and in turn it produces output in t!e form

of -no5ledge8 s-ills8 and attitudes JM#)sK.

THE TRAINING SYSTEM

) #ystem is a com$ination of t!ings or parts t!at must 5or- toget!er to perform aparticular function. )n organi:ation is a system and training is a su$ system of t!e

organi:ation. T!e #ystem )pproac! vie5s training as a su$ system of an organi:ation.

#ystem )pproac! can $e used to examine $road issues li-e o$"ectives8 functions8 and

aim. It esta$lis!es a logical relations!ip $et5een t!e se=uential stages in t!e process of

training need analysis JT)K8 formulating8 delivering8 and evaluating. T!ere are 4

necessary inputs i.e. tec!nology8 man8 material8 time re=uired in every system to produce

products or services. )nd every system must !ave some output from t!ese inputs in order

to survive. T!e output can $e tangi$le or intangi$le depending upon t!e organi:ationBs

re=uirement. ) system approac! to training is planned creation of training program. T!is

approac! uses step7$y7step procedures to solve t!e pro$lems. 9nder systematic approac!8

training is underta-en on planned $asis. &ut of t!is planned effort8 one suc! $asic model

of five steps is system model t!at is explained $elo5. &rgani:ation are 5or-ing in open



36/75


environment i.e. t!ere are some internal and external forces8 t!at poses t!reats and

opportunities8 t!erefore8 trainers need to $e a5are of t!ese forces 5!ic! may impact on

t!e content8 form8 and conduct of t!e training efforts. T!e internal forces are t!e various

demands of t!e organi:ation for a $etter learning environment< need to $e up to date 5it!

t!e latest tec!nologies.

T!e t!ree model of training areA

1.#ystem *odel

2.Instructional #ystem Development *odel

3. Transitional model

SYSTEM MODEL

T!e system model consists of five p!ases and s!ould $e repeated on a regular $asis toma-e furt!er improvements. T!e training s!ould ac!ieve t!e purpose of !elping

employee to perform t!eir 5or- to re=uired standards. T!e steps involved in #ystem

*odel of training are as follo5sA

1. )naly:e and identify t!e training needs i.e. to analy:e t!e department8 "o$8 employees

re=uirement8 5!o needs training8 5!at do t!ey need to learn8 estimating training cost8 etc

T!e next step is to develop a performance measure on t!e $asis of 5!ic! actual

performance 5ould $e evaluated.

2. Design and provide training to meet identified needs. T!is step re=uires developing

o$"ectives of training8 identifying t!e learning steps8 se=uencing and structuring t!e

contents.



37/75


I#3!,$!'o#"+ S23!%m D%*%+opm%#! Mo)%+ /ISD0 Mo)%+

Instructional #ystem Development model 5as made to ans5er t!e training pro$lems.

T!is model is 5idely used no57a7days in t!e organi:ation $ecause it is concerned 5it!

t!e training need on t!e "o$ performance. Training o$"ectives are defined on t!e $asis of

"o$ responsi$ilities and "o$ description and on t!e $asis of t!e defined o$"ectives

individual progress is measured. T!is model also !elps in determining and developing t!e

favora$le strategies8 se=uencing t!e content8 and delivering media for t!e types of

training o$"ectives to $e ac!ieved.

T!e Instructional #ystem Development model comprises of five stagesA

1. ))/Q#I# T!is p!ase consist of training need assessment8 "o$ analysis8 and target

audience analysis.

2. %/)IC T!is p!ase consist of setting goal of t!e learning outcome8 instructional

o$"ectives t!at measures $e!avior of a participant after t!e training8 types of trainingmaterial8 media selection8 met!ods of evaluating t!e trainee8 trainer and t!e training

program8 strategies to impart -no5ledge i.e. selection of content8 se=uencing of content8

etc.

3. DEE/&%*ET T!is p!ase translates design decisions into training material. It

consists of developing course material for t!e trainer including !andouts8 5or-$oo-s8

visual aids8 demonstration props8 etc8 course material for t!e trainee including !andouts

of summary.

4. EOE9TI& T!is p!ase focuses on logistical arrangements8 suc! as arranging

spea-ers8 e=uipments8 $enc!es8 podium8 food facilities8 cooling8 lig!ting8 par-ing8 and

ot!er training accessories.



38/75


'. E)/9)TI& T!e purpose of t!is p!ase is to ma-e sure t!at t!e training program

!as ac!ieved its aim in terms of su$se=uent 5or- performance. T!is p!ase consists of

identifying strengt!s and 5ea-nesses and ma-ing necessary amendments to any of t!e

previous stage in order to remedy or improve failure practices.

T!e I#D model is a continuous process t!at lasts t!roug!out t!e training program. It also

!ig!lig!ts t!at feed$ac- is an important p!ase t!roug!out t!e entire training program. In

t!is model8 t!e output of one p!ase is an input to t!e next p!ase.

T"#3'!'o#"+ Mo)%+

Transitional model focuses on t!e organi:ation as a 5!ole. T!e outer loop descri$es t!e

vision8 mission and values of t!e organi:ation on t!e $asis of 5!ic! training model i.e.

inner loop is executed.

V'3'o# focuses on t!e milestones t!at t!e organi:ation 5ould li-e to ac!ieve after t!e

defined point of time. ) vision statement tells t!at 5!ere t!e organi:ation sees itself fe5years do5n t!e line. ) vision may include setting a role mode8 or $ringing some internal

transformation8 or may $e promising to meet some ot!er deadlines.

M'33'o# explain t!e reason of organi:ational existence. It identifies t!e position in t!e

community. T!e reason of developing a mission statement is to motivate8 inspire8 and

inform t!e employees regarding t!e organi:ation. T!e mission statement tells a$out t!e

identity t!at !o5 t!e organi:ation 5ould li-e to $e vie5ed $y t!e customers8 employees8

and all ot!er sta-e!olders.

V"+,%3 is t!e translation of vision and mission into communica$le ideals. It reflects t!e

deeply !eld values of t!e organi:ation and is independent of current industry



39/75


environment. or example8 values may include social responsi$ility8 excellent customer

service8 etc.

T!e mission8 vision8 and values precede t!e o$"ective in t!e inner loop. T!is model

considers t!e organi:ation as a 5!ole. T!e o$"ective is formulated -eeping t!ese t!ree

t!ings in mind and t!en t!e training model is furt!er implemented.

TYPICAL REASONS FOR EMPLOYEE TRAINING AND

DEVELOPMENT

Training and development can $e initiated for a variety of reasons for an employee or

group of employees8 e.g.8A

6!en a performance appraisal indicates performance improvement is needed

To $enc!mar- t!e status of improvement so far in a performance improvement

effort

)s part of an overall professional development program

)s part of succession planning to !elp an employee $e eligi$le for a planned

c!ange in role in t!e organi:ation

To pilot8 or test8 t!e operation of a ne5 performance management system

To train a$out a specific topic.

TYPICAL TOPICS OF EMPLOYEE TRAINING

1. Comm,#'$"!'o#3: T!e increasing diversity of todayHs 5or-force $rings a 5ide

variety of languages and customs.

2. Comp,!% 3'++3: omputer s-ills are $ecoming a necessity for conducting

administrative and office tas-s.



40/75


3. C,3!om% 3%*'$%: Increased competition in todayHs glo$al mar-etplace ma-es it

critical t!at employees understand and meet t!e needs of customers.

4. D'*%3'!2: Diversity training usually includes explanation a$out !o5 people !ave

different perspectives and vie5s8 and includes tec!ni=ues to value diversity

'. E!.'$3: TodayHs society !as increasing expectations a$out corporate social

responsi$ility. )lso8 todayHs diverse 5or-force $rings a 5ide variety of values and

morals to t!e 5or-place.

+. H,m"# %+"!'o#3: T!e increased stresses of todayHs 5or-place can include

misunderstandings and conflict. Training can people to get along in t!e

5or-place.

,. ,"+'!2 '#'!'"!'*%3: Initiatives suc! as Total Guality *anagement8 Guality

ircles8 $enc!mar-ing8 etc.8 re=uire $asic training a$out =uality concepts8

guidelines and standards for =uality8 etc.

. S"%!2: #afety training is critical 5!ere 5or-ing 5it! !eavy e=uipment 8

!a:ardous c!emicals8 repetitive activities8 etc.8 $ut can also $e useful 5it!

practical advice for avoiding assaults8 etc.

0. S%,"+ .""33m%#!: #exual !arassment training usually includes careful

description of t!e organi:ationHs policies a$out sexual !arassment8 especially

a$out 5!at are inappropriate $e!aviors.

GENERAL BENEFITS FROM EMPLOYEE TRAINING AND

DEVELOPMENT



41/75


T!ere are numerous sources of online information a$out training and development.

#everal of t!ese sites Jt!eyHre listed later on in t!is li$raryK suggest reasons for

supervisors to conduct training among employees. T!ese reasons includeA

Increased "o$ satisfaction and morale among employees

Increased employee motivation

Increased efficiencies in processes8 resulting in financial gain

Increased capacity to adopt ne5 tec!nologies and met!ods

Increased innovation in strategies and products

(educed employee turnover

En!anced company image8 e.g.8 conducting et!ics training Jnot a good reason for

et!ics trainingUK

(is- management8 e.g.8 training a$out sexual !arassment8 diversity.



42/75


THE PROCESS OF TRAININ AND DEVELOPMENT



43/75




44/75


INDUSTRY PROFILE

B.""! S"#$." N'("m L'm'!%) /BSNL0

B.""! S"#$." N'("m L'm'!%)J-no5n as BSNL8India Communications Corporation

LimitedK is a pu$lic sector communications company in India. It is t!e largest



45/75


telecommunication company in India and t!e sixt! largest in t!e 5orld[citation needed]. Its

!ead=uarters are at !arat #anc!ar !a5an8 >aris! !andra *at!ur /ane8 @anpat!8 e5

Del!i. It !as t!e status of M'#'-"!"#"7 a status assigned to reputed %u$lic #ector

companies in India.

#/ is IndiaHs oldest and largest ommunication #ervice %rovider J#%K. urrently

#/ !as a customer $ase of +'.3 million Jasic ; *o$ile telep!onyK. It !as footprints

t!roug!out India except for t!e metropolitan cities of *um$ai and e5 Del!i 5!ic! are

managed $y *T/. )s on @uly 318 2, #/ commanded a customer $ase of 32.,

million 6ireline8 3., million D*)76// and 2.0 million C#* *o$ile su$scri$ers.

#/Hs earnings for t!e inancial Qear ending *arc! 318 2, stood at I( 30,.1'$

J9#V 0.+, $K 5it! net profit of I( ,.+$ J9#V 1.0 $illionK. Today8 #/ is IndiaHslargest Telco and one of t!e largest %u$lic #ector 9nderta-ing of t!e country 5it!

aut!ori:ed s!are capital of 9#V 4.2+ $illion JI( 1,8' roresK and assets of 9#V 14.,4

$illion.

T!e foundation of Telecom et5or- in India 5as laid $y t!e ritis! sometime in 10t!

century. T!e !istory of #/ is lin-ed 5it! t!e $eginning of Telecom in India. In 10t!

century and for almost entire 2t! century8 t!e Telecom in India 5as operated as a

Covernment of India 5ing. Earlier it 5as part of erst5!ile %ost ; Telegrap! Department

J%;TK. In 10,' t!e Department of Telecom JDoTK 5as separated from %;T. DoT 5as

responsi$le for running of Telecom services in entire country until 10' 5!en *a!anagar

Telep!one igam /imited J*T/K 5as carved out of DoT to run t!e telecom services of

Del!i and *um$ai. It is a 5ell -no5n fact t!at #/ 5as carved out of Department of

Telecom to provide level playing field to private telecoms.#u$se=uently in 100s t!e

telecom sector 5as opened up $y t!e Covernment for %rivate investment8 t!erefore it

$ecame necessary to separate t!e CovernmentHs policy 5ing from &perations 5ing. T!eCovernment of India corporatised t!e operations 5ing of DoT on &cto$er 18 2 and

named it as !arat #anc!ar igam /imited J#/K.#/ operates as a pu$lic sector.

Emp+o2m%#! "! BSNL



46/75


#/Hs employee $ase comprises of more t!an 38',8 telecom engineers and

professionals.

BSNL3 Wo C,+!,%

Team5or-8 leaders!ip8 motivation8 etc. are t!e management principles follo5ed at #/.

T!e entire staff is divided in four groups.

Bo") o D'%$!o3

&D of #/ consists of + mem$ers.

Employee distribution at BSNL

K%2 P+"2%3 I# I#)'"# T%+%$om I#),3!2A

1K (eliance ommunications /imited

2K !arti )irtel /imited

3K #/



47/75


4K *T/

'K >utc!ison Essar

+K Ericsson

,K o-ia

K #iemens ommunications

0K Idea ellular /imited

1K Tata Teleservices

CHALLENGES



48/75


During inancial Qear 2+72, Jrom )pril 18 2+ to *arc! 318 2,K #/ !as

added 0.+ million ne5 customers in various telep!one services ta-ing its customer $ase to

+4. million. #/Hs nearest competitor !arti )irtel is standing at a customer $ase of 30

million. >o5ever8 despite impressive gro5t! s!o5n $y #/ in recent times8 t!e ixed

line customer $ase of #/ is declining. In order to 5oo $ac- its fixed7line customers

#/ !as $roug!t do5n long distance calling rate under &neIndia plan8 !o5ever8 t!e

success of t!e sc!eme is not -no5n. >o5ever8 #/ faces $lea- fiscal 2+72, as

users flee8 5!ic! !as $een accepted $y t!e *D #/.

%resently t!ere is an intense competition in Indian Telecom sector and various Telcos are

rolling out attractive sc!emes and are providing good customer services. >o5ever8 #/

$eing legacy operator and its conversion from a Covernment Department8 earns lot ofcriticism for its poor customer service. )lt!oug! in recent past t!ere !ave $een

tremendous improvement in 5or-ing of #/ $ut still it is muc! $elo5 t!e IndustryHs

Expectations. ) large aging Javerage age 40 yearsJappxKK 5or-force J38 strongK8

5!ic! is mostly semi7illetrate or illeterate is t!e main reason for t!e poor customer

service. urt!er8 t!e Top management of #/ is still 5or-ing in #/ on deputation

$asis !olding Covernment employee status t!us !aving little commitment to t!e

organisation. )lt!oug! in coming years t!e retirement profile of t!e 5or-force is very

fast and around 2'L of existing 5or-force 5ill retire $y 218 !o5ever8 still t!e

5or-force 5ill $e =uite large $y t!e industry standards. Guality of t!e 5or-force 5ill also

remain an issue.

)ccess Deficit !arges J)D8 a levy $eing paid $y t!e private operators to #/ for

provide service in non7lucarative areas especially rural areasK !as $een slas!ed $y 3,L

$y T()I8 5.e.f. )pril 18 2,.T!e reduction in )D may !it t!e $ottomlines of #/.



49/75




50/75


#/ is in t!e process of commissioning of a 5orld class8 multi7giga$it8 multi7protocol8

convergent I% infrastructure t!roug! ational Internet ac-$one7II JI7IIK8 t!at 5ill

provide convergent services t!roug! t!e same $ac-$one and $road$and access net5or-.

T!e road$and service 5ill $e availa$le on D#/ tec!nology Jon t!e same copper ca$le

t!at is used for connecting telep!oneK8 on a country5ide $asis spanning 10 cities.

In terms of infrastructure for $road$and services I7II 5ould put India at par 5it! more

advanced nations. T!e services t!at 5ould $e supported includes al5ays7on $road$and

access to t!e Internet for residential and $usiness customers8 ontent $ased services8

ideo multicasting8 ideo7on7demand and Interactive gaming8 )udio and ideo

conferencing8 I% Telep!ony8 Distance learning8 *essagingA plain and feature ric!8 *ulti7

site *%/# %s 5it! Guality of #ervice JGo#K guarantees. T!e su$scri$e 5ill $e a$le toaccess t!e a$ove services t!roug! #u$scri$er #ervice #election #ystem J####K portal.

K%2 O5%$!'*%3

To provide !ig! speed Internet connectivity Jupto *$psK

F To provide irtual %rivate et5or- J%K service to t!e $road$and customers

F To provide dial % service to *%/# % customers.

F To provide multicast video services8 video7on7demand8 etc. t!roug! t!e

Bo")"#) R%mo!% A$$%33 S%*% /BRASK.

F To provide a means to $ill for t!e aforesaid services $y eit!er time7$ased or

volume7$ased $illing. It s!all provide t!e customer 5it! t!e option to select t!e

services t!roug! 5e$ server

F To provide $ot! pre7paid and post paid $road$and services



51/75


T%$.#'$"+ C"p"'+'!2 o !.% B"$o#%

T!e road$and #ervice 5ill $e given t!roug! t!e state of t!e art *ulti %rotocol

/a$el #5itc!ing J*%/#K $ased I% Infrastructure8 5!ic! is designed to provide relia$le

routes to cover all possi$le destinations 5it!in and outside t!e country. /ayer 1 of t!e

net5or- 5ill consist of a !ig! speed ac-$one comprising of 24 po5erful ore (outers

connected 5it! !ig! speed 2.' C$psJ#T*71+K lin-s. T!e routers are located on t!e

national D6D* net5or- interfacing at #T*71+ optical level to provide for !ig!

transmission speeds.

A)*"#!"(% o MPLS o*% o!.% T%$.#o+o('%3

*%/# % is a tec!nology t!at allo5s a service provider li-e #/ to !ave

complete control over parameters t!at are critical to offering its customers service

guarantees 5it! regard to $and5idt! t!roug!puts8 latencies and availa$ility.

S%*'$%3 "*"'+"+% !.o,(. Bo")"#)

F >ig! speed Internet )ccessA T!is is t!e al5ays7on Internet access service 5it!speed ranging from 2'+ -$ps to *$ps.

F and5idt! on DemandA T!is 5ill facilitate customer to c!ange $and5idt! as per

!is ? !er re=uirement. or example a customer 5it! 2'+ -$ps can c!ange to 1

*$ps during t!e video onferencing session.

F *ulticastingA T!is is to provide video multicast services for application in

distance education8 telemedicine etc

F Dial % #erviceA T!is service allo5s remote users to access t!eir private

net5or- securely over t!e I7II infrastructure.

F ideo and )udio onferencingA

F ontent $ased #ervicesA /i-e ideo on Demand8 Interactive Caming8 /ive and

time s!ifted T



52/75


S%*'$%3 Po*')%) B2 B.""! S"#$." N'("m L!) J#/K

BSNL LANDLINE

%>&E %/9# #E(IE

E6 TE/E%>&E &ETI&

%E(*)ET &ETI&

&E##I& I (ET)/#

#>IT & TE/E%>&E

T()#E( & TE/E%>&E

TE/E%>&E T)(I

BSNL MOBILE

%T%)ID

%(E%)ID

9IIED *E##)CIC

C%(#?6)%?**#

DE*&s

T)(I

#*# ; 9/M #*#

http://www.netone.in/service/telephone.htmhttp://www.netone.in/service/plus.htmhttp://www.netone.in/service/telephone_new.htmhttp://www.netone.in/service/permanent.htmhttp://www.netone.in/service/telephone_concesstion.htmhttp://www.netone.in/service/shift.htmhttp://www.netone.in/service/transfer.htmhttp://www.netone.in/service/tele_tariff.htmhttp://www.netone.in/service/mobile.htmhttp://www.netone.in/service/mobile_cellone.htmhttp://www.netone.in/service/mobile_excel.htmhttp://www.netone.in/service/mobile_ums.htmhttp://www.netone.in/service/mobile_gprs_wap.htmhttp://www.netone.in/service/mobile_demos.htmhttp://www.netone.in/service/mobile_tariff.htmhttp://www.netone.in/service/sms.htmhttp://www.netone.in/service/telephone.htmhttp://www.netone.in/service/plus.htmhttp://www.netone.in/service/telephone_new.htmhttp://www.netone.in/service/permanent.htmhttp://www.netone.in/service/telephone_concesstion.htmhttp://www.netone.in/service/shift.htmhttp://www.netone.in/service/transfer.htmhttp://www.netone.in/service/tele_tariff.htmhttp://www.netone.in/service/mobile.htmhttp://www.netone.in/service/mobile_cellone.htmhttp://www.netone.in/service/mobile_excel.htmhttp://www.netone.in/service/mobile_ums.htmhttp://www.netone.in/service/mobile_gprs_wap.htmhttp://www.netone.in/service/mobile_demos.htmhttp://www.netone.in/service/mobile_tariff.htmhttp://www.netone.in/service/sms.htm


53/75


INTERNET SERVICES

ET6&(M

(&)D)D

TQ%E# & )E##

6I7I

&7/&)TI& #E(IE

#/ 6E >TIC

ITE(ET T)(I

DI)/ 9% ITE(ET

#*#; 9/M #*#

BSNL BROADBAND

(ECI#TE( &/IE

T)(I

)G

>EM 9#)CE

#/ *%/#7%

I#D

I#D

http://www.netone.in/service/internet.htmhttp://www.netone.in/service/internet_network.htmhttp://www.netone.in/service/dataone.htmhttp://www.netone.in/service/internet_typeofaccess.htmhttp://www.netone.in/service/internet_wifi.htmhttp://www.netone.in/service/web-colocation.htmhttp://www.netone.in/service/webhosting.htmhttp://www.netone.in/service/internet_tariff_home.htmhttp://www.sancharnet.in/http://www.netone.in/service/sms.htmlhttp://www.netone.in/service/dataone.htmhttp://www.netone.in/service/dataone.htmhttp://www.netone.in/service/dataoneform.phphttp://www.netone.in/service/dataone_tariff.htmhttp://www.netone.in/faq/faqans.php?paramCategory=Broadbandhttp://www.dataone.in/http://www.netone.in/service/mplsvpn.htmhttp://www.netone.in/service/isdn.htmhttp://www.netone.in/service/isdn.htmhttp://www.netone.in/service/internet.htmhttp://www.netone.in/service/internet_network.htmhttp://www.netone.in/service/dataone.htmhttp://www.netone.in/service/internet_typeofaccess.htmhttp://www.netone.in/service/internet_wifi.htmhttp://www.netone.in/service/web-colocation.htmhttp://www.netone.in/service/webhosting.htmhttp://www.netone.in/service/internet_tariff_home.htmhttp://www.sancharnet.in/http://www.netone.in/service/sms.htmlhttp://www.netone.in/service/dataone.htmhttp://www.netone.in/service/dataoneform.phphttp://www.netone.in/service/dataone_tariff.htmhttp://www.netone.in/faq/faqans.php?paramCategory=Broadbandhttp://www.dataone.in/http://www.netone.in/service/mplsvpn.htmhttp://www.netone.in/service/isdn.htmhttp://www.netone.in/service/isdn.htm


54/75


T)(I

ANALYSIS AND INTERPRETATION

http://www.netone.in/service/isdn_tariff.htmhttp://www.netone.in/service/isdn_tariff.htm


55/75




56/75


Correlations

1.000 .172 .284** .275* .079 .291* .402** .315* .141 .0

. .088 .004 .028 .537 .020 .001 .011 .268 .6

100 100 100 64 64 64 64 64 64

.172 1.000 .252* .280* -.037 -.141 .209 .044 .077 .1

.088 . .011 .025 .773 .267 .098 .730 .545 .3

100 100 100 64 64 64 64 64 64

.284** .252* 1.000 .365** .434** .512** .427** .378** .357** .4

.004 .011 . .003 .000 .000 .000 .002 .004 .0

100 100 100 64 64 64 64 64 64

.275* .280* .365** 1.000 .299* .386** .349** .066 .195 .2

.028 .025 .003 . .017 .002 .005 .606 .122 .0

64 64 64 64 64 64 64 64 64

.079 -.037 .434** .299* 1.000 .300* .227 .441** .137 .3

.537 .773 .000 .017 . .016 .072 .000 .280 .0

64 64 64 64 64 64 64 64 64

.291* -.141 .512** .386** .300* 1.000 .360** .361** .441** .4

.020 .267 .000 .002 .016 . .003 .003 .000 .0

64 64 64 64 64 64 64 64 64

.402** .209 .427** .349** .227 .360** 1.000 .522** .629** .4

.001 .098 .000 .005 .072 .003 . .000 .000 .0

64 64 64 64 64 64 64 64 64

.315* .044 .378** .066 .441** .361** .522** 1.000 .507** .4

.011 .730 .002 .606 .000 .003 .000 . .000 .0

64 64 64 64 64 64 64 64 64

.141 .077 .357** .195 .137 .441** .629** .507** 1.000 .6

.268 .545 .004 .122 .280 .000 .000 .000 . .0

64 64 64 64 64 64 64 64 64

.055 .129 .456** .230 .344** .424** .440** .483** .640** 1.0

.663 .310 .000 .067 .005 .000 .000 .000 .000

64 64 64 64 64 64 64 64 64

.098 .164 .293* -.026 .215 -.050 .298* .396** .125 .2

.443 .196 .019 .841 .088 .696 .017 .001 .327 .0

64 64 64 64 64 64 64 64 64

.228 .002 .490** .219 .369** .535** .320* .423** .350** .5

.070 .987 .000 .083 .003 .000 .010 .000 .005 .0

64 64 64 64 64 64 64 64 64

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

raining !el"s to in#rease

"rod$#ti%it& ' a# !ie%e org

goal

raining "rogras are

ell "lanned

raining Progra are o

s$i#ient d$ration

raining is "eriodi#all&

e%al$ated ' i"ro%ed

raining Progra

e"!asis on anagerial

' te#!ni#al #a"a+ilities

raining is gi%en

ade,$ate i"ortan#e

"lo&ees are

s"onsored or trainig

"rogras

S"onsored e"lo&ees

tae training serio$sl&

"lo&ees "arti#i"ation

in deterining training

needs

!e ,$alit& o training is

e/#ellent

/ternal t raining "rogra

are ell e/ained

raining "rogra is ell

designed ' idel& s!ared

raining

!el"s to

in#rease

"rod$#ti%it& '

a#!ie%e orggoal

raining

"rogras areell "lanned

raining

Progra are

o s$i#ientd$ration

raining is

"eriodi#all&

e%al$ated 'i"ro%ed

raining

Progra

e"!asis on

anagerial '

te#!ni#al#a"a+ilities

raining is

gi%en

ade,$atei"ortan#e

"lo&ees

are

s"onsored

or trainig"rogras

S"onsored

e"lo&ees

tae trainingserio$sl&

"lo&ees

"arti#i"ation

in deteriningtraining needs

!e ,$a

o traininis e/#elle

Correlation is signii#ant at t!e 0.01 le%el (2-tailed).**.

Correlation is signii#ant at t!e 0.05 le%el (2-tailed).*.

I#!%p%!"!'o#A t!e correlation test is used to lin- one factor 5it! all t!e ot!er factors in

order to -no5 5!ic! t!e most significant factor and 5!ic! factor is most positively



57/75


correlated to eac! ot!er. and !elps us to decide on t!e factors 5!ic! are important in

designing t!e training program

%earson correlation 5as effective for my study as t!e study made use of t!e nominal

scale in t!e =uestionnaire.

in t!e a$ove correlation ta$le t!e point at 5!ic! t!e ro5 and column intersects and

t!ere is an star mar-8 t!at factor is t!e most significant factor. if t!ere is one star sign t!at

factor is positively correlated at .1 level of significance and 5!en t!ere is 2 star mar-s

t!at factor is positively correlated at .' level of significance.

T!is ta$le gives us t!e clear idea a$out t!e important factors t!at are essential for

effective training and development programs. 5!en t!e ro5s and columns intersect and it

!as a negative sign t!ose factors cannot $e correlated at all or t!ose factors are not at all

significant.

T!erefore 5e can clearly ma-e out from t!e a$ove ta$le t!e significant and not so

significant factors in t!e correlation ta$le.



58/75


Training hels to in!rease ro"#!ti$it% & a!hie$e org goal

33 33.0 33.0 33.067 67.0 67.0 100.0

100 100.0 100.0

so(e)!at agreestrongl& agree

otal

alid

re,$en#& Per#ent alid Per#ent

C$($lati%e

Per#ent

raining !el"s to in#rease "rod$#ti%it&

raining !el"s to in#rease "rod$#ti%it& ' a#!ie%e org goal

strongl& agreeso(e) !at agree

P

er#ent

70

60

50

40

30

20

10

0



59/75


Training rogra's are (ell lanne"

8 8.0 8.0 8.0

3 3.0 3.0 11.0

21 21.0 21.0 32.0

68 68.0 68.0 100.0

100 100.0 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alidre,$en#& Per#ent alid Per#ent

C$($lati%e

Per#ent

raining "rogra(s are )ell "lanned

raining "rogra(s are )ell "lanned

strongl& agree

so(e) !at agree

neit!er agree nor di

so(e) !at disagree

P

er#ent

80

60

40

20

0



60/75


Training Progra' are o) s#))i!ient "#ration

5 5.0 5.0 5.0

6 6.0 6.0 11.0

51 51.0 51.0 62.0

38 38.0 38.0 100.0

100 100.0 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alidre,$en#& Per#ent alid Per#ent

C$($lati%e

Per#ent

raining Progra( are o* s$**i#ient d$ration

raining Progra( are o* s$**i#ient d$ration

strongl& agree

so(e) !at agree


so(e) !at disagree

P

e

r#e

n

t

60

50

40

30

20

10

0



61/75


Training is erio"i!all% e$al#ate" & i'ro$e"

8 8.0 12.5 12.5

39 39.0 60.9 73.4

17 17.0 26.6 100.0

64 64.0 100.0

36 36.0100 100.0

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issingotal


C$($lati%e

Per#ent

raining is "eriodi#all& e%al$ated ' i("ro%ed

raining is "eriodi#all& e%al$ated ' i("ro%ed

strongl& agreeso(e) !at agreeneit!er agree nor di

Per#ent

70

60

50

40

30

20

10

0



62/75


Training Progra' e'hasis on 'anagerial & te!hni!al !aa*ilities

1 1.0 1.6 1.6

2 2.0 3.1 4.7

22 22.0 34.4 39.1

39 39.0 60.9 100.0

64 64.0 100.036 36.0

100 100.0

strongl& disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

e("!asis on te#!ni#al and (anagerial s.ills

raining Progra( e("!asis on (anagerial ' te#!ni#al #a"a+ilitie

strongl& agree

so(e)!at agree


strongl& disagree

P

er#ent

70

60

50

40

30

20

10

0



63/75


Training is gi$en a"e+#ate i'ortan!e

4 4.0 6.3 6.3

5 5.0 7.8 14.1

26 26.0 40.6 54.7

29 29.0 45.3 100.0

64 64.0 100.0

36 36.0

100 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

raining is gi%en ade,$ate i("ortan#e

raining is gi%en ade,$ate i("ortan#e

strongl& agree

so(e) !at agree


so(e) !at disagree

Pe

r#e

n

t

50

40

30

20

10

0



64/75


E'lo%ees are sonsore" )or trainig rogra's

4 4.0 6.3 6.3

5 5.0 7.8 14.1

38 38.0 59.4 73.4

17 17.0 26.6 100.0

64 64.0 100.0

36 36.0

100 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

-("lo&ees are s"onsored *or training "rogra(

-("lo&ees are s"onsored *or trainig "rogra(s

strongl& agree

so(e) !at agree


so(e) !at disagree

P

er#ent

70

60

50

40

30

20

10

0



65/75


Sonsore" e'lo%ees ta,e training serio#sl%

1 1.0 1.6 1.6

2 2.0 3.1 4.7

8 8.0 12.5 17.2

32 32.0 50.0 67.2

21 21.0 32.8 100.064 64.0 100.0

36 36.0

100 100.0

strongl& disagree

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agreeotal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

S"onsored e("lo&ees ta.e training serio$sl&

S"onsored e("lo&ees ta.e training serio$sl&

strongl& agree

so(e) !at agree


so(e)!at disagree

strongl& disagree

P

e

r#e

n

t

60

50

40

30

20

10

0



66/75


E'lo%ees arti!iation in "eter'ining training nee"s

2 2.0 3.1 3.1

7 7.0 10.9 14.1

8 8.0 12.5 26.6

36 36.0 56.3 82.8

11 11.0 17.2 100.064 64.0 100.0

36 36.0

100 100.0

strongl& disagree

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agreeotal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

-("lo&ees deter(ine training needs

-("lo&ees "arti#i"ation in deter(ining training needs

strongl& agree

so(e) !at agree


so(e) !at disagree

strongl& disagree

P

er#e

nt

60

50

40

30

20

10

0



67/75


The +#alit% o) training is e-!ellent

5 5.0 7.8 7.8

16 16.0 25.0 32.8

43 43.0 67.2 100.0

64 64.0 100.0

36 36.0

100 100.0

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

!e ,$alit& o* training is e/#ellent

-!e ,$alit& o* training is e/#ellent

strongl& agreeso(e) !at agreeneit!er agree nor di

P

er#en

t

80

70

60

50

40

30

20

10

0



68/75


E-ternal training rogra' are (ell e-a'ine"

1 1.0 1.6 1.6

14 14.0 21.9 23.4

20 20.0 31.3 54.7

29 29.0 45.3 100.0

64 64.0 100.036 36.0

100 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

-/ternal training "rogra( are )ell e/a(ined

-/ternal training "rogra( are )ell e/a(ined

strongl& agree

so(e) !at agree


so(e) !at disagree

P

e

r#e

n

t

50

40

30

20

10

0



69/75


Training rogra' is (ell "esigne" & (i"el% share"

1 1.0 1.6 1.6

4 4.0 6.3 7.8

16 16.0 25.0 32.8

43 43.0 67.2 100.0

64 64.0 100.036 36.0

100 100.0

so(e)!at disagree

neit!er agree nor

disagree

so(e)!at agree

strongl& agree

otal

alid

S&ste(issing

otal


C$($lati%e

Per#ent

raining "rogra( is )ell designed ' )idel& s!a

raining "rogra( is )ell designed ' )idel& s!ared

strongl& agree

so(e) !at agree


so(e) !at disagree

Pe

r#ent

80

60

40

20

0



70/75


IDIC#

Training !elps to increase productivity and ac!ieve t!e goals of t!e

organi:ation

Training programs are 5ell planned in t!e organi:ation.

T!e training given in organi:ation is not of sufficient duration.

T!e training programs are not evaluated periodically.

T!e training programs strongly focus on tec!nical and managerial

capa$ilities..

T!e training programs are not given ade=uate importance due to t!e

5or- pressure in t!e organi:ation.

EmployeesB attitude to5ards t!e training programs is casual?informal.

T!ere is no involvement of employees in determining t!e training need

analysis.

T!e =uality of training programs in t!e organi:ation is excellent..

T!e training programs are 5ell designed and 5idely s!ared in t!e

organi:ation.



71/75


*ore priority is given for on t!e "o$ trainings t!an t!e value addition

programs li-e motivation8 stress management8 group dynamics.

SUGGESTION

Employees s!ould decide and determine t!e training programs t!at t!ey need so

t!at t!ey can 5or- more effectively and efficiently8 employees s!ould decide

some of t!e training t!ey 5ould li-e to undergo.

T!e >( department s!ould conduct $riefing and de$riefing sessions for

employees for Training as to give t!em an idea as to 5!y t!is training is $een

conducted and 5!at t!ey !ave to learn in t!e training program conducted and also

after training completion t!ey s!ould ta-e a feed$ac- as to !o5 effective 5as t!e

training so t!at t!e necessary improvements in training programs can $econsidered and implemented.

)part from on7"o$ training programs t!e >( Department s!ould conduct constant

value addition programs suc! as Time management8 #tress management trainings8

group dynamics8 grievance redressal8 t!ese 5ill !elp to add value and is also

essential in todayBs $usiness scenario.

%erformance of every employee undergone training s!ould $e evaluated so as to

get Improved =uality of training activities8 Improve a$ility of t!e trainers to relate



72/75


inputs to output -no5 t!eir understanding a$out t!e training programme

conducted

Training program s!ould evaluate t!e a$ilities8 competencies and potentials of t!e

trainees for a particular "o$ or 5or- s-ills.

It s!ould aim to narro5 do5n t!e gap $et5een expected level of performance and

t!e actual level of performance.

It s!ould provide ne5 recruits or trainees a scientific pace for im$i$ing t!e

-no5ledge and s-ills re=uired to disc!arge t!eir duties and responsi$ilities

meaningfully and purposefully.

T!e company s!ould conduct training programs at regular intervals8 5!ic! !elps

t!e employees to en!ance t!eir -no5ledge for t!eir current "o$s.

T!e company s!ould design t!e training program $ased on t!e current

re=uirement8 5!ic! includes development of tec!nical s-ills8 personality

development8 time management8 computer -no5ledge etc.

T!e training session s!ould $e made more interactive and participative so t!at

trainees and trainer are in constant interaction



73/75


CONCLUSION

)ccording to t!e study conducted 5e can conclude t!at t!e overall satisfaction level of

employees in relation to t!e training programs is moderate.

t!e employees agree t!at t!e training programs !elps to increase productivity and ac!ieve

t!e organi:ational goal.

T!e employees said t!at t!e training programs in t!e organi:ation are 5ell planned $ut

t!ey are not satisfied 5it! t!e duration of t!e training program and t!e are also not

satisfied 5it! t!e evaluation process of training program8 t!ey are not evaluated

periodically.

T!e training programs in t!e organi:ation strongly focus on t!e tec!nical and managerial

capa$ilities $ut t!ese programs are not given ade=uate importance sometimes $ecause of

t!e 5or- pressure.

T!e employees do not ta-e t!e training programs seriously8 as t!ere are no strict rules and

regulations to attend t!e training programs.

T!e employees are not involved in determining t!e training need analysis. T!e training

programs are fixed $y t!e top management.



74/75


T!e =uality of t!e training programs is excellent $ut t!e employees are not ma-ing t!e

$est use of it.

T!erefore 5e can conclude t!at t!e training programs in t!e organi:ation are excellent

$ut t!ey !ave $een not utili:ed properly $y t!e employees as t!e training programs are

not mad compulsory to all t!e departments. T!ere is a $roader scope to develop and

improve its training programs in future in order to meet t!e re=uirements of t!e glo$al

mar-et

REFERENCES

Boo3:

>uman (esources *anagement $y Cary Dessler

%u$lised $y %earson Education 0t!Edition

%% 14 7 24

W%3'!%:Bibliorap!y

Re"eren#e

a$ Boo%s

P L RAO& 'RD T'RO()' IN*'O(SE TRAININ)&

Con#epts o" Trainin& Met!ods o" Trainin&

E+e#ti,eness o" Trainin

PP*-*./0

1ebsites

!ttpA??555.mc-insey=uarterly.com? ov 24

!ttpA??555.google.com



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Reports

)nnual (eport of !aratiya #anc!ar igam /imited J#/K

2+72, %%7 171

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