TRAINING & DEVELOPMENT POLICY

Why training is important

Every company should be fully committed to the continuous development of its staff, in the same
ways as we continuously develop our services. This will be achieved by helping all staff identify
and meet their own job and business related development needs. This policy will ensure that we
have the adaptability and flexibility to thrive and succeed as a business. To do this, all line
managers, through the Performance Review process, will

 Ensure that staff have a level of knowledge and skill to fully perform their role

 Encourage staff to develop within their current role

 Look for potential, and find ways for staff to demonstrate potential

 Recognize and reward staff development (utilizing it wherever possible)

 Create a learning culture by providing opportunities for learning

Equal opportunities

All staff are entitled to and can expect to receive training they need to carry out their current role.
This includes seconded, fixed-term contract or short-term contract staff.

Permanent employees can expect to benefit from further commitment for each individual to
devote at least 5 days a year towards training and development. First priority will be towards
job-related training, but we will also encourage individuals to undertake personal development
training. This may entail taking professional qualifications; undertaking research into a
particular field of interest or experiencing a particular aspect of another job in order to gain an
insight into the role and fuller understanding of the work.
Training should not be viewed purely as “attending a training course”. There are a variety of
different methods that can be used to help train and develop individuals and Personnel Services
will be happy to help individuals and managers select the most appropriate method. For
example, using open learning materials; computer-based packages; videos or CD-ROMs; e-
learning; and reading literature, to name but a few.

Shared responsibilities

It is recognizes the need for everyone to learn and develop their skills on a continuous basis and
will support individuals to help them achieve this. Equally, the company expects individuals to
take on some responsibility for their own self-development. For example, identifying suitable
training activities (with the help of line managers and Personnel Services) and adopting a flexible
and positive approach to any training and development that is identified with them.
Identifying training & development needs

Identifying training and development needs, and helping individuals to improve their
performance, are key responsibilities for line managers, so they are expected to be actively
involved in their team’s training and development. Line managers are also responsible for
measuring the effectiveness of any training and development undertaken by team members, with
assistance from Personnel Services.

The skills and knowledge that will be needed for the future success of the company will become
apparent as each year’s business (corporate) plan is drafted and communicated to teams within
the company and individual performance objectives agreed. Where individual skills, knowledge
or the development of competencies are needed to achieve our business objectives, these should
be recorded on the Development Needs Assessment plan, which forms part of our Performance
Review process.

Setting and evaluating learning objectives/outcomes

The company has a number of key business objectives that it needs to achieve. These objectives
can be achieved only through harnessing the abilities and skills of everyone in the company and
by releasing potential and maximizing opportunities for development. If individuals need to
learn in order to achieve business objectives, it is important that any training and development in
which we invest has a relationship to our business objectives, so we can demonstrate the
contribution learning makes towards overall organizational success.

To demonstrate this contribution, individuals will agree with their line managers, prior to
undertaking a learning activity, “learning objectives”. Learning objectives will be the means by
which managers and company can measure how effective training and development has been
towards achieving our business objectives or performance. Setting learning objectives will
therefore provide a benefit for everyone:

For individuals, objectives give a better understanding of what is expected of them; where
priorities lie; where their contribution fits into the organization and how they are progressing.
For managers, objectives provide a basis for allocating responsibility to individuals for
achieving certain results; monitoring the achievement of results and providing solid evidence,
which is less subjective, for assessing an individual’s performance.

For the organization, objectives give a greater likelihood of strategic and corporate plans being
achieved.

Once someone has experienced a training and development activity or learning, we will measure
its impact and effectiveness on individual performance and the organization. Again, line
managers are expected to be part of this process by defining the performance standards (or
measures) when setting objectives and deciding on the methods that they will use to evaluate the
learning. (Personnel Services will of course be available throughout the process to provide
guidance and support).

There are three key stages that will be used to evaluate training and development:

Reaction: At this level, evaluation provides information on the attitudes of a participant to

learning, but it does not measure how much they have actually learned. That being said, if a
participant has a positive reaction to the learning experience they are more likely to implement
what they have learned. Evaluation at this level will be measured by a post-learning
questionnaire, which will be completed immediately after the learning activity has taken place.
Normally, Personnel Services will be responsible for issuing this type of questionnaire.

Performance: Evaluation at this level looks at the impact of a learning experience on individual
performance at work. Key to this area of evaluation will be the need to have established smart
learning objectives prior to the learning experience so that when evaluation takes place there are
measures to use. For example, an important learning objective for a junior secretary attending a
Word training course may be “to produce typed correspondence with no spelling or
typographical errors.” In this example, a manager would be able to evaluate the secretary’s
performance using a measure of “no spelling or typographical errors”. Ideally, evaluation on
performance should take place approximately 3 – 4 months after the learning activity. Line
managers should undertake this evaluation and send a copy of the results to Personnel Services.

Organizational impact: At this level evaluation assesses the impact of learning on

organizational effectiveness, and whether or not it is cost-effective in organizational terms.
Personnel Services will undertake this evaluation as part of a wider training and development
evaluation process.

In summary then, Personnel Services will evaluate training and development at the reaction and
organizational levels, and line managers will be responsible for evaluating the effectiveness of
training and development at the performance level. However, there will be some types of
learning activities, for example attending conferences or seminars, where it may not be
appropriate to undertake any evaluation. If any doubt, please contact Personnel Services.

To assist line managers, there are a variety of methods that can be used to measure the
effectiveness of the learning. Some of these include:

 Participant self-assessment
 Written or practical tests
 Structured interviews
 Questionnaires
 Feedback – for example, internally from colleagues, peers, and managers and/or externally
from partners, customers or clients
 Qualifications obtained

Line managers should contact Personnel Services, who will be pleased to help set-up an
evaluation method to use to measure the effectiveness of a training activity.
Funding
Funding for training and development will be paid from a central training budget,
therefore the Head of Personnel Services must approve any training and development that
involves a financial cost before any financial commitment is made. Details of how to apply
for a training and development are explained under the section headed “Selecting a
training provider and applying for training”.

In addition to job-related training and development, company also recognises the need to help
individuals to improve within their chosen career path by encouraging individuals to gain
professional/vocational/academic qualifications. With this in mind, company has established a
company sponsorship scheme whereby full or partial sponsorship will be provided. Information
about the scheme can be found under the section headed “Company sponsorship”.

Time off to attend training courses

Where an individual needs to attend a training course funded by company, time off during
working hours will be given to attend the course. Individuals are expected to travel to and from
a training venue within the normal course of the day. Where company is providing sponsorship
towards a professional qualification, time off to attend lectures/workshops/summer school will
be agreed on an individual basis, taking account of the business needs. The Head of Personnel
Services will approve any such requests, in full consultation with line managers.

Non-training course learning activities

Typically, a training course is designed to transfer new skills or knowledge to an individual.

Invariably new skills and knowledge will be developed over time to improve performance.
However, not all learning has to be addressed through a training course. There is a wide range of
development methods available that can be used without leaving the office. For example, being
coached by a fellow colleague or manager; using a computer aided training package; on-the job
training; reading books; undertaking research or practising a particular skill.

Finding out about training courses or alternative learning methods

Personnel Services is building up a range of literature from training suppliers and a selection of
books/videos/computer discs available for individual use. To find out more, please contact
Personnel Services.

Selecting a training provider and applying for training

Before booking a training event, individuals should research the costs and course availability
with possible training providers. Personnel Services will be happy to help as they keep details of
various training providers, so please contact them for information/advice.

Company organised training programmes, for example Customer Service Training, Team
Building training, will be co-ordinated through Personnel Services (so individuals do not have to
complete any forms). All other training and development activities must be authorised by
Personnel Services before any training is booked.

Company sponsorship
Company recognises the need for continuous professional development and are pleased to be
able to offer a sponsorship scheme to all permanent and fixed-term employees (whose contracts
are for at least one year). The scheme covers professional, academic or NVQ (or equivalent)
qualifications. The following guidelines are designed to give individuals an idea of the sort of
funding that may be available and how individuals may apply.
TRAINING NEEDS IDENTIFICATION

IDENTIFICATION OF TRAINING NEEDS

Training is often included as an essential element of an organization’s strategy to gain a

competitive advantage. Regulatory agencies require that employees be trained certain topics and
personal development/career paths often specify skill and knowledge areas which must be
mastered. These are the factors that influence an organization’s overall training program. With
all these sometimes-divergent factors competing for resources training systems can become
stressed, ineffective, inefficient and fragmented. Organizations need a structure approach when
developing/improving their training system.

For purposes of this discussion we will divide the training process into three phases:

(1) needs identification

(2) Training Systems (courses, modules, training aids, presentation, instructors, records)

(3) Evaluation

PHASE ONE: Needs Identification

The first phase is the identification and analysis of an organization's training needs. As a
minimum, the organization should be able to accomplish the following four things:

1. Systematic review of each trade, occupation or process by a team of

knowledgeable individuals

2. Conduct verbal and/or written surveys of managers, supervisors, leaders,

technicians and workers

3. Conduct a complete review of legislated training requirements

4. Review the results of Hazard Analyses, Occupational Health surveys and other
survey or process analyses.

Identification of training needs (ITN)

Identification of training needs (ITN), if done properly, provides the basis on which all other
training activities can be considered. Also requiring careful thought and analysis, it is a process
that needs to be carried out with sensitivity: people’s learning important to them, and the success
or the organization may by to stake.

It is important to know exactly what you are doing, and why, when undertaking ITN. This is the
reason we have included material to help you make considered decision and take thoughtful
action. You will find, however, that the return on the investment you make in fully understanding
what ITN is all about will make it well worth while.

Training Needs Identification and Analysis

 Training needs identification detects and specified the training and development needs of
individuals within organization and of the organization as a whole.
 Training needs analysis follows on from need identification and determines the most
effective and appropriate ways in which the needs might be met. If can, of course, lead to
decisions that there should be no training provision in view of the limited scale of the needs,
the cost of provision future development envisaged, and so on.

Within the identification and analysis of these ‘need’ the actual nature of the need must be
defined. A ‘need’ is not a ‘want’.
Identification of an individuals needs has been a result of the question ‘what’ sort of training do
you want? Effective training and development in an organization depends on the need for the
improvement of human performance being identified and satisfied by the provision of
appropriate development opportunities. ‘Wants’ can frequently be ‘need’, but the analyst must be
certain of the value of any aspect raised and eventually provided.
ITN is as important in the training process as the training itself and subsequent evaluation.
ADVANTAGE OF ITN
 It pinpoints the problems
 It identifies the size of the problem
 It identifies the scale of the need
 It indicate the type of solution
 It provides training objectives
DISADVANTAGE OF ITN
The list of disadvantages is considerably smaller than the benefits of advantages. The only
one of any significance is the need for a skilled person to be employed and consequently the
use of that person’s time. This has been quoted earlier as one of the common criticisms of
ITNs.

If the trainer alone is responsible for conducting the analysis in addition to all the other areas of
work for which they are responsible, this may be a justifiable criticism. Organization open to
criticisms of over-uses and wastes of money spent on unnecessary training. So every attempt
must be made to identify and analyze the needs accurately.
Identification of Training needs (ITN) is the examination or diagnostic portion of the training
system, the symptoms that ITN examines are often referred to as perceived performance
deficiencies. A perceived performance deficiency exists when there is a difference between
expected and perceived job performance.

A ITN can be categorized based upon whether it is reactive or proactive. A reactive. ITN occurs
when the perceived performance deficiency is a discrepancy between perceived and expected
performance for the employee’s current job. A proactive ITN is conducted o respond to the
perception that current job behavior reflects an inability to meet future standards or expectations.
The preventive approach is designed to assure that an employee will be able to meet future
expectations for his or her current job. The second is development approach. This is conducted
when current job behavior leads to the perception that the individual has the potential but is not
yet ready to perform at a higher level position. A proactive ITN rests on the ability of someone to
predict anticipate a future problem.
It may survey trainees to identity specific topics about which they want to learn more. Another
HR-approach is task identification. Trainers begin by evaluating the job description to identity
the salient tasks the job requires.
Production records, quality control reports, grievances, safety reports, absenteeism and turnover
statistics, and exit interviews of departing employees may reveal problems that should be
addressed through training and development efforts. Training needs also may become apparent
from career planning discussions or performance appraisal reviews. Supervisors see employees
on daily basis and thus are another source of recommendations for training. The HR department
also reviews self-nominations to learn whether the training actually is needed. Self-nomination
appears to be less common for training situations but more commons for development activities.
A job analysis should focus on what the trainee needs to be able to do to perform the job
satisfactorily. In ITN, a job analysis should take both a worker and task oriented approach. A
worker oriented approach focuses on the skills, knowledge and ability to perform the job. These
might include elementary notions, job demands, and the specific human behaviors involved such
as division making, communication etc. a task oriented approach focuses on a description of the
work activities performed. These are typically expressed in terminology used by job incumbents
an would involve a description of how, why, and/of when a worker performs an activities
preferred to as a job description.

Assumption about the organisation:

The organisation has objectives that it wants to achieve for the benefit of all stakeholders or
members, including owners, employees, customers, suppliers, and neighbours.
These objectives can be achieved only through harnessing the abilities of its people, releasing
potential and maximising opportunities for development.
Assumption about people:
1. People have aspirations, they want to develop and to learn new abilities and use
them.
2. In order to learn and use new abilities, people need appropriate opportunities,
resources, and conditions.
3. Therefore, to meet people aspirations, the organisation must provide effective and
attractive learning resources and conditions.
4. There needs therefore to be a match between achieving organisational goals and
providing attractive learning opportunities.
If our aim is to ensure that learning opportunities match closely the aims and goals of the
organisation, than an effective ITN process enables us to do this. It will then be possible to
achieve our other training objectives, see:
 To make learning opportunities effective and attractive.
This is what training design and delivery and implementation are about
 To keep a constant check on how far this match is being effectively continued. This is
what training needs evaluation is about.
  To keep a constant check on how far this match is being effectively continued. This is
what training evaluation is about.
We need good ITN processes in order to provide then learning opportunities required achieving
the goals of the organisations.
The sequence of thinking can be for example:
 In order to achieve our objectives we need our people to question the way we do things.
 Therefore our people need to learn to question the way we things.
The training need was about learning to question the way we do things. The solution was not
direct training in questioning, but a subtler longer-term process of encouraging employees to take
an active involvement in their own development, thus increasing their commitment to learning,
to their work, and to the organization as a whole.

It will useful to consider how the concepts of training need and ITN have evolved over recent
decades.
Level of performance and need
We find it helpful to consider performance (whether of people, systems, processes, teams, or the
organisation as a whole) at three different levels. This means that the need arising from these
levels of performance, and hence levels of need are:
Level 1 Implementing (I1) doing things well
Level 2 Improving (I2) doing things betters
Level 3 Innovating (I3) doing new and better things
Level 1
Implementing level needs arise where the main problem is the gap between desired and actual
performance. In other words, this is where people need to learn how to do the job well – as
defined by current standards. It is about learning to satisfy basic requirements
and needs, in order to bring performance up to standard and maintain in there.
Level 2
Obviously, level 1 need is, in a way, about improving individual or group performance that is
currently lagging behind. However, when we refer to needs at level 2, we are talking about
improving the performance of everybody
 Of the organization as a whole – by raising current standards. This is where continuous
improvement comes in
 Where we look at what we as an organization are doing and make systematic,
organization-wide improvements so as to do it better, more efficiently and economically.
Level 3
This represents a still further level of improvement – making a step-change rather than one that is
continuous or incremental. This can be done only by a through review of all our processes and of
how they are interrelated, based on a review of our purpose – why we do what we do. What are
we trying to achieve?
It must be stressed that these level are additive, i.e.
 To make successful to improvements we need to learn at level and then implement
(level) the improvements.
 To be successful in innovation we need to learn at level and than implement (level) the
new methods and continuously improve (level) than.
This is shown in the Figure 1.
I3
Innovating
I2
Improving

I1
Implementing

Fig.1 The additive nature of the three level of performance

I1 : Implementing
Adhering (1) – learning to carry out basic tasks correctly. This is done by sticking closely to
the rules laid down for doing the job and following precisely the set procedures.
Adapting (2)– when we may need to bend the rules slightly and make adjustment to
procedures in order to make things work better. There may be minor changes in work
circumstances as the job is being carried out.
Relating (3) – involves learning to understanding why things have been set up the way they
have and why procedures work as they do – as well as appreciating what needs to be done.

Adhering, adapting and relating are the focused of most basic instruction and training, whether
designed for newcomers to the work or to “get people up to scratch” if their individual
performance has failed to match the standard required, or if for some other reason they are
lagging behind.

I2 : Improving
For Improving performance, where our aim is “to do things better”, different types of learning
are needed. This level requires (1), (2), (2) an ability to act more independently, to take
initiatives and to make your own meaning and sense out of what is going on. So we are
concerned with the following modes.
 Experiencing (4), i.e. being able to reflect on experiences and make our own meaning
from them.
  Experimenting (5), i.e. learning to design and carry out systematic processes, in the form
of experiments, in order consciously to discover more about the job and the work,
normally in the terms of particular target areas deemed in need of improving.

If people are encouraged to learn in these way (i.e. (4), (5)) considerable improvements can be
made and performance enhanced.

I3 : Innovating
Performance at this level requires two sets of learning in addition to modes 1 to 5. here we are
concerned with doing “new and better things”, and therefore learning has to concentrate on a
more sophisticated and complex set of factors.

 Connecting (6), i.e. making connection between things, events, and people, and allowing
integration and synergy to be achieved. We thus learn to work better with others, and
particularly with people from different disciplines, who may have different perspectives
and assumption, all of which need accommodating.
 Dedicating (7), where we learn to work out of a sense of purpose – why we are doing
something, and why we are doing something, and why we are doing it at a certain time
and in a particular way. This should mean that we develop a clear sense of “what is in it”
not just for ourselves, but for our colleagues, the organization as a whole, and the wider
community.
Organisational, group, and individual needs
As well as the three levels of need - implementing, improving, and innovating (I1, I2 and I3) -
there are also three areas of need: organisational, group, and individual. Because we shall be
devoting, specific chapters to each of these, at this point we shall give only a quick overview of
them.

Organisational needs
These concern the performance of the organisation as a whole. Information about this overall
performance may identify areas of need either for training or other interventions.

I1: implementing level

Here ITN is about finding out whether the organisation is meeting its current performance
standards and objectives, and, if not, exploring ways in which training or learning might help it
to do so.

I2: improving level

Organisational needs arise at this level we want not just to meet current objectives but, for
various reasons, to raise their level.
I3 : innovating level
These needs occur when the organisation decides that it has to adopt a major new strategy, create
a new product or service, undergo a large-scale change programme, or develop significant new
relationships, such as joining with others to form new partnerships.
The reason that so many major change programmes fail (over 75 per cent, according to various
research studies) is that they do not recognise the need to take a holistic view of all the systems -
technical, human, financial, and marketing - and they do not involve a wide range of
stakeholders in designing and implementing the change.
Group needs
These concern the performance of a particular group, which may be a team, department,
function, sub-unit, or so on. Information about this groups performance may identify areas of
need - which, again, may be for training or other interventions.
 I1: implementing level
In this case ITN is about finding out how efficiently a particular team or group goes about its
business and meets its current objectives.

I2: improving level

This level is where many continuous improvement projects are to be found, because these are
usually carried out by teams. The team is able to identify improvement areas and also works
together effectively to carry out many process and systems improvements.

I3 : innovating level
By working effectively with other teams across boundaries, major changes can be brought about,
better relationships and communications be established, and new ways of working together be
formed.

Individual needs
These concern the performance of one or more individuals (as individuals, rather than as
members of a group). Again this information may identify specific needs.
I1: Implementing level
Here ITN is about finding out to what extent individuals need to learn or be trained

 to bring their current performance up to the required level

 as a result of changes in methods and processes that call for new competencies and skills.

I2: Improving level

Here ITN is about looking at the extent to which individuals need to learn or be trained in
systematic, continuous improvement skills and how to take initiatives.

I3 : Innovating level
Finally, this is where we find out whether individuals need to learn how to think holistically,
work across boundaries, examine their assumptions, or work with people from different
backgrounds and with different perspectives.
In Table 1 individual, group, and organisational learning needs are brought together at each of
the three levels of performance, showing the wide range of what we may need to consider when
carrying out a thorough training-needs analysis.
STUDY OF NEEDS OF TRAINING

In mill India Ltd., Sahibabad across training is customized product wise. If any defect comes in
a product or process, a training session is initiated to eradicate root cause.
There are normally two work stations in production,
1. Critical station
2. Normal station

At critical work station an efficient worker should produce 5000 to 6000 units in one shift. At
this work station minor job is done.

At normal work station an efficient worker should be produce 8000 to 10000 units in one shift in
normal circumstances.

In this company there are two types of worker are working.

1. Permanent worker
2. Temporary worker

A worker get the permanent job after the good and consistent performance in the company, these
people are well experienced in their relative jobs.

Temporary worker is a layman. They don’t know any thing about the work, so these types of
people require training.

When a new person joins the company, he got the training about the safety and maintenance. For
getting these training he is send in technical training cell (TTC). In TTC he has to go some basic
knowledge and instruction, which is given by the just senior boss. That person is called line in
charge. During the training a person gets the job. He is watched by the line in charge. At any
point the line in charged found any fault in the work, the line in charge instructed at that time, so
that the worker does the job in a proper way and come out with zero-defect product.

There are several types of operations in the production,

 Ink filling
 Stopper
 Point tipping
 Capping
 Packing

After the TTC training employees are divided among various teams and send to the different
operations, on the different operations. A line-in charge is there, who will watch each and every
steps during the work. If any fault in the work is found, he takes that serious and instructs to
remove the fault immediately.

After some experience the worker is transferred from one operation to another operation area.
Where same procedure is performed. He works and if get any confusion regarding the job, he
may ask the line in charge or if line in charge see any fault during the operation, he educates the
worker to do the job better. This process is repeated on each and every operation. This is how
each and every employee is familiarized to the job . The main advantage of this job rotation is, if
any worker does not come on the particular day, that place can be filled by any other worker and
the works progress without any interruption.

After job rotation and getting experienced the entire worker divided into three groups,
 Highly efficient
 Efficient
 Adequate
If a person can handle all the machines related to any particular job. That worker is called highly
efficient worker. After getting training 40% out of them became as highly efficient worker.
These workers are very efficient and can handle any situation during the work. He can work on
any machine at any time without any problem. These people can take decision at the critical
point of time. So that these type of worker are called highly efficient worker.

After highly efficient the second category is called ‘efficient’. In this category those type of
person are master in their job. He is master in one job. In this category 50% worker comes.
These types of people are well known people in their particular job. They are not able to handle
the different machines. They feel problem in some job.

After that the third category comes, that is called adequate. This type is not beneficial for the
company. So that they are not acceptable. They have less knowledge and not will to work.

Highly efficient person is well-known about their job. He can handle any situation. So that this
type of people doesn’t require training.

Efficient people are master of just on job. So that they need training to be highly efficient
worker.

Company is giving training to the efficient worker. For them there are three types of training;
 Counseling
 Give the opportunity to work with highly efficient worker.
 Give the expert knowledge about the work.

In counseling the instructor or line in charge counsel the worker. A line in charge tries to
motivate the worker to do their job in proper way. This is a verbal communication. With the help
of words a senior person tries to make them as effective as highly efficient worker.

The second option “provide them opportunity to work with highly efficient people” helps those
people to learn. During the work he can watch how the highly efficient people work? How can
they handle the situation? They got the idea about the problem, which may be arising during the
work. They also get the idea about dealing those types of problems. This way an efficient worker
is developed to be highly efficient worker.
Before start working every worker should get the knowledge about the job profile. Without
proper knowledge no one can perform better. There must be some defective in the product due to
less knowledge about the production process. So specific knowledge is essential for zero-defect
product. This is the duty of management to educate them and provide full knowledge about the
production process and quality control.

For adequate people company has some other way for giving them training. The work pressure is
the best way for make them work. Under this the adequate person is send to work between two
highly efficient workers. Highly efficient people can work faster than adequate person. So from
both sides he faces the pressure for work faster and effectively. This way an adequate worker can
be the efficient and highly efficient worker for company.
In any company some factor effect the training:
 Strategies changes
 Technical changes
 Matter of cost saving

If the top management of the company want to change their strategies. Here company wants
trained people for work. So firstly company looked for the experienced people, but it is very
difficult to get trained people. So they hired semi- skilled people and after joining them they give
them training. So that this can work effectively and according to the requirement of the
company.

If company wants some technical change in product, they also require trained people for work.
Technical change requires more technical people. If company wants to retain the same people
who are working form last some times then company has to give them training. After getting
training a worker can adjust in any environment and work effectively.

Today’s era is the cost cutting era. In the intensive competition cost of the product is very
important. We can’t survive in the market with high cost. So we need to cut the cost of the
product. For cutting the cost we need more trained worker who can work faster and quickly. So
that the production time can be reduced. At lastly we can get the low price product.

So that in every area we need trained people. For getting trained people we have to make them
trained by giving training.
 METHODOLOGY OF TRAINING

METHODOLOGY OF TRAINING

There is various methodology of training. No single technique is always best.

The best method depends on
 Cost effectiveness
 Desired program content
 Learning principles
 Appropriateness of the facilities
 Trainee preferences and capabilities
 Trainer preferences and capabilities

There is a range of ‘teaching methods’ available to trainer. The choice of a method is a matter
of experience and competence of the instructor and his judgment of how much and what a
particular group of trainees would learn from using one method or another.

Factors which affect the choice of training method:

 The choice of methods depends on the knowledge and experience of the teacher or
trainer.
 The choice of the methods should take into consideration the intellectual level and
educational background of the participants and the participants’ age practical
experience.
 Some methods are more effective than others in achieving certain objective.
 Choice methods depend on the social and cultural factors in the environment. Now
many participative methods are accepted and used in management training.
 It also depends on the time and the availability of resources and infrastructural facilities.
Types of training
 Job instruction training
 Job rotation
 Apprenticeships
 Coaching
 Vestibule training

Induction or Orientation training:

Induction or orientation may be defined as a process of guiding and counseling the
employee to familiarize him with job situations. The induction process accomplishes several
objectives including formation of a favorable impression and attitude, development of the feeling
of belongingness and facilitation of learning and teamwork on the part of the employees. The
content of the induction program should be predetermined in the form of a checklist specifying
the topics to be covered. Attempts are to be made to follow-up and assess the program by
interviewing the new employees as a measure to correct the gaps in the knowledge and attitude
of the employees.

Rank-and-File job training:

This is based on similarities in training on several specific jobs. This type of training can be
imparted in a classroom or on the job. It is performed by a foreman or a group leader. Its
advantages arise in so far as it is realistic and economical and does not hamper production as
well as necessitate from classroom to job situations.
Limitations of rank-and-file job training:
 The trainer may be an incompetent teacher
 The shop floor may be busy
 There may arise heavy production losses.

Supervisory training:
Supervisory training needs reveal utmost divergence in view of divergent duties of supervisors.
Employee attitude surveys help in identifying area of supervisory training. Likewise, supervisors
themselves may be requested to indicate the areas where they need training. Frequently, these
surveys indicate that supervisors need training in human relations, production control, company
policies and how to instruct. Supervisory courses consist of job methods training (JMT) and job
relations training (JRT). The JMT helps the supervisors to improve methods in their departments,
while the JRT helps them in handling human relations problems in their departments.

ON THE JOB TRAINING:

On the fob techniques are conducted in the real job settings. On the job methods usually involve
training in the total job. These methods are typically conducted by individuals, workers,
supervisors. The main advantage is that the trainees learn while actually performing their work,
which may minimize the training cost. They also learn in the same physical and social
environment in which they will be working once the formal training period is completed.

Types of on the job techniques:

 Job instruction training
 Job rotation
 Apprenticeship
 Coaching
 Vestibule training

Job instruction training:

Job instruction training (JIT) is received directly on the job and so it is called “on the job
training” it is used primarily to teach workers how to do their current jobs. The worker learns to
master the operation involved on the actual job situation under the supervision of his immediate
boss who has to carry the primary burden of conducting the training. Usually no special
equipment or space is needed, since now employees are trained at the actual job location.

Steps of job instruction training:

 The trainee receives an overview of the job, its purpose and its desired outcomes with an
emphasis on the relevance of the training. Since the employee is shown the action that the job
requires, the training is transferable to the job.
 The employee is allowed to mimic the trainer’s example. Demonstration by the trainer and
practice by the trainee are repeated until the job is mastered. Repeated demonstrations and
practice provide repetition and feedback. Finally the employee performs the job without
supervision, although the trainer may visit the employee to see if there are any lingering
questions.

Advantages:
 Easy organized
 Realistic
 Stimulates high motivation
 Speeds up worker’s adjustment
 Less costly

Disadvantages:
The disadvantage of this method is that the assigned instructor may be a poor teacher. The
worker may haste for immediate production, so the actual cost may increase.

JOB ROTATION:
Some trainers move a trainee from job to job. Each worker move normally is preceded by job
instruction training. This is a method of training wherein workers rotate through a variety of
jobs. Thereby providing them a wide exposure. Trainees are placed in different jobs in different
parts of the organization for a specified period of time. They may spend several days or even
years in different company locations. In this way they get an overall perspective of the
organization. It is used with both blue-collar production workers and white collar managers and
it has many organizational benefits. Job rotation creates flexibility, during manpower shortages,
workers have the skills to step in and fill open slots. The method also provides new and different
work on a systematic basis, giving employees a variety of experiences and challenges.
Employees also increase their flexibility and marketability because they can perform a wide
array of tasks.
Limitation of job rotation:
The major drawback of this, it is time consuming and expensive too.

Apprenticeship:
An apprentice is a worker who is learning a trade but who has not reached the state where he is
competent to work without supervision. It is particularly common in the skilled trades. In
organization a new worker is “tutored” by an established worker for a long period of time. An
apprenticeship lasts from two to five years. Each apprentice is usually given a workbook
consisting of reading materials, tests to be taken and practice problem to be solved. This training
is used in such trades, crafts and technical fields in which proficiency can be acquired after a
relatively long period of time in direct association with the work and under the direct supervision
of experts. Training is intense, lengthy and usually on a one to one basis.

Increasing national attention is being paid to workforce preparation in the United States. This
stems from the growing realization that America's ability to occupy a leading competitive
position in the emerging global economy hinges, to a large degree, on assuring that the nation's
workforce is second to none. Today, unfortunately, this is not the case. Employers frequently
report that significant numbers of young people and adults alike exhibit serious educational
deficiencies and are ill-equipped to perform effectively in the workplace. As a consequence,
leaders from industry, labor, education, and government are all grappling with how to design
educational reforms and education/training strategies that will improve the skills of America's
current and future workforce.

In the spirit of this reform, one particular training strategy -- apprenticeship -- has captured the
interest of many policy makers, educators, and others who are involved in the national reform
movement. Its growing appeal comes as no surprise and, perhaps, is long overdue. Experience
both in the U.S. and growing abroad has repeatedly demonstrated that apprenticeship is a highly
effective strategy for preparing people for work. The bulk of apprenticeship programs offered in
the U.S. and its territories are in the building trades and manufacturing industries, but there is
significant potential to develop apprenticeship programs in a variety of other industries.
The rush to embrace apprenticeship, however, is leading to efforts that could undermine the very
pillars of its value. For example, in some instances, apprenticeship is being viewed as a generic
concept -- one that can be loosely applied to a variety of learning situations. Likewise, others
have coined such terms as "youth apprenticeship" to characterize various school-to-work
transition programs. Such thinking, while understandable in an environment that begs for
creativity and innovation, may be more harmful than helpful to the cause.

What Apprenticeship Is: The Essential Components

1. Apprenticeship is a training strategy that a) combines supervised, structured on-the-job

training with related theoretical instruction and b) is sponsored by employers or labor.
Management groups that have the ability to hire and train in a work environment.

2. Apprenticeship is a training strategy that prepares people for skilled employment by

conducting a training in a bona fide and documented employment settings. The content of
training, both on-the-job and related instruction, is defined and dictated by the needs of the
industry, which refers to all types of business/workplace settings. The length of training is
determined by the needs of the specific occupation within an industry. In the building trades,
for example, some apprenticeship programs are as long as five years with up to 240 hours of
related instruction per year.

3. Apprenticeship is a training strategy with requirements that are clearly delineated in Federal
and State laws and regulations. The National Apprenticeship Act of 1937 (also known as the
Fitzgerald Act) and numerous State laws provide the basis for the operation of formal
apprenticeship training programs in the U.S.; regulations that implement these laws are in
force today. These laws and regulations establish minimum requirements for protecting the
welfare of the apprentice such as the length of training, the type and amount of related
instruction, supervision of the apprentice, appropriate ratios of apprentices to
journeypersons, apprentice selection and recruitment procedures, wage progression, safety,
etc.

4. Apprenticeship is a training strategy that by virtue of a legal contract (indenture) leads to a

Certificate of Completion and official journeyperson status. These credentials have explicit
 meaning, recognition and respect in the eyes of Federal and State governments and relevant
industries.

5. Apprenticeship is a training strategy that involves tangible and generally sizable investment
on the part of the employer or labor/management program sponsor.

6. Apprenticeship is a training strategy that pays wages to its participants at least during the on-
the-job training phase of their apprenticeship and that increases these wages throughout the
training program in accordance with a predefined wage progression scale.

7. Apprenticeship is a training strategy that involves a written agreement and an implicit social
obligation between the program sponsor and the apprentice. The written agreement, which is
signed by both the apprentice and the program sponsor and is ratified by government, details
the roles and responsibilities of each party. The implicit social obligation gives employers or
program sponsors the right to expect to employ the apprentice upon completion of training
given the investment in training and gives the apprentice a reasonable right to expect such
employment. Labor market conditions should guide the size of training programs to enable
each party to maintain his or her side of the obligation.

What Apprenticeship Is Not

Unless they conform to the essential components described previously, apprenticeship is no

cooperative education, vocational education, tech prep, two plus two (three or four), summer or
part-time work experiences or any other myriad training strategies that many are promoting as
ways to assure adequate workforce preparation. Such strategies undoubtedly have value in their
own right, but they are not apprenticeship. What distinguishes apprenticeship from most of these
other approaches are such fundamental qualities as training program sponsorship and location,
the skills required, the value attached to the credential earned, curricula content that is defined
exclusively by the workplace, wage requirements, the written agreement, and the implicit social
contract that exists between program sponsors and their participants. No other training strategy
provides for this unique combination of characteristics. When a person completes a registered
apprenticeship program, he or she is prepared to go to work as a fully trained, competent
journeyperson whose skills enable him or her to perform effectively in the workplace. Few, if
any, other types of educational programs can make this claim.
A Policy Recommendation

As the education and training system in this country undergoes its restructuring, how
apprenticeship fits in must be considered. Some may argue that the definition of apprenticeship
should be boarded to encompass some or all of the previously described alternative training
strategies. Unfortunately, this could have the practical effect of seriously undermining a tried and
true training strategy -- on that, ironically, exhibits all ten qualities that reformers are striving to
achieve in new training designs. Of particular concern is the possibility that an expanded
definition could significantly dilute the value and meaning attached to the apprenticeship
credential. Today, an apprentice who earns a Certificate of Completion and attains journey
worker status from a registered apprenticeship program knows that he or she has acquired
industry-defined skills at industry-accepted standards of performance and can reasonably expect
to be gainfully employed in his or her occupational area. If alternative training strategies (ones
that do not fully conform to the essential components) are also permitted to call themselves
"apprenticeship," the apprenticeship credential stands to become devalued. Such a step makes
little sense at a time when other credentials -- such as high school diplomas -- have lost much of
their meaning.

Thus, we conclude that their term "apprenticeship" should be reserved only for those programs
that adhere to the eight essential components described previously. Other strategies may seek to
adopt designs that conform to all the essential components, in which case they may be called
apprenticeship. But to call any other types of programs "apprenticeship" is to do a major
disservice to the participants in such programs. Whether intentional or not, the participants may
be misled into thinking that completion of these programs will allow them to reap the benefits
accorded to graduates of true apprenticeship programs.

Clearly, we are on the verge of a major revolution with respect to how America prepares its
workforce. As a new national training system emerges in the coming years, considerable thought
should be given to the role of true apprenticeship in that new system. One on hand,
apprenticeship could be the locomotive that drives this training system. Under this scenario,
apprenticeship programs would serve as the principal form of training for preparing the majority
of the nation's workforce. Alternatively, apprenticeship may become one of several cars on a
train that provides a variety of training options to existing and future workers. This choice
requires further study and broader deliberation, but, whatever the outcome, the integrity of the
term "apprenticeship" should not be jeopardized or compromised.

Coaching:
At management levels Coaching of immediate subordinates by their managers is common. A
coach attempts to provide a model for the trainee to copy it tends to be less formal than an
apprenticeship program. Coaching is almost always handled by the supervisor or manager. It is
likely not to be as directive approaches such as nondirective counseling or sensitivity training. If
the trainee’s shortcomings are emotional or personal. Coaching will be ineffective if relations
between trainee and coach are ambiguous in that the trainee cannot trust the coach.

Coaching thrives in a “climate of confidence”, a climate in which subordinates respect the

integrity and capability of their superiors.

Vestibule training:
Vestibule training is a type of instruction often found in production work. A vestibule consists of
training equipment that is set up a short distance from the actual production line. Trainees can
practice in the vestibule without getting in the way or slowing down the production line. These
special training areas are usually used for skilled and semiskilled jobs, particularly those
involving technical equipment.
Vestibule is small, so relatively few people can be trained at the same time. The method is good
for promoting practice a learning principle involving the repetition of behavior.

OFF-THE JOB TRAINING:

Off the job method are those training and development programs that take place away from the
daily pressures of the job and conducted by highly competent outside resource people who often
serve as trainers, which is one of the main advantages of this method. The major drawback of
this is the transfer problem.
Types of off the job training:
Lectures consist of meeting in which one small number of those present actually plays an active
part. The lecture method is a popular form of instruction in educational institution. The lecturer
may be a member of the company or a guest speaker.
Before preparing the lecture some points should be considered.
 Who is your audience?
 What is your audience?
 What is the time available?
 What is the subject mater?

The lecture should be brief and to the point, presenting the theme of the subject in a manner that
arouses the interest of the audience from the start. The speaker should be poised, courteous and
sincere. The action should be spontaneous. The role of a lecturer is make difficult things simple,
not the reverse.

Limitation of the lecture method:

It gives very little opportunity for active practice, development, over learning, knowledge or
results or transfer of learning. In this method trainee himself or herself have to understand and
personalize the content of the lecture. It is not suitable for courses where people with work
experience are participating. This method involves one-way communication, which is not
interaction of the audience. This method can’t readily adopt itself to individual differences,
which may arise farthest from reality.

Audio-visual techniques:
Audio-visual techniques covers an array of tainting techniques, such as films, slides and
videotapes. It allows seeing while listening and is usually quite good at capturing their interests.
These methods allow a trainer’s message to be uniformly given to numerous organizational
locations at one time and to be reused as often a required.

Available devices used in lecture techniques:

  Blackboard
 Flip chart
 Magnetic board
 Flannel board
 Overhead projector
Conference or discussion method:
This method encourages the participation of all members of the group in an exchange of
opinions, ideas and criticisms. It is a small group discussion in which the leader plays a neutral
role providing guidance and feedback. Inspite of the intention to encourage general participation
the conferences are frequently dominated by a few, with the majority no more active than they
would be at a lecture. It is more effective than the lecture in changing adult behavior and also
modifying attitudes. The conference method can draw on the learning principles of motivation
and feedback. It is used to enhance knowledge or attitudinal development.

Main objectives of conference method:

 Developing the decision making and problem solving skills of personnel
 Changing or modifying attitudes
 Presenting new and sometimes complicated material

Role playing
Active participation rather than passive reception facilitate learnings. Role-playing believes in
active participation. This is a training method often aimed at enhancing either human relations
skills or sales techniques. Role-playing can be defined as an educational or therapeutic technique
in which some problems involving human interaction, real or imaginary is presented and then
spontaneously acted out. Participants suggest how the problem should be handled more
effectively in the future. This “acting out” is followed by discussion and analysis to determine
what happened and why and, if necessary, how the problem could be better handled in future.

Role-playing is less tightly structured than acting, where performers have to say set lines on sue.
Participants are assigned roles in the scenario to be enacted, so , in this way, it is a device that
forces trainees to assume different identities. Usually participants exaggerate each other’s
behavior. Ideally, they get to see themselves as others see them.

The typical Role Involves Three Phases

 The Warm Up : the objective of the warm-up is to get the trainees participate in a
constructive manner with minimum anxiety and maximum motivation. The trainer’s
introduction to the session should be such that it would arouse interest of trainees.
 The Enactment: before conducting the role-play-enactment, the trainer should carry out the
following:-
(a) Read aloud generation information,
(B) Those who have volunteered to role play are given briefing sheets and sent out of the
room with the instruction not to communicate amongst themselves,
(C) The instructor should clarify all the doubts that role player might have,
(D) Role players take their positions facing the class, (E) To begin the role play, the trainer
sets the scene by restating the identify of the roles being enacted and making a brief
statement about what has just happened when the action began.
 Post Enactment Discussion: in conducting post enactment discussion, reaction to role play
should be obtained form the people who have acted a role play.
Role playing has been shown to be effective (I)in studying small group leadership skills,(ii)
increasing sensitivity to the motivation of others, (iii)improving interviewing skills, (iv)
enhancing ability to develop innovative solutions to human relation problems, and (v)
modifying attitudes.

Case Study
By studying a case situation, trainees learn about real of hypothetical circumstances and the
actions others take under those circumstances. Beside learning from the content of the case, a
person can develop decision making skills. Case method is an excellent medium for developing
analytical skills.
Cases are usually organized around one or more problems or issues that are confronted by an
organization. Cases can range from one page to over fifty pages.

Feedback and repetition, are usually lacking. One inherent difficulty is personal bias. This
method calls for skills with language. But many people are sent to case study courses primarily
because they lack communication skills.
When cases are meaningful an similar to work related situations, there is some transference.
There also is the advantage of participation through discussion of the case. It improves
participants’ skills in problem analysis, communication and particularly brings home to the
participant that nothing is absolutely “right or wrong” in the field of human behavior. Survey
results indicate that the case method is considered by training directors to be the best methods of
developing problem solving skills.

Simulation
Simulation is an approach that replicates certain essential characteristics of the real world
organization so that the trainees can react to it as if it were the real thing and then consequently
transfer what has been learned to their job. Simulation training is based on a reproduction of
some aspect of job reality. Simulation usually enhance cognitive skills, particularly decision
making. A very popular training technique for higher level hobs in which the employee must
process large amounts of information.

Simulations have many forms- some use expensive, technical equipment, while others are far
less costly. Some simulations need only one participant, others may involve as many as 15-20
people working together as a team. Simulations are a broad based training techniques that can be
adapted to suit a company’s need. By using the equipment simulators, workers can practice new
behaviors and operate certain complex equipment’s free of danger to themselves. Equipment
simulators can range from simple mock-ups to computer based simulations of complete
environments. Some of them are utilized to train a single individual and the others are used for
team training.
Programmed instruction is a training approach which makes the advantages of private tutoring
available to large groups of students beings trained in new skills. Programmed instruction is one
of the innovations in teaching technology developed in recent years. The methods involves an
actual piece of equipment, usually called
Teaching machine, of a specially constructed paper booklet.

 The participants are active in the training process. In fact they determine their own learning
pace.
 What is to be learned involves many discrete pieces of material, and the participants get
immediate feedback on whether they have learned each piece.
The major advantage of programmed instruction is that is reduces the training time. The learning
takes place at the students own pace. Participants get immediate feedback. The participants are
active learners, there is constant exchange of information between themselves and the
programme. Fast learners do not have to wait for slow ones to catch up. Administrative
simplicity and increased productivity in training result in lower training cost per student.

The biggest disadvantage of this method is the absence of a teacher. The book becomes the
teacher. Hence it is absolutely essential that the trainee is highly motivated to continue learning.
The material has to be broken down into a logical sequence, since there may be several correct
ways to perform the task. This methods does not appear to improve training performance in
terms of immediate learning of retention over a time compares with conventional methods.

Computer Assisted instruction

It is one of the newest developments in instructional methodology. It is a logical extension of
programmed instruction and shares many of its benefits. C. A. I. Has the advantage of individual
pace instruction and a considerably wider range of application. It requires less time to teach the
same amount of information than any conventional method. Trainees also react favorably to this
method. The computer is capable of assessing the progress of the trainee and can also adapt to
his/her need by virtue of its storage and memory capacities. This method offers advantages of
standard presentation of materials to all trainees standard, structured practices, and instant,
specific feed back.
The major drawback to C. A. I. For most organizations probably is the initial expense.

Syndicate Method
Working in small group to achieve a particular purpose is described as a syndicate method. The
essence of this method is that participants learn from each other and contribute their own
experience to the fullest. The syndicate method is designed to provide the participant an
environment that would help him to reflect critically on his own work and experience; to update
his knowledge of new concepts and techniques with the help of other co-participants; to develop
sound judgement through greater insight into human behavior. This method is suitable for
training and development students, without any experience.
The participants are divided into groups consisting of about eight to ten participants. These
groups are called “syndicates”. Each syndicate functions as a team that can represent various
functional as well as interest areas. The syndicates are given assignments which have to be
finished and a report submitted by a specified date and time. By rotation each member of the
syndicate becomes the leader for completing a specific task. Each assignment to a syndicate is
given in the form of a “Brief”. This is a carefully prepared document by the faculty. Generally,
each syndicate is required to submit a report which is circulated to other syndicates for critical
evaluation.

The advantages of this method is that it secures a very high level of involvement from the
participants. Their own experience is the starting point in this method. It is a process of self
business and development for participants. This method also gives the participant a practice in
communicating with his colleagues and understanding them.

If the syndicate is not structured properly, it should lead to a lot of wastage of time and cause
frustration. In the absence of proper pressure on the participants by trainers or participants
themselves, some participants might start dragging their feet. Differences of opinion or
viewpoint may be ignored to avoid action.

Behavior Modeling
According to social learning theory, most human behavior is learned observationally through
modeling. When social learning theory is applied in industrial training programmes, it is
commonly referred to as “behavior modeling”. Used behavior modelling to improve the
interpersonal and communication skills of supervisors in dealing with their employees. The
topic was first introduction by the trainers after which a film was shown to the trainees which
depicted a supervisor model effectively handing a situation, followed by a set of three to six
learning parts that were shown in the film immediately before and after the model was
presented. A group discussion is them held in which the effectiveness of the method is discussed.
After this, the practice session starts in which one of the trainee assumes the role of an employee.
And then, feedback from the training class is given on the effectiveness of each trainee in
demonstrating the desired behavior.
At the end of each training session, the trainees are given copies of the learning points and are
asked to try and apply them to their jobs during the following week. It has been found that this
programme has had desirable effects on learning, behavior and performance criteria.

There creation of the behavior may be videotaped so that the trainer and the trainee can review
and critique it. When watching the ideal behavior, the trainee also gets to see the negative
consequences that befall someone who does not use it as recommended. By observing the
positive and negative consequences, the employee receives vicarious reinforcement that
encourages the correct behavior.

12.Fish Bowl Exercise

it is essentially used in providing skills in understanding human behavior. It effectively uses
group interaction to develop in the participants a degree of self awareness. The primary
objectives of the method is to inculcate in the participants the discipline of observing others and
on the basis of this, provide objective and constructive feedback and to learn about oneself, ones
behavior and personality as seen through the eyes of others and consequently to overcome
weaknesses and improve upon strengths.

The aspects to which the fish bowl exercise can be put to effective use are; individual and group
behaviour , content of communication, roles individuals paly in groups, intergroup conflicts,
level of participation, dynamics of group problem solving and decision making and, inter
personal relations.

The exercise can involve up to 25 participants seated in two concentric circles( one inner, the
outer).the inner circle is the target group, members of this group will either discuss a preselected
topic or move towards completion of a group task. After the discussion by the members of the
inner group, the outer group is asked to comment on the content and more importantly the
dynamics and group process of the inner group members
Participants must learn to provide feedback with clarity and precision. Feedback must never be
critical or it loses its constructive nature. After one cycle of the exercise is completed the outer
group will change palces with the inner group and become the target group , inner group member
become observers and the exercise is repeated.
There are several non-group methods involving an assessment of each individual’s strengths and
weaknesses.

Counselling:
It helps the trainees to observe their weaknessed and involves measures to overcome
them. It is related to periodic appraisals of ratings. Specifically counselling purports to
help the subordinates to do a better job, provides a clear picture of how they are doing,
build strong personal relationships and eliminate, of at least minimize anxiety.

Understudies System:
In this the trainees work directly with individuals whom they are likely to replace.
However, it is disappointing as a training because of a likelihood of an imitation of weak
as well as strong points of the seniors.

Special Project Arrangements;

These are likely to be highly effective training systems. In these systems, a task force is
built representing varied functions in the company. The special project enable the trainees
to achieve knowledge of the subject assigned as well as to learn how to deal with others
having varied viewpoints.

Some their training methods :

Telephone Training Sessions are for individuals or small groups (up to five people). During a
Telephone Training Session we will evaluate your specific needs, tailor a session to your needs
and provide you with more advanced tips. Register for a session that is convenient for you. Once
you schedule a session we will contact you on the date and time specified to complete the
training.
Distance Learning Sessions are reserved for groups of more than five people up to 18 people.
Each session utilized both presentation and live demonstrations. Sessions last approximately 45
minutes to an hour. Register for a session that’s convenient for you. Once you register, we will
email you a web site address and toll-free number. At the scheduled time, simply log into the
site, call into the number and a professional trainer will outline the contents of the service, walk
you through the most commonly used navigational techniques, and introduce you to search
techniques.
 SKILL TRAINING

SKILL TRAINING

Proper training can be as important as the equipment used and other characteristics of the job.

The money annually paid for training by business and industry also demonstrates the importance
of training. It has been estimated that American business firms spend more than $30 billion per
year on training and development, with some estimates running as high as $100 billion Motorola,
Inc. alone spends about $44 million annually on employee education.

Another indication of the importance business and industrial firms attach to training is the
estimate, made a few years ago, that some forty five thousand employees across the United
States were assigned full-time to training and development activities. Since then the figures have
no doubt grown.

This broad definition of training includes both skills training, which is usually of a technical
nature and has a short-term focus, and management and career development programs, which are
aimed at educating employees above and beyond the immediate technical requirements of their
jobs in order to increase the organizations present and future ability to attain its goals. Thus,
management and career development tend to be more future oriented than skills training.

The purpose of skills training is to bring the competencies of individuals up to desired standards
for present or near-future assignments & develop new skills and knowledge to replace those that
have become obsolete as a result of technological organizational changes.

The seven major steps, as shown in figure are the following:-

1. Determining the need for skills training
2. Translating skills needs into training objectives
3. Formulating the budget
4. Selecting trainees
5. Choosing a training method
6. Selecting and educating trainers
7. Determining evaluation procedures
 ANNUAL ASSESSMENT

Objectives:

The Annual assessment System for executive and non-executive Categories seeks to meet the

following objectives:

PROMOTION: To form an important basis for promotion along with seniority. TRAINING

AND DEVELOPMENT: To understand the gaps in knowledge and skill

with reference to the present assignment of an employee and with reference to his future

development; and fill the same by planned guidance and training

Coverage:

There will be different formats for assessment as per the following broad categories:

(a) Executive – technical

(b) Executive – non-technical

(c) Non – executive – technical

(d) Non- executive – non – technical

Assessment:
The assessment will be annual and cover performance during the financial year.

The annual assessment form provides for evaluation on certain attributes and abilities on a 3-

point scale ‘Outstanding’, ‘satisfactory’, and ‘unsatisfactory’. Periodic performance records and

critical incidents maintained by persons reporting, with respect to each employee, will form the
basis, which will aid in filling the annual assessment. This, it is hoped, will contribute towards

making the appraisal objectives.

The assessment form also provides for an overall evaluation on a 5-point scale. Keeping in view

the relative priorities/ratings on each attribute on the 3-point scale, the overall assessment may be

arrived upon.

In addition to the above, the annual assessment form provides for identification of training needs

and rotational assignment to fill the gaps in knowledge and skills.

Who Appraises
The annual assessment for each non-executive will be done by the

person to whom he reports. However, the minimum level of the reporting person will not be less

than a head of the department, of a employee .

The annual report will further be reviewed by the officer to whom the reporting person in turn

reports. The minimum level of reviewing authority both in case of technical & non-technical

will be that of an executive.

The report will further be seen & signed by the sectional head in case he us not the reviewing

officer, and countersigned by the HOD may enter remarks if any.

In the event of the overall assessment being rated ‘Unsatisfactory’ a written communication will

be issued to the concerned employee by the HOD.

The communication will be accompanied with specific facts and figures substantiating the

adverse remarks.

In case of representation by the concerned employee the same will be examined by the HOD

who will record his final decision along with reasons.

The final decision will be communicated to the employee with regard to:
The earlier assessment being retained.

After due consideration the earlier remarks are expunged and the same being noted in the annual

assessment form.

If an employee has worked with more than one reporting person for three months or more, he

will be assessed by all the concerned reporting persons.

As in case of executive, an important outcome of the follow up of annual assessment will be

counseling, counseling in case of ‘unsatisfactory performers’ will be done by the HOD.

OBJECTIVE
 OBJECTIVE OF THE STUDY
1) To study the performance appraisal system in Dhampur Engineering and Industries

limited(sugar unit), Mansoor.

2) To find out the loopholes in the performance appraisal system.

3) To provide the suggestion in organization for the betterment of the organization.

 RESEARCH
METHODOLOGY
 RESEARCH METHODOLOGY

SAMPLE SIZE
Sample size - 8o.

Due to unavoidable circumstances and irrevocable constraints, the actual number of population

covered is less than the sample size targeted.

SAMPLING METHOD:-

Random sampling- as I hardly know anybody from the organization. But at times, the sample

was also collected as per the choices and targets of my knowledgeable corporate seniors. Hence,

here it can be said that it was judgmental sampling

SOURCES OF DATA COLLECTION

The data used in the project is collected both by primary sources and secondary sources. The

following are the sources of collection of data:

Primary sources of data collection:

The primary sources of data collection for the project are questionnaire and interviews.

Secondary sources of data collection:

~ Company profile

~ Books

~ Websites
EVALUATION PROCESS

After the study of company’s profile and its performance appraisal procedure, questionnaire for

employees is prepared and is given to them. Interview method is also employed and the views of

the company’s personnel are taken.

Questionnaire for the employee is objective in nature. Employees are required to select the

answer for the given questions.

ANALYSIS PROCESS
Questionnaire for the employees are analyzed graphically and are evaluated in terms of

percentage.
 DATA
ANALYSIS
TABLE AND GRAPHICAL PRESENTATION

RESPONSE OF THE PERSONS ON THE BASIS OF SAMPLE SURVEY :

RESPONSE NON-RESPONSE TOTAL

300 50 350

350
300
250
200
150
100
50
0
Response Non-Response

Response : 300
Non Response : 50
Total Sample Size : 350

The total sample size of the market has been taken as 350, out of which 300 people
responded and 50 not responded for the survey (i.e. filled the questionnaire). Thus if we
take it in percentage then percentage of people responded is 85% and people non-
responded is 15% .
SATISFACTION LEVEL OF CUSTOMERS FROM SUGAR MILL MILL :

EXCELLENT GOOD AVERAGE NOT-SATISFIED

26% 45% 16% 13%

Satisfaction Level

13%

EXCELLENT
26%
16% GOOD
AVERAGE
NOT-SATISFIED
45%

Number of persons who said EXCELLENT : 26% of 75 = 19

Number of persons who said GOOD : 45% of 75 = 34
Number of persons who said AVERAGE : 16% of 75 = 12
Number of persons who said NOT-SATISFIED : 13% of 75 = 10
THE SUGAR MILL MILL IS FAMOUS FOR :

SERVICES FACILITY ATM ITS NAME TRUST TOTAL

26% 20% 35% 05% 14% 100%

5% 14%
SERVICES
26%
FACILITY
ATM
ITS NAME
35% 20%
TRUST

Number of persons said SUGAR MILLis famous for SERVICES : 26% OF 75 = 20

Number of persons said SUGAR MILLis famous for FACILITY : 20% OF 75 = 15
Number of persons said SUGAR MILLis famous for ATM : 35% OF 75 = 26
Number of persons said SUGAR MILLis famous for ITS NAME : 05% OF 75 = 4
Number of persons said SUGAR MILLis famous for TRUST : 14% OF 75 = 10
OPERATIONAL STATUS OF SUGAR MILL MILL :

BRANCH EXTENSION COUNTER ATM’s

458 92 2050

Operational Stauts

458 BRANCH
92

EXTENSION
COUNTER
ATM's
2050

There are 550 branches of SUGAR MILL in India and more than 2050 ATM’s all over
the India. According to the figure as mentioned above there are 458 Retail Branches and
92 Extension Branches in India which plays a very vital role in the financial sector.
 CHAPTER-8
FINDINGS OF THE PROJECT
FINDINGS OF THE PROJECT

The major findings during the project are as follows :

 Sugar mill is second largest institution after ICICI in private sector but it is higher
in profits than ICICI mill.
 Some customers are not satisfied with the facilities and services, which are
provided by SUGAR MILL mill.
 The customers wants to increase the number of ATMs and more Branches of
SUGAR MILL mill in the rural areas as well as in the hilly areas like Kullu,
Manali, Jammu & Kashmir, Shimla and many more.
 The customers are not satisfied with non-maintenance charges on the different
products charged by SUGAR MILL mill.
 All the Financial Institutions are using very competitive strategies for making the
good position by maximizing there market share.
 Till today the majority of population has greater faith and trust in the National
mills in spite of there comparatively low quality service than private mills.
 Private mills are out of reach of lower middle class and lower class as there
minimum requirements (like AQB) are of higher levels so as to involve only
higher class and higher middle class people.
 Though the modern technology for milling is being absorbed by the Indian public
but still the majority of population lacks computer literacy, as a result they are not
able to utilize facilities provided by the mills optimally.
LIMITATION :

The present study however has certain limitations. The main limitations of the study are:

 The sample size was quite small which is unable to represent the whole universe.
 It was found that many of the respondents did not have any knowledge of the
product.
 The non co-operative nature of many of the respondent acted as the constraints.
 It is possible that information passed by respondent is not correct.
 The study is limited to the analysis of need and gap analysis of retial milling and
does not tells covers much about the impact of working efficiency, skills etc of the
employees of the mill.
 The study does not cover the data from ruler area as study is being made in the
urban area therefore the result may differ form real situation.
 Throughout this project report we can measure the potential of the mill in the
selected area but can not measure the capabilities, skills and efficiencies of the
Customer.
 The mill can not exist without the customer.
BIBLIOGRAPHY

1) www.Dhampurgroup.com

2) www.performance-appraisal.com

3) www.google.com

4) www.wikipedia.com

5) Ratnam, C.S.V. & Srivastava, B.K. Human Resources. New Delhi: Tata McGraw-
Hill, 1992.
6) Sarathi, P. Human Resource Development. New Delhi: Tata McGraw-Hill, 1998.

7) Kotler. Philip, Keller. Kevin, Marketing management, Prentice hall India,12

Edition,2006

8) Chrsto.F. Lovelock Jachen Writz, Service Marketing, Pearson education,5

edition.

9) Research Methodology (C.R Kothari)